Teacher Work Sample

RUNNING
HEAD: TEACHER WORK SAMPLE- CHRIS REID

Teacher Work Sample

Chris Reid

Submitted to Elizabeth Hartley, Ph.D.

In Partial Fulfillment of the Requirements for

Masters in Art, Elementary Education- Student Teaching

ED 688

School of Education

University of Alaska, Southeast

December 6, 2016

RUNNING HEAD: TEACHER WORK SAMPLE- CHRIS REID

TABLE OF CONTENT
Contextual Factors3
Learning Goals.6
Assessment Goals..8
Design for Instruction...14
Instruction Decision-Making18
Analysis of Student Learning20
Reflection..22


Teacher Work Sample
Contextual Factors
Knowledge of community and school
Mountain View Elementary School (MTV) is tucked back in a neighborhood away from
the hustle and bustle of the community of Mountain View. According to an article in Alaska
Dispatch titled A more aggressive approach to cutting unemployment in Mountain View, it
states that the neighborhood has high unemployment, 22%, and is one of the poorest
neighborhoods in Anchorage (August 25, 2016). The article continues, Nearly one in
four Mountain View residents may be looking for work, a much higher rate than the rest of
Anchorage, according to the latest U.S. Census Bureau data.
The school is backed up against the woods and facing a neighborhood that has battled
higher rates of poverty, unemployment, and more crime than the rest of Anchorage. Because of
the poverty, MTV qualifies for Title 1 funding. With these funds, additional teachers are hired
for the school. Breakfast, lunch, and snacks are provided for all the students. Small food bags are
sent home with each student every Friday.
Characteristics of students
Mountain View Elementary School is also one of the most multicultural schools in the
nation. (Currently it teaches students kindergarten through 5th grade.) 3rd, 4th, and 5th grade
students took a survey during the 2015-2016 school year at MTV. One hundred nineteen
students59 females, 59 males, completed the survey. The students were asked what nationality
they identify with. The following graph shows a broad spectrum of nationalities represented at
MTV.


Asian
5%
Represented Nationalities at
MTV
African
American
16%
Don't
know
14%
2 or more
14%
Hispanic
14%
Caucasian
3%
Alaska
Native/
American
Indian
20%
Native
Hawiian/
Other Paci\ic
Islander
14%
Count of Students by Nationality

in Mrs. Reids 1st / 2nd grade class
Hispanic
11%
Asian
17%
Mulit-Ethnic
11%
Black
17%
Causian
5%
Alaska
Native
22%
Native
Hawiian/
Other Paci\ic
Islander
17%
From my 1st/2nd grade class, there are three students who speak Hmong, two who speak
Spanish and three who speak Somali.

Currently the 1st/2nd grade combination class has one English language learner (ELL)
who moved here from Somalia last April. He did not talk the first three days of school. His
English continues to grow steadily.


One of our male students has an individual learning plan (IEP). Another male student has
been labeled on the spectrum of Autism by his mother because he demonstrates many
characteristics of Autism, which I also recognize. Three of the 2nd graders in class are in IGNITE
(Including Gifted Needs in Todays Education). The program is an enrichment based pull-out
program for gifted learners. As stated previously, there is one ELL. He arrived in Alaska from a
Somalia refuge camp. With two younger siblings and parents who are ELLs, Somali is the
primary language spoken at home.
Because of neighborhood of Mountain View, the principal at MTV, Mr. Chris
Woodward, has encouraged all staff to read A Framework for Understanding Poverty by Ruby
K. Payne, Ph.D. The book explains poverty and how relationships are everything for students
who live in poverty.
Knowledge of students varied approaches to learning
There is a drastic difference between the 1st graders and the 2nd grades in our combination
class, both intellectually and maturity. All the 2nd graders can read and write. Half of the 1st
graders are beginner readers, and it is a struggle to get them to write.
Currently my host teacher, who has taught several combination classes, uses a rotation
method to teach both language arts and math. While she gives direct instruction, the other two
groups are working independently in a workbook, playing an educational game, or on a computer
doing a reading or math program.
Knowledge of students skills and prior learning
All but one of our students attended MTV last year. Students started the new school year
knowing and having relationships with other students in their class. Even our ELL student, who


is new to the country, came to school this year knowing a few kids from spending April and May
of last school year with these students and from spending the summer in the MTV neighborhood.
The students also know and have relationships with other teachers and staff in the school.
When it comes to families, siblings, academics, personalities, and learning styles previous
teachers are helpful resources for current teachers.
Implications for instructional planning and assessment
Each day I teach two math lessonsone for the 1st graders and one for the 2nd grades.
The direct teaching lesson for each grade is hour. During the direct instruction, the other grade
will be switching between two 15-minute rotations. One 15-minute rotation will be an
educational game played on the computer and the other 15-minute rotation is an education game
played with manipulatives. Halfway between each lesson, I will notify the two groups to switch
from the computer to the manipulative game on the floor, or vice versa.
I will accommodate the ELL student and the early readers by reading the assessments
aloud and by projecting the assessment on the whiteboard as they complete their own test. I also
have a Somali/English speaking student in class who often helps interpret for the ELL student or
for me. If the student with the IEP has troubles with the test, I will give the test to his special
education teacher so that they can work on the test together.
Learning Goals
Standards
Common Core State
Standards 1.MD.4Measurement and Data
Practice Standards 3Construct viable arguments
and critique the reasoning
of others

Goals
Lesson 1- Analyze and
compare data shown in a
picture graph where each
symbol represents one.
Lesson 2- Create a picture
graph where each symbol
represents one and
interprets the information.
Objectives
Student will be able to read
a picture graph, a bar graph,
and a tally charts to
interpret information.


Practice Standards 6compare data shown in a
Attend to precision
bar graph.
Lesson 4- Make a bar graph
and interpret the
information.
compare data shown in a
tally chart.
Lesson 6- Explain why a
tally chart is a good way to
show information that has
been collected?
Lesson 7- Solve problems
situations using the strategy
make a graph.
Significance, challenge, and variety

The significances of Represent Data in Chapter 10 of Go Math! is that it teaches students
how to read and make picture graphs, bar graphs, and tally charts. The challenge for this lesson
will be making sure students understand the new vocabulary wordsi.e. bar graph, picture
graph, tally chart, and tally mark. Another challenge may happen with the ELL student and the
one student with the IEP. Variety will be provided through differentiated instruction, whole
group engagement, small group practice, independent practice, and manipulatives.
Clarity of learning goal
At the end of the unit, students will be able to read a picture graph, a bar graph, and a
tally chart to interpret information. The goals for each one of the lessons in chapter 10 are as
follows:
Lesson 1- Analyze and compare data shown in a picture graph where each symbol
represents one.


Lesson 2- Make a picture graph where each symbol represents one and interprets the
information.
Lesson 3- Analyze and compare data shown in a bar graph.
Lesson 4- Make a bar graph and interpret the information.
Lesson 5- Analyze and compare data shown in a tally chart.
Lesson 6- Why is a tally chart a good way to show information that you
have collected?
Lesson 7- Solve problems situations using the strategy make a graph.
Appropriateness for students

Common Core State Standards states that measurement and data is appropriate for 1st
grade students. Anchorage School Districts scope and sequence recommends instructors to teach
chapter 10, Represent Data, during the month of October.
Aligned with standards
Go Math! is aligned with Common Core State Standards 1.MD.4- measurement and data,
practice standards 3- construct viable arguments and critique the reasoning of others, and
practice standard 6- attend to precision.
Learning goals
My learning goals are appropriate in terms of development for 1st grade because this unit
is likely the students first introduction to graphs. As students use pictures to play with graphs,
they will learn to analyze, evaluate, and interpret the information.
Learning Goals
Assessment Plan

Assessments
Format of
Adaptations


Learning Goal 1
Pre-Assessment
Chapter 10
Review/Test will be
The student will be
used for both preable to read a
assessment and
picture graph, a bar
post-assessment.
graph, and a tally
Page 1 includes
chart to interpret
questions using a
information.
picture graph and a
bar graph. Page 2
includes questions
using a picture
graph and tally
charts. Page 3 has a
bar graph and a tally
chart. Assessment
has a total of 11
questions.
Formative
Assessment
Culminating
Performance Task
Each student will

receive a paper copy
of the test. Because
not all the 1st
graders are fluent
readers, the test will
be read aloud to
them while also
being projected on a
large whiteboard. If
needed, the student
with an IEP will
have assistance
from the special
education teacher.
Paper-and-pencil
tasks
Daily math
worksheets will be
evaluated at the end
of the lesson.
Personal
communication
Checking in with
each student during
daily math lessons.
A mid-chapter
checkpoint (same as
the pretest) will be
given halfway
through the unit.
Each student will

receive a paper copy
of the test.
Because not all the
1st graders are fluent
readers, the test will
be read aloud to
them while being
projected on a white
board. One student
with an IEP will
have assistance
from Spec Ed
teacher if needed.
One page worksheet

which I created
Class will work as a

group to gather
initial information
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about pets.
Post-Assessment
(Summative
Assessment)
Post assessment is
the same as preassessment. Page 1
includes questions
using a picture
graph and a bar
graph. Page 2
includes questions
using a picture
graph and tally
charts. Page 3 has a
bar graph and a tally
chart. Assessment
has a total of 11
questions.
The following three-page test (a graded copy), from Go Math! chapter 10, will be used
for the pre- and post-test:
10


11


12


13


Design for Instruction
Lesson Plan
14


Differentiation
Learner variability based on content pre-assessment and class demographics:
Classroom is a combination 1st and 2nd graders. The ten 1st graders are taught their math lesson separately
form the 2nd graders. One student is an ELL and one student has an IEP.
Pre-Test Results
1st grade preassessment
Chapter 10,
Go Math,
Represent
Question
1
Recogniz
ea
picture
graph
Questio
n2
Complet
ea
picture
graph
Questio
n 3, 4,
&9
Read a
picture
graph
Questio
n5
How
many
more
than on
Questio
n6
Readin
g a bar
graph
Questio
n7&8
Readin
g tally
marks
Questio
n 10
How
many
more
than on
Question
11
Convertin
ga
number to
tally
11
total
points
possibl
e
15


Data
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Correct
answers/numb
er of questions
asked
x
x
7/10
x
x
x
x
x
x
x
x
x
1/10
x
x

x

x x
x
x
23/30
a
picture
graph
x
x
x
x
x
x
x
x
x
1/10
Percentage of
correct
answers

70%
10%
77%
10%

a bar
graph
marks
x
x
7/10
x
x
17/20
x
x
x
x
x
x
x
x
x
1/10
x
x
x
x
x
x
x
2/10
6/11
5/11
4/11
6/11
7/11
9/11
3/11
7/11
6/11
6/11

70%
85%
10%
20%
Culminating Performance Task- Favorite Pet

Directions for students:
Ask students which would be their favorite pet by raising their hand as each
animal is named.
Have students record the findings in the Tally Chart below.
Then transfer information from the Tally Chart to the Picture Graph.
Lastly, transfer information from Picture Graph to the Bar Graph.
Tally Chart
Favorite Pet
Bunny
Tally Marks
Total Number
Dog
Cat
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Picture Graph
The Pet We Would Like the Most
Bar Graph
The Pet We Would Like the Most
Rubric for Favorite Pet

9

7-8
4-6
0-3
Performance Task Scoring Rubric

Accurate, complete, and clear: All of the parts of the task are successfully
completed. There is evidence of clear understanding of the key concepts and
procedures. Students work shows that all answers are correct.
Generally accurate, complete, and clear: There is evidence of the key concepts
and procedures. Students work shows that most answers are correct.
Partially accurate: Some of the tasks are completed; other parts are attempted
and their intent addressed, but they are not completed.
Not accurate, complete, or clear: Little to no part of the tasks are completed with
any success. There is little, if any, evidence that the student understands key
concepts and procedures.
Pre- and Post Assessment Scores
Student Number
Pretest Score
Posttest Score
Culminating Task
#1
#2
#3
6/11
5/11
5/11
8/11
8/11
7/11
9/9
9/9
7.5/9
17


#4
7/11
8/11
#5
7/11
9/11
#6
8/11
10/11
#7
3/11
8/11
#8
7/11
10/11
#9
6/11
7/11
#10
7/11
9/11
9/9
7.5/9
9/9
9/9
9/9
9/9
9/9
Instructional Decision-Making
The 1st grade pre-test in chapter 10, Represent Data, from Go Math! shows that students
needed direct instruction on 1) how to complete a graph, 2) converting a number graph, and 3)
instruction on how-many-more-than, or how-many-less-than, on both a picture graph and on a
bar graph. Special attention was made on these three subjects during the unit lessons 10.2, 10.6,
and 10.3.
After the I Do and the We Do on the first two lessons (how to complete a graph and
converting a number graph), students quickly understood the concept and were able to complete
the I Do (On Your Own) part of the lessons. However, the lesson instruction that taught howmany-more and how-many-less-than was difficult for most of the students. The concept of
reading a graph to answer more than and less than appeared too difficult, even for the top two
math students. For example, none of the students were able to answer the question, How many
more children chose a paint brush than a crayon? I thought that maybe this concept was difficult
because the students have not had instruction in subtraction yet. The language development is
likely also too difficult, especially for the ELL student and the handful of students who use
English as a second language (ESL).
Because of the difficulties explained above, I implement the following instructional
decision-making. I drew the problem on the board and circled either how many more or how
many less, depending on the problem, so that the students could see the answer. When I

18


removed the word than from the question, most of the students were able to answer the
questions. For example, most students were able to answer, How many children chose
paintbrushes? and How many children chose crayons? Developmentally, the question, How
many more children chose a paint brush than a crayon? was too difficult for these 1st grade
students.
My second instruction decision-making came while explaining a picture graph along with
the definition of a picture graph. The first lesson in the unit had actual stick figures representing
children for the picture graph. For example, the picture graph showed 4 children who preferred
the swings and two children who preferred the slide. The stick figures were helpful visuals
because they looked like kids.
The problem came during the second lesson in the unit, which was still teaching picture
graphs. Rather than use a drawing that represented what was being counted, the students were to
draw a circle to represent data like a ball, a lamb, a dog, a cat, favorite color, etc. The circle used
to indicate how many made the graph look more like a bar graph than a picture graph. One of
the objectives for this unit is to learn the difference between a picture graph and a bar graph. The
circles were confusing because the circle did not look like the object being counted. To make
sure the students understood that the circle represented a picture, I took time out of the lesson to
show the students that the circle modeled what was being counted. To help with understanding, I
turned a circle into a lamb face, a dog face, a cat face, etc. My adjustment helped visualize the
difference between a picture graph and a bar graph in their daily assignment. Fortunately, the
chapter 10 test had actual pictures for their picture graphs rather than using the circles. However,
I did use circles in my culminating performance task, but it did not prove to be a problem.
19


Analysis of Student Learning

Whole Class
The graph below shows all ten students increased their scores. Only one student (#3) did
not make a grade of at least a 70% on the post-test.

Subgroups
This next graph below is a subgroup of boys vs. girls, which shows the girls answered
more questions correct than the boys. I picked the boys vs. girls subgroup because I was curious
as to which group understood this math unit more than the other. From the conversations during
the lessons, I would have guessed that the boys understood this unit better than the girls.

20


Individuals
Student #7 has an IEP. Often times the pace of test-taking is too fast for him, which was
the case for his pre-test where he scored 3 correct out of 11 questions. Although I am sure that
the unit lessons helped this student learn the concepts, I also believe that having the special
education teacher guide him through the test also helped with his understanding and his post-test.
Student #3 is the ELL. Although his English continues to develop daily, I knew parts of
this test would be difficult. For example, he can look at a graph and know that he needs to find
the number of how many. However, when there is a story problem attached to the graph, it is too
many words for him to understand, even if the question is read aloud to him. (See test questions
10 and 11 on page 13.) Regardless, I was pleased with his progress from this unit.
Learning Gain Scores
The goal for this math unit was for students to analyze and compare data shown in graphs
and charts. The assessment scores in the spreadsheet below shows that all ten students had an
increase in their Actual Gain Scores. The overall Learning Gain Score for the class is 47%.

21


The greatest Learning Gain Score came from student #8. This student correctly answered
7 out of 11 questions on the pre-test and 10 out of 11 on the post-test. Because student #8 had
and an Actual Gain Score of 27% and the Potential Gain Score was 36%, the student had a
Learning Gain Score of 75%.
The lowest Learning Gain Score came from student #9. This student correctly answered 6
out of 11 questions on the pre-test and 7 out of 11 on the post-test. Because there was only one
more question answered correctly from the pre-test to the post-test, there was only a Learning
Gain Score of 20%. Nonetheless, it was a gain.
Learning Gain Scores
Reflection
Areas that went well
Two areas went well during the teaching of this unit. The first area was in the instruction
and the other area was in the assessment. Go Math! uses the terms Teach and Talk, Model and
Draw, and On Your Own. At MTV we use I Do, We Do, and You Do. My students know these
terms because I instruct daily using them. I have come to recognize the pattern of my students as
22


they anxiously wait for me to get through the I Do part of the lesson so that they can participate
in the We Do. As students work together through the We Do, I randomly draw names (popsicle
sticks with their name on it) to give students the opportunity to answer the math problem on
whiteboard with a dry-erase marker. They anxiously wait for their name to be drawn because
then they get to play teacher by completing the problem whiteboard. They often excitedly say,
Pick me, pick me! At the beginning of the year, they were nervous about doing their work on
the whiteboard in front of their classmates. Watching the students eagerly do math, and seeing
their confidence grow, is so rewarding.
The second area that went well during this unit was my culminating performance task,
Favorite Pets. Because we often talk about animals and pets in class, I designed this assessment
with the students in mind. Although I used Favorite Pets as an assessment, the students treated it
as a game, which helped the assessment to be fun. When students are having fun, they learn. The
following is a copy of a completed Favorite Pets culminating performance assessment by
Student #9.
Favorite Pet culminating task
23


24


Challenges in the Unit
Previously I discussed the challenge of teaching how many more than and how many
less than (Instructional Decision Making, page 18), which was too difficult for all of the 1st
graders. As previously stated, none of the students were able to answer the question, How many
more children chose a paint brush than a crayon? Originally, I wondered if this concept was too
difficult because the students had not learned subtraction. However, I now also believe there are
other conceptual factors that came into play. Of the ten 1st graders, six of them speak another
language, other than English, at home. This would cause a slower language development, which
can interfere with the translation of words. However, this will be correct over time.
I have learned that most of these students do little to no reading outside of school. A
handful of the parents speak very little English. Therefore, my job as a teacher is to make reading
aloud a priority in my class, and to encourage reading at home. Reading aloud to students
benefits every aspect of their language development.
Professional Development
As a teacher, I want to work in a multi-cultural, Title I schoollike Mountain View
Elementary. This being the case, there are two things that I can do to improve my performance in
teaching math, especially to ELL and ESL students. First, I need to seek out help and advice
from the English tutoring department who work with the ELL and ESL students on a regular
basis. Working as a team seems more productive than trying to figure out what my students need
on my own. For example, Student #3 had a learning gain was 33%, even though I read the test
questions to all of the students as they took the test. The pace may have been too fast for Student
#3. Getting advice and possibly the help of one of the tutors would have benefited both of us.
25


Secondly, there are two resources that I need to spend time reading. The first is the Go
Math! teacher edition booklet that comes with each math unit. There is a page in the manual
called Daily Classroom Management that focuses on ELL activities. There is also a Grab-and-Go
Differentiated Centers Kit. According to the manual, the kit has games and activates. I need to
figure out where these curriculum kits are kept and if they are available. The second resource is
chapter 3 from Supporting Struggling Readers and Writers; Strategies for Classroom
Intervention 3-6 by Dorothy S. Strickland, Kathy Ganske, and Joanne K. Monroe (2002). I have
read the chapter, Meeting the Needs of English Language Learns, but I need to re-read it. The
first time I read this chapter I highlighted and wrote in the margins of the book. Now that I have
worked with ELL and ESL students, the information from this chapter will be more meaningful.
Professional development is ongoing for teachers who want to improve their performance like
me!
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RUNNING

HEAD: TEACHER WORK SAMPLE- CHRIS REID

Teacher Work Sample

Count of Students by Nationality

Spanish and three who speak Somali.

Significance, challenge, and variety

Lesson 3- Analyze and compare data shown in a bar graph.

Lesson 4- Make a bar graph and interpret the information.

Lesson 5- Analyze and compare data shown in a tally chart.

Lesson 7- Solve problems situations using the strategy make a graph.

Appropriateness for students

Each student will

Each student will

One page worksheet

Class will work as a

Culminating Performance Task- Favorite Pet

Rubric for Favorite Pet

Performance Task Scoring Rubric

Pre- and Post Assessment Scores

Analysis of Student Learning

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