Weebly Tws

1.
Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy
b. Identify the specific Category Outcome you will use to determine your goal:
Planning and Implementation
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
During this experience, I want to improve the way I implement lessons so that the
students are getting the best instruction possible. Specifically, I want to be more confident in
front of a class.
I chose this goal because I feel that I lack the ability to thoroughly implement a lesson. I
know that if I were to look over the material I am teaching, I would be more prepared and
confident about sharing the new information with students. With the group of students’ I am
working with during this experience, it will be very important to have thoroughly planned out
lessons to keep the students engaged. This will include multiple explanations, examples and
non-examples, engaging activities and the opportunity for the students to practice. Throughout
a lesson, it will be important for me to take my time introducing information to the students but
also to keep in mind that everything may not go as planned.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
To accomplish this goal, I will take more time planning and reviewing my lessons, so
they are implemented to the best of my ability. I will strive to include multiple examples, non-
examples and explanations so the students can gain the appropriate knowledge being
introduced. I will also work with my cooperating teacher to get ideas of what works well with
implementing lessons and what doesn’t work. A resource that I have found beneficial in the past
is Anita Archer, therefore I will be accessing her information to improve my lesson plans.
e. Reflect on your progress/growth toward achieving this goal:

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I feel that through the first six weeks of my placements, I achieved appropriate growth
toward the goal I set at the beginning of this experience. Throughout my time at the elementary
level, I was given multiple opportunities to plan and implement lesson plans with different
groups of students and subject areas. Although most of the day we pulled students from their
classes for a short amount of time, I was able to make progress toward my goal of successfully
implementing lesson plans and knowing the content within them. Throughout every lesson, I
was able to gain insight and experience as to how to plan and implement a lesson. There were
times where I found myself stuck on one area of the lesson that I could have spent less time on.
I found it very beneficial to build relationships with students right away and gain knowledge on
what interests them because that is what helped me build confidence and achieve the goals, I
set for myself during first 6 weeks of my student teaching experience.
I believe that through my last six weeks of my placement, I continued to make growth
towards achieving the goal I set for myself at the beginning of this experience. With multiple
opportunities to interact and teach complete lesson plans, I found myself becoming more
comfortable with the material I was teaching and moving on from one section of a lesson to
another with smoother transitions. Throughout my experience, my cooperating teacher guided
me in the right direction when it came to planning lessons and provided beneficial information
when showing me certain areas of special education. I feel that one of the areas I did very well
in was providing the students with engaging activities and giving them opportunities to interact
with each other. The group of students I was fortunate enough to work with the past 6 weeks
taught me a lot about differentiating lessons and making them appropriate for all students. I was
challenged to make lesson plans that fit the needs of students who were deaf, blind and
cognitively low. At times this was a struggle, but I feel that this is where I made the most growth.
I found myself having more information and activities than I needed for certain lesson plans, but
this made planning for the following days easier because I already had an idea of what the
students could be doing. The students gave me immediate feedback after we completed an
activity, and this was very beneficial for future lesson plans.
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Overall, I thought I made substantial growth towards my goals during this placement. I
learned a lot about myself as an educator and what I can do to make my lessons, classroom
management and well-being of a teacher better.
Task II: Contextual Information (see rubric for scoring details)
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students  Age: 4-7 years old

(All subcategories listed in this box are required.)  Grades: Jr. Kindergarten through 2nd grade
 Content Area: Reading, Writing, Math, Social,
Students’ grade and developmental levels; the age range
of students; the content area being taught; any other Emotional and Behavior
factors that are pertinent to understanding your class  Disabilities: Specific Learning Disabilities,
assignment Developmentally Delayed, Deafness,
Traumatic Brain Injury
 14 students on IEP’s
 Multiple different learning styles
 The students are seen throughout the day for
15-45 minutes at a time (depending on their
IEP’s)
Community  Location: Suburban
(e.g., whether the area is urban, suburban, or rural;  Population: 9,923 (2016)
socioeconomic information; census data for the
 Poverty Rate: 6.14%
community)
 Median Household Income: $75,424
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District  Enrollment: 4,032
(e.g., enrollment; percent of students receiving free or  Graduation Rate: 93.59%
reduced-priced lunches; graduation rates; ethnicities;
 Free or Reduced Lunch: 20%
percent of students with IEPs; percent of students who are
ELLs; per-pupil expenditures)  Ethnicities: Hispanic-142, American
Indian/Alaskan Native-26, Asain-77, African
American-175, Native Hawaiian-12,
Caucasian-5,479, Multi-Racial-101
 Female: 2,875
 Male: 3,137
 Students with Disabilities: 718
 English Language Learner’s: 73
School Elementary
(e.g., enrollment; percent of students receiving free or  Enrollment: 579 Students
reduced-priced lunches; ethnicities; percent of students  Ethnicities: Hispanic/Latino-10, African
with IEPs; percent of students who are ELLs; teacher-to-
American-16, Caucasian-715
student ratio)
 Females: 364
 Male: 399
 Teacher-to-Student Ratio: 14 to 1
 Free or Reduced Lunch: 23%
Middle School
 Enrollment: 610
 Ethnicities: Hispanic/Latino- 17, Asian- 11,
Black/African American- 14,
White/Caucasian- 553, Multi-race- 10
 Females: 277
 Male: 333
 Teacher-to-student ratio: 17:1
 Free or Reduced Lunch: 19.9
Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
 3 of the lessons must have been observed by your university supervisor
 Remaining two lessons should be lessons you have taught
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Lesson #1
Millicent Atkins School of Education: Common Lesson Plan

Template
Teacher Candidate Name: Alexis Lewis
Grade Level: Kindergarten
Subject: Reading
Date: September 12, 2018
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
 K.RF.1 Demonstrate understanding of the organization and basic features of print.
 d. Recognize and name all upper- and lowercase letters of the alphabet.
List the Rationale (cite theories or theorists):

 In this lesson, I will implement the works of educational theorist Charles C. Bonwell. Charles
C Bonwell brought the theory of active learning to education, which suggest that teachers
engage students during the “We do” portion of a lesson. I will be promoting active learning
by using many examples and non-examples, hands-on activities, game-based learning
platforms and many opportunities to engage in discussion.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
 Students will be able to identify and write 1 uppercase and lowercase letters (Mm).
 Students will be able to sort uppercase and lowercase letters into appropriate groups.
 Students will be able to identify the first letter or their name in both upper and lowercase
letters (Tt, Ss).
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
 The learning objectives are appropriate for the developmental level of these students based
on their IEP goals. The alphabet is the building block of literacy, so children must learn to
recognize and name the letters of the alphabet (upper and lowercase) in order to associate
the sound that goes along with each letter.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
 The boy to girl ration during this block in the resource room is 1:1. The individuals are both
classified under the category of Developmentally Delayed. The group of students consist of
a Native American and an African American student.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 Both of the students in this group are 6 years old and in Jr. Kindergarten. They attend school
for half of the day in the afternoon. Some of the areas of need for these students include:
stating numbers, identifying their name and letters in their name, reciting the ABC’s and
following directions. When given directions or a task, the students are able to follow along
and complete what is asked of them with multiple prompts.
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List the materials/resources you will need to teach the lesson.
 Worksheets
 Cookie Match Activity
 Letter Tree Matching Activity
 Letter Mats
 Play-dough
 Picture Cards (Monkey)
 Letter Cards (M)
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
I will not be using any technology for this lesson.
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
 Developmentally Delayed: The students will receive a modified worksheet and will receive
extra assistance if needed.
 For one of the students, I took out a section of the worksheet and replaced it with a name
tracing activity.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
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 The students will be given the same worksheet for the pre and post assessment which totals
to 20 points. This will allow me to see progress or regression throughout the lesson. The
worksheet will be made into a simpler version for the student’s, so they aren’t overwhelmed
with the amount of work on the page.
 I will be scoring them based on their ability to sort the upper and lowercase letters, their
ability to trace and write at least one upper and one lowercase letter and if they have an idea
of how to write their name.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
Learning the Letter "M"
0
STUDENT 2 19
15
0
STUDENT 1 0
10
0 2 4 6 8 10 12 14 16 18 20
Letter Recognition Post Assessment Pre-Assessment
 Both the pre and post assessments are out of 20 points.

 I also added in a Letter Recognition series to see if the students could identify an upper and
lowercase Mm.
 Due to the results I received during the pre-assessment, I will only be introducing one letter
and working on both upper and lowercase. It will be very important to repeatedly remind the
students what the letter is and what it sounds like. Although I am not directly teaching letter
sounds, I will emphasize what it sounds like because it could be used as a que to the correct
letter. The students were able to sort the upper and lowercase M, but when they tried writing
it, they were unable to complete that section.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.
 I will continue to implement the classroom management strategy my cooperating teacher

uses. At the end of the learning block, if the students show appropriate behavior and follow
classroom rules, they earn a sticker for their chart, which has 20 sticker boxes. Once a child
gets to 10 stickers, they get 10 minutes on the classroom iPad. Even though I will be working
in small groups, I will use callback cues to gain the students attention. An example that I
might use would be “We can play our next game after we quietly complete this activity.” I will
be very detailed with my instructions, so the students don’t have unstructured time.
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Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
 To begin the lesson, I will have the students dig through rice to find the mystery letter.
 Once they find it, I will show the students pictures of a Monkey. I will show them both a
realistic example and then an animated example.
 After showing them the pictures, I will write the names of the pictures on a whiteboard and
show them that the monkey picture starts with the letter “M”.
 After introducing them to the letter “M”, I will show them more pictures of the begin with the
letter “M”. (Examples: Moon, Man, Mud, Milk, Movie)
 During this time, I will ask them to point to the correct letter that will be laying in front of
them.
 Once they are exposed to the letter “M”, I will show them a flashcard of the letter. Each
flashcard will have an upper and lowercase letter along with a picture.
 When teaching the letter “M”, I will emphasize that the uppercase “M” looks like mountains
and the lowercase looks like hills.
 I will begin an activity where I pull letters out of a box and ask them if it’s a “Big or Little”
letter. I’ll sort them into the correct piles. The only letter in the box will be the one that I am
working on. This will give them multiple chances to see what the upper and lowercase letter
looks like.
 On my playdough mat, I will show the students how to fill in the bubbled letter and then how
to trace the letters with an expo marker.
 Once I finish this, I will reiterate what the letter M looks like and ask the students if they see
any items around the room that has the letter “M” on it.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills
and content needed to meet the learning objective(s).
 Together we will work on the letter “M” using the Playdough Mats that I have provided. Once
we fill in the bubbled letter, we will practice tracing the letter on the line provided. As we are
working on the letter “M”, I will remind the students that an uppercase “M” looks like
mountains and has pointy tips and a lowercase looks like hills and has humps.
 On white boards, we will write upper and lowercase M’s. For one of the students, I will have
a dotted letter on the board so that they can trace it.
 Together we will work through the Letter Tree Matching activity or the Cookie Jar activity.
The students will have a choice on which one they want to complete. This activity includes
the whole alphabet, but with guidance the students will be able to tell me if the letter is upper
or lowercase. When we get to the letters we are working on, I will ask the students the draw
them out in the air.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives?
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 The students will complete the post assessment worksheet with assistance. Due to their
developmental level, I will guide the students through the worksheets so that they have a
better understanding of what they are doing.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
 To close the lesson, I will show the students the pictures of the “M” picture cards along with
the letter cards, so the students leave with those images in their head. I will also give them a
chance to get up and look around the room for items that might have the letters we are
working with. Once they find an object, their exit ticket from the room will be to write one of
the letters on the whiteboard.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.
 I took off the bottom section of these worksheets for one of the students and replaced it with
a name tracing activity.
Analyze
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Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or
video.
If applicable, insert a table/chart/graph before your explanation.
Learning the Letter "M"
2
STUDENT 2 19
15
2
STUDENT 1 14
10
0 5 10 15 20
Letter Recognition Post Assessment Pre-Assessment
According to the data I received from the pre and post assessment, the pre-assessment
percentage was a 62%. After the lesson and post assessment the percentage was 82.5%. The
combined total of the scores increased by 20.5%. When looking at the letter recognition, both
students were able to determine and upper and lowercase M.
My objectives for this lesson were:

 Students will be able to identify and write 1 uppercase and lowercase letters (Mm).
 Students will be able to sort uppercase and lowercase letters into appropriate groups.
 Students will be able to identify the first letter or their name in both upper and lowercase
letters (Tt, Ss).
Overall, I thought the students did an excellent job recognizing the letter m, identifying the first letter
in their name and being able to distinguish between an upper and lowercase letter. They were able
to apply their skills and trace the letter M, along with recognizing an upper and lowercase M.
Although they didn’t respond to the words uppercase and lowercase, they responded to “point to
the big M” or “point to the little m.”
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
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Overall, I feel very confident with the way I presented my lesson and the outcome of the learning
objectives. Throughout my lesson I used a lot of explicit instruction and interactive activities. The
students had the chance to work with rice, playdough and salt in order to help them grasp the
objectives.
 I thought my classroom management skills helped my lesson be successful. There were
times when people were coming in and out of the room and the students were distracted but
all they needed was a little redirection and they were right back on task. I used small ques
such as: thumbs up if this answer is correct, put your pencil down when you are done, raise
your hand if you know the answer and touch the letter “m” if this is correct. I thought this
worked well because it kept them engaged in the lesson.
 Another area I thought I did well in was the lesson implementation. I provided many
opportunities for hands on activities and for the students to get up and move around the
room. A few examples are when I wrote the letter on the board, I had one of the students go
up and touch the lowercase letter. Another example was at the end of my lesson, I hid two
M’s around the room that the students had to find in order to move on to the last part of the
lesson. All of the activities we completed were age appropriate and benefited the students in
other areas besides reading.
 Throughout my lesson I made sure to use positive reinforcement so that the students stayed
interested and engaged in the lesson. One way I did this was telling the students if they had
5 cards at the end of our game that they were the winner. Another way was giving them high
fives when they responded correctly the first time. With one of the students, I used hand over
hand assistance so that they could get the appropriate feel for tracing the letter. I slowly
eased off, so the student could do it independently.
 One of the areas I will work to improve on for my next lesson is closure of a lesson. It’s
important to reiterate what the students just learned and to also introduce what they will be
learning in the next lesson. I will also work on telling the students exactly what to do. I have a
habit of asking questions instead of demanding what I want done.
 Another area that I could improve on is eliminating some areas of a worksheet. For the
developmental level of these students, there was too much going on on the page, so they
were distracted easily. For the first section, I folded the page in half so that the students
could only see the area we were working on but there was still too much content in that area
and it confused them.
Lesson #2

Template
Grade Level: 1st Grade
Subject: Reading
Date: September 25, 2018
PLANNING
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 RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
 RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
b. Decode regularly spelled one-syllable words.
 L.1.1 Demonstrate command on the conventions of standard English grammar and usage
when writing or speaking.
a. Print all upper- and lowercase letters.
Rationale (cite theories or theorists):
 In this lesson, I will implement the works of educational theorist Charles C. Bonwell.
Charles C Bonwell brought the theory of active learning to education, which suggest that
teachers engage students during the “We do” portion of a lesson. I will be promoting active
learning by using many examples and non-examples, hands-on activities, game-based
learning platforms and many opportunities to engage in discussion.
 Students will be able to recognize and write the letter Nn.
 Students will be able to identify initial and final sounds for the letter Nn.
 Students will be able to recognize high frequency words, which include are, little, see.
 Students will be able to understand the stories structure.
 The learning objectives are appropriate for the developmental level of these students based
on their IEP goals. Grade level phonics are important for these students to understand as
they get further into literacy. Reading with fluency and accuracy are also building blocks for
literacy, so children must be able to effectively read appropriate grade level materials.
characteristics).
 The boy to girl ration during 1st grade Walk to Read in the resource room is 2:1. One of the
individuals is classified under Specific Learning Disability. This reading group is the red
group, which is the lowest reading level, so the other two students are concerns amongst
staff. The group of students consist of Caucasians. During this time, there are other small
groups working in the classroom.
Describe your Knowledge of Students: In terms of the whole class and individual students
 The three students in this group are in 1st grade. They spend more than 80% of their day in
the General Education classroom with their peers. Some of the areas of need amongst this
group of students is: basic letter recognition, blending and segmenting words, reading
fluency and accuracy and comprehending the information that is being introduced to them.
The students work well in small groups and respond better to hands-on learning activities.
When given directions or a task, the students are able to attend to the task and complete it
with 2 to 3 prompts.
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 Sight word cards (are, little, see)
 Amazing words
 Pre and post-assessment worksheet
 Letter cards
 “I Have, Who Has” game
 “See the Animals” story
Technology
 Technology will not be used during this lesson.
Accommodations Base this on the information you provided for Classroom Demographics
 Specific Learning Disability: This student will receive extra instruction during independent
work. I will also provide very detailed instructions and model my expectations during the
activities.
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 The students will be given the same worksheet for the pre and post assessment which
totals to 21 points. This will allow me to see progress or regression throughout the lesson.
For the student who qualifies under Specific Learning Disability, I will shorten the list of
words they will be reading.
 I will be scoring them based on their ability to decode the words given to them. My goal is to
see if they can read the word right away without segmenting each word, find the N sound at
the beginning or end of a word, and to test their knowledge on 3 vocab words.
 The worksheet includes a list of 10 CVC words, 5 words that begin with the letter N,
vocabulary words and identifying the initial and final sound for the letter N.
See the Animals

0
STUDENT 3
13
0
STUDENT 2
13
0
STUDENT 1
15
-4 1 6 11 16 21
Post-Assess Pre-Assess
 The worksheet includes a list of 10 CVC words, 5 words that begin with the letter N,
vocabulary words and identifying the initial and final sound for the letter N.
 From the results I received on the pre-assessment, I will need to emphasize and re-
introduce the short a, i, and o vowels so that it’s easier for the students to read the list of
words. Before giving them the post assessment, I will go over the list of words with them so
that they are fresh in their mind. They will also see the list of words multiple times
throughout the lesson.
 I also need to focus on thoroughly explaining the “Amazing Words” so that the students will
be able to successfully give me one example for each word.
 The students were very strong in the area of identifying where the letter N comes in a word.
 The average score on the pre-assessment was 69.9%.
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
 During Walk to Read, I will continue to use timers with the students. Any time a student is
distracted or isn’t following the lesson, I will start the timer and continue teaching the other
students. When they attend to the task again, I will stop the timer. At the end of the lesson,
the student who earned time during the lesson will stay after to complete the portion of the
lesson they missed. Even though I will be working in small groups, I will use callback cues
to gain the students attention. An example that I might use would be “We can play our next
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game after we quietly complete this activity.” I will be very detailed with my instructions and
provide multiple activities, so the students don’t have unstructured time.
Implementation
“I Do”
 I will display the letter Nn card to the students and tell them that both of these letters
represent the letter n. After showing them the letter, I will have the students trace the letter
N on the table.
 I will show the students a picture of a Nest and tell them that the first sound in nest is /n/.
After telling them that, I will ask “What sound does nest begin with?”
 I will continue to this step for these words: nose, nap, tan, noise, bean, neck, net, barn.
 After introducing these words, we will review letter’s that we’ve been working on through a
card game. (a, b, c, I, m, n, o, p, s, and t)
 When the review is finished, I will implement “I say, you say” to blend words. The words we
will use include: nap, can, nip, man, pin, not, fan, and tin. During this, I will give the students
the opportunity to come up with their own words that begin with the letter N.
 As I continue the “I say, you say” implementation, I will introduce three new sight words
(are, little, see) to the students. I will state each word, spell it, and then state it again. The
students will then reciprocate exactly what I did and write the words on their marker boards.
 While the students are working on writing down the sight words, I will get the vocabulary
portion of this lesson out.
 The vocabulary words that will be introduced include: observe, parent, and wild. The
vocabulary words will be an introduction to the story we will be reading. To continue to
review previous letters that have been introduced, I will ask them to find specific letters in
each word.
 The vocab words will lead into the story which is titled, See the Animals.
 I will lead the students through a picture walk and ask them questions that include: What
animals do you see on this page? Which ____ do you think is their parent? Where do you
think they are? How can you tell where they are? What other animals might you see in this
area?
 Before we start reading, I will read the title to the students and have them repeat it right
after.
 Each student will have the chance to read a page until the story is completed.
 After they finish rereading story, I will ask them: What did you observe about the animals?
Are these animals wild? Would they make good pets? How could you tell that the big seal
was the baby seal’s parent?
“We Do”
 The students will practice writing the letter N on a marker board. Before this step, I will
show them how to properly write N on the whiteboard. They will be asked to write the letter
5 times and circle their best one.
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 After I introduce the words provided above, I will give the students the chance to practice
them on their marker boards. During this time, they will be asked to read the words out
loud. This gives them the opportunity to segment and then blend words that might be new
to them.
 Together we will play the “I Have, Who Has” game to review our letters and our sight
words. At this point, they will have 9 sight words. If we are running low on time, I will only
have the students play with the sight words.
“You Do”
lesson objectives?
 After we read the story, I will ask the students to go back through the story and reread it.
This will give them the chance to practice their accuracy and fluency independently.
 They will also be asked to complete the worksheet that goes with the story.
 While the students are working on their worksheets, they will be pulled aside to complete
the post assessment.
Lesson Closing
 I will re-introduce the letter N, and its sound, and the sight words that were introduced in the
lesson. I will emphasize that we learned how to determine where the letter N comes in a list
of words, read the sight words to the students again, and ask them what the story was
about. During this time, I will inform them that they will be introduced to the letter Dd
tomorrow and that they will be reading “Little Cat.” Before they leave, their ticket out will be
reading the list of sight words they have learned.
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The post-assessment is the same as the pre-assessment. It’s out of 21 points.
Analyze
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments,
and/or video.
See the Animals

15
STUDENT 3
13
16
STUDENT 2
13
17
STUDENT 1
15
-4 1 6 11 16 21
Post-Assess Pre-Assess
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 Due to the pre-assessment results, before giving the students their post-assessment, I went
over the words that they were being assessed on. As you can see on the graph, this helped
all three of the students as they were able to increase their score by 2 or more points.
 Two of the students stated all the letter sounds on the word “not” but wasn’t able to blend
them together.
 I used pictures to introduce the new vocabulary terms to the students and that seemed to
work well with the results I received. All three of the students were able to define 2 or more
vocabulary terms.
 On the question “Where do you hear the /n/ in these words?” all three of the students were
able to determine if it was an initial or final sound.
 The average score of the post-assessment was 75.6%.
 The scores increased by an average of 5.7%.
Reflect
Overall, I feel that my lesson went the way that I had planned for it to go, which was great considering the
circumstances of the classroom at that time. I taught the lesson during Walk to Read, which is reading
groups, and there are three other teachers in the room teaching their own lessons. Sometimes it’s very
distracting to the students so I chose to do activities that would really interest the students and keep them
engaged in the lesson.
 I thought my classroom management skills helped me be successful throughout the lesson.
Although there were only 2 kids, because 1 was gone, I was able to use small ques to keep the
students on task. With the amount of talking and distractions from the other teachers being in the
room, I was impressed with how well the students stayed focused on the lesson.
 I started the lesson by showing the students a picture of a bird’s nest with the letter N on it. The
students responded quickly to this because it’s something they are interested in. I then went on to
show them a real picture of a bird’s nest. I found that small activities like this one brought up
discussion of which nest you might see in a real tree.
 Overall, I thought my lesson implementation went well. All of the activities were age appropriate and
fitting for the amount of time we had. I had two hands-on activities for the students to grasp the new
vocabulary words and a game for students to review their high-frequency words. I introduced the
new high-frequency words through the game because these words should have been review for
them. Both students recognized the words and were able to read them to me.
 One area that I can improve for my next lesson is classroom management. I found this to be difficult
during this time. With there being other teachers and students in the classroom, the students were
easily distracted. I used a timer for students who were off task that would owe me time at the end of
my lesson and that worked well for some students. Some of the students simply needed a small
reminder to stay on task.
 Another area that I could improve on is my time management and moving on from one area of the
lesson if that students understand it right away. I tend to want the students to master all concepts of
the lesson and end up spending too much time on certain areas. I wasn’t able to get to the
independent work section, so the students had to finish them the next day.
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Lesson #3

Template
Teacher Candidate Name: Miss Lewis
Grade Level: 7th and 8th grade
Subject: Math
Date: October 15, 2018
PLANNING
 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational
numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex
fractions.)
In this lesson, I will implement the works of educational theorist Charles C. Bonwell. Charles C Bonwell
brought the theory of active learning to education, which suggest that teachers engage students during the
“We do” portion of a lesson. I will be promoting active learning by using many examples and non-examples,
sorting activities, game-based learning platforms and many opportunities to engage in discussion.
 Students will be able to solve real-world and mathematical problems by identifying coins and bills and
restating their value.
 Students will be able to determine how much money they need in order to buy food from the
preferred fast food menu.
 Students will be able to determine how much change they are going to get back if they pay with
$20.00 and will state the value of the change they received.
 The learning objectives are appropriate for the developmental of students because it’s important for
them to understand the value of bills and coins. It’s also important that they understand the difference
between earning and spending money and having enough money to purchase an item. Students will
use these skills to help them make the right financial choices when they get older.
characteristics).
 The boy to girl ration during 7-8th Grade Math is 3:1.
 The disabilities that the students qualify under include: deafness, multiple disabilities, intellectual
disabilities and blindness.
 One of the students is in a wheel chair and requires their reading material to be read out loud to them
due to their disability. Another student is completely deaf and requires a deaf educator with him
throughout the day.
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 There are 4 students in 7th period math. Two of the students are 7th graders and two are 8th graders.
 2 students are 7th graders, 2 students are 8th graders
 The students are all at different learning levels and complete objectives that are appropriate for their
learning ability.
 All 4 of the students spend over 80% of their day in a Special Education resource room or classroom
that fits their personal needs.
 Money: Bills and Coins

 Brown Paper Bag
 Wallets
 Menus
 Worksheet
 Mini whiteboards
 Markers
Technology
 During this lesson, I will be using the SMART board to introduce the objectives and
examples. This will give the students the opportunity to come up to the front of the classroom
and explain how they established their answer. It will also give them an outline of what they
will be doing and what needs to be done.
 Multiple Disabilities: For the student who is blind, I will read the independent assignment to her. She
will be allowed to use a talking calculator to assist her in completing the worksheet and if the
assignment isn’t completed in class, it will be finished the following day. She will also receive
assistance moving around the classroom due to her inability to walk.
 Deaf: This student has a deaf educator with him during this period, so his deaf educator will assist
him in the area’s he needs assistance in.
 Intellectual Disability: For this student I will assign an alternate assignment. I will also assist this
student during independent practice by guiding him through the worksheet.
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There will be two parts to the pre-assessment. The first part will be done verbally, and I will ask the students
to point to the different coins and tell me the value. I will also give the students an amount of money and see
if they can give me change from the cash register, we have in the classroom. The second part will be used
to assess student understanding of adding two different amounts and determining how much change they
are going to get back when they pay with certain bills. They will also complete the same worksheet for the
post-assessment. Both assessments will be out of 20 points. 16 points for the worksheet and 4 for the verbal
assessment.
Money and Change

10
9
8
7
6
5
4
3
2
1
0
Student A Student L Student M Student S
Pre-Assessment Post-Assessment
 The chart above shows the overall scores of the pre-assessment. From the results I
received, I will need to thoroughly explain what change is in the form of money. The average
score amongst the 4 students was a 40%.
 Student M refused to do the assignment on this day.
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 I will continue to implement the classroom management strategy that my cooperating

teacher uses in her classroom.
 One of the students is able to go to another room and swing when he is unfocused and
stressed.
 Another student is given breaks throughout the lesson if needed.
Implementation
“I Do”
 Review: To review coins and their value, I will have a brown paper bag with 4 different coins
in it. Each student will draw a coin and then come up with a way to make $1.00. I will
emphasize that 100 cents are equal to $1.00. The students will all have different ways of
making $1 and this will be a fun way for them to see $1 in different forms.
 Opening Activity: I will give the students menus from fast food restaurants around town and
ask them to choose their favorite place to eat. Once they’ve picked their favorite place to eat,
we will set the menus to the side and begin instructions.
 I will introduce the vocabulary words budget and change. From this, I will ask the students if
they’ve ever heard of these words before and if so where have they heard them.
 Budget: The amount of money you are allowed to spend.
 Change: The amount of money you receive back when you pay with more money than
needed. For example, if your parents went to the grocery store and bought $18.66 worth of
groceries, they might pay with a $20 and receive change.
 I will give examples of when and where they might budget in their lives and when they might
receive change.
 I will have chosen a menu beforehand to show the students example of how they can add
items within their menu.
 While showing the students examples on the Smart Board, I will have them follow along on
the menu so that they can also learn how to read a menu.
 Example 1: If Miss L orders 1 fountain drink, 1 Spicy Italian footlong sub and 1 bag of chips,
how much money will she spend at Subway? (Adding)
 Example 2: Miss L only has a $20 bill in her wallet, so she’s going to pay with that. If her
meal cost her _______, How much change is she going to get back? (Subtracting)
 Example 3: Mrs. Sparks decided that she wants to bring double cheese-burgers for
everyone on Friday. A double cheese-burger at McDonalds cost $_______. If there are 8
people in math, and the burgers cost $_________, how much money is Mrs. Sparks going to
spend?
 Challenge Question: If I give you a $20, what could you buy off your menu?
“We Do”
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 The students will find three items on their menu that they would like to eat if they went to the
fast food restaurant they chose. Once they have decided what they want, they will share with
the group. To continue practicing, the students will add each students’ items together, on
mini whiteboards, to find the total of what they would be spending.
 During this activity, I will ask the students to show me how to make the change for one of the
items they chose. For example, a student might have chosen a pop for $2.25 so I would
expect them to show me two $1 bills and a quarter.
 Together we will go through an exit ticket that asks questions like “What is the most
expensive item on your menu? What is the least expensive item on your menu? If you could
add one thing to the menu, what would it be?”
“You Do”
lesson objectives?
 The students will complete the independent post-assessment worksheet I have provided for
them.
Lesson Closing
 I will review the two vocabulary words that were introduced during the lesson.
 Remind the students to self-check their assignment with a calculator.
 “Today we discussed the value of money, budgeting, and change. Tomorrow we will be
playing Monopoly Jr.”
 I will remind the students to turn in their exit slips before they leave.
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Analyze
video.
Money and Change

10
9
8
7
6
5
4
3
2
1
0
Student A Student L Student M Student S
 The pre-assessment average percent was 40% and the post assessment average was 86%.
Their scores increased by 46%. I ended up taking Student M’s score out because he was
unable to complete the original assessment.
 Based on the results I received from the post-assessment, the three students who took the
assessment improvement dramatically and were able to successfully find change when
given a total. One area that they struggled in was subtracting the total from the amount of
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money they paid with. For example, they would try and subtract $7.65 from 10.00 instead of
subtracting $10.00 from $7.65.
 Student M was given an alternate assessment of sorting coins and bills due to their
developmental level. Right away he refused to participate in the activity but after giving him
space he was able to successfully sort all the coins (Pennies, Dimes and Quarters) and
determine what’s a dollar and what is not a dollar.
 During instruction, the students were able to tell me that the decimal point in money is
pronounced as “and” and that you must have a money sign in front of the number in order for
it to have value.
Reflect
What went well:

 I began my lesson with a counting coin activity. The students were told to pick a coin from the bowl
without looking and their instructions were to create $1.00 using coins only. The students drew
different coins and then compared how they make $1.00. I was really impressed with how successful
the students did with this activity. In the future, if I were to do this activity again, I would tell them that
they need to use a variety of different coins because the students used the same coin that they
pulled from the bowl right away. One of the students ended up using 20 nickels to show $1.00.
 I also feel I did well in giving all of the student a chance to participate in the examples that I provided.
They had the opportunity to come up and write on the SMART board fill in the blanks. After they
found their answer, I asked the students, who weren’t participating up at the board, if they agreed
with their answer. If everyone agreed on the answer we moved on to the next example.
 The students were given different jobs to complete in order to help complete the examples on the
board. The student who is blind was in charge of adding the items on her talking calculator and the
other two students were in charge of finding the items on the menu and giving me the price. This
worked really well because all of the students were engaged and participating.
 I started with 3 examples on the SMART Board of adding items from the McDonalds menu and
finding the total. The students were given menu’s but beforehand I highlighted the items that would
be added together the same color. This saved an abundance of time when completing the examples
together. If I were to do this lesson again, I would have the students pay with actual money so that
they can see how much they are giving, and it will lead them into understanding that they will receive
change when they pay with full bills.
 The student whose developmental level is lower than the rest of the class completed a coin sorting
activity. He was given quarters, dimes and pennies and placed them in the correct bowl. At first he
didn’t want to complete the activity but after giving him a little time he completed the activity by
placing the coins under the correct bowl. Once he finished this activity, he was given a Burger King
menu and was asked to circle all the items that he liked on the menu.
What I can improve on:
 I gave the students 4 examples of finding change when they buy items from a Chick-Fil-A menu. The
next time I teach this lesson I will complete one of the problems before assisting them through one
together. They were able complete the addition portion of the example but struggled being able to
find change and understanding how it’s done. After showing them how to do the example, they were
able complete the next two with my assistance.
 While I was teaching my lesson, I ran out of time so something that I can improve on is my time
management. The bell rang as I was working on the last example which lead to the students
scrambling and I didn’t have a chance to close the lesson.
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Lesson #4

Template
Teacher Candidate Name: Miss Lewis
Grade Level: 7th and 8th Grade
Subject: Basic Math
Date: October 30, 2018
PLANNING
 7 RP. 3 Analyze proportional relationships and use them to solve real-world and
mathematical problems
In this lesson, I will implement the works of educational theorist Charles C. Bonwell. Charles C
Bonwell brought the theory of active learning to education, which suggest that teachers engage
students during the “We do” portion of a lesson. I will be promoting active learning by using many
examples and non-examples, sorting activities, game-based learning platforms and many
opportunities to engage in discussion.
 Student will be able to solve addition, subtraction and multiplication word problem’s through
reading real-word scenarios.
 The learning objectives are important for the students to understand because word problems
are a vital part of the math curriculum and their future education. Word problems enhances
mental skills and boosts creative thinking. Problem solving through word problems allows
student to make better choices in their lives.
characteristics).
 The boy to girl ration during 7-8th Grade Math is 3:1.
 The disabilities that the students qualify under include: deafness, multiple disabilities,
intellectual disabilities and blindness.
 One of the students is in a wheel chair and requires their reading material to be read out
loud to them due to their disability. Another student is completely deaf and requires a deaf
educator with him throughout the day.
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 There are 4 students in 7th period Math.
 2 students are 7th graders, 2 students are 8th graders
 The students are all at different learning levels and complete objectives that are appropriate
for their learning ability.
 All 4 of the students spend over 80% of their day in a Special Education resource room or
classroom that fits their personal needs.
 Kit Kats
 Smart Board
 Sorting Activity
 Word Clue posters
 Worksheets
 Talking calculator
 White boards
Technology
 During this lesson, I will be using the SMART board to introduce the objectives and
examples. This will give the students the opportunity to come up to the front of the classroom
and explain how they established their answer. It will also give them an outline of what they
will be doing and what needs to be done.
 Multiple Disabilities: For the student who is blind, I will read the independent assignment to her. She
will be allowed to use a talking calculator to assist her in completing the worksheet and if the
assignment isn’t completed in class, it will be finished the following day.
 Deaf: This student has a deaf educator with him during this period, so his deaf educator will assist
him in the area’s he needs help with.
 Intellectual Disability: For this student I will assign an alternate assignment with strictly addition and
subtraction word problems. I will also read the questions to him and guide him throughout the
assignment.
 Intellectual Disability: This student is functioning at about a three-year-old learning level. For this
assignment, I have created different sorting activity for him to complete. A teacher’s aid will assist
him in filling out the worksheet.
 For the pre-assessment, the students will be given the sorting activity that I will introduce
during the lesson. They are too sort the correct terms into the correct envelope. There are 26
points possible.
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 The results from the pre-assessment will allow me to determine how much time I need to
spend on teaching the word clues.
 From the results that I’ve received, I will need to spend more time reviewing the word clues
so that the students are able to recognize them in the word problems. 2 of the students were
able to determine 17/26 words while the other student was only able to determine 10/26
(Mainly addition and subtraction).
 I will continue to implement the classroom management strategy that my cooperating

teacher uses in her classroom.
 One of the students is able to go to another room and swing when he is unfocused and
stressed.
 Another student is given breaks throughout the lesson if needed.
Implementation
“I Do”
 Joke of the Day: Why did the witches’ team lose the baseball game?
 Answer: Their bats flew away!
 “Today we are going to review word problems. You will be able to add, subtract and multiply
numbers within a word problem to find the correct answer.”
 Review Addition (join, together, more), Subtraction (difference, went away, less, left) and
Multiplication (times, product, multiplied by, array, sets of, by) word clues.
 Create a scenario to introduce the concept of word problems.
 My example: Lilley is going to Hy-Vee to buy Kit Kats for her awesome math class. Andrew,
Mo and Steeven decided that they wanted to tag along with Lilley to make sure she
purchased enough for everyone, including the teachers. If there are 10 Kit Kats in 1 bag, and
there are 8 people in math, how many bags of Kit Kats does Lilley need to buy?
 If everyone in Math received a Kit Kat, how many Kit Kats would be left in the bag?
 My example: Miss Lewis has 5 bags of candy: Snickers, Reece’s, Smarties, Hershey’s and
Sour Patch Kids. Each bag contains 8 individual candies. She is wondering what the product
of individuals candy is if she combined all of the bags into one container. How can she solve
this? (Multiplication)
 If she discovered she had 40 pieces of candy and Lilley, Steeven, Andrew and Mo stole 20
pieces all together, how many pieces does she have left to share with the other teachers?
(Subtraction)
 How many equal groups can she make with the candy she has left? (Division)
“We Do”
 The students will complete a sorting activity with word clues for Addition, Subtraction and
Multiplication.
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 Together we will complete a word problem on the SMART board.
 The question reads: A bulldog and a poodle like to bury their owner’s shoes in the backyard.
The bulldog buries 5 shoes per hour for 5 hours, and the poodle buries 3 shoes per hour for
6 hours. How many shoes did the bulldog and poodle bury together?
 During this, give the students a chance to come up to the board and show their work.
“You Do”
lesson objectives?
 Students will complete the appropriate word problem worksheets independently. When they
have completed the worksheet, they will go back through with a calculator to check their
answers. This will allow them to practice using a calculator.
 For the alternate assignment, the student will complete a simpler version of word problems
using manipulatives to solve.
Lesson Closing
 Review what word clues can be used for addition, subtraction and multiplication.
 Remind the students to self-check their assignment with a calculator.
 “Today we reviewed word problems and how to successfully solve them using either
addition, subtraction or multiplication. Tomorrow we will be reviewing our multiplication facts
by taking a “road trip”.”
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 This worksheet is for a student who has a goal of regrouping and is at a lower learning level.
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 This worksheet is for two of the students. They are working on determining if they need to
add or multiply. They will be looking for word clues to help them solve the problems.
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 This worksheet is an alternate worksheet for a student who is functioning lower than the
other students in class and has goals which include: sorting objects, counting numbers 1-10,
and functional skills.
Analyze
video.
 Due to the results I received during the pre-assessment I decided to cut down the amount of
words that the students would be sorting. We completed the activity as a group and each
student had the chance to pull for 18 cards and place them under the correct heading. When
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assessing the students on their knowledge of the clue words for the operations, all of them
were able to successfully group the 6 words they were given.
 The student who completed the subtraction word problem worksheet received a 1/10. He
was only able to successfully complete the problem because it didn’t involve regrouping. All
of the other questions required the student to regroup and he was unable to do that. He was
able to determine that all the questions were subtraction from the word clues in the text.
 The two students who completed the addition and subtraction worksheet both received a
10/10. They were able to successfully determine what operation they were to perform in
order to find the correct answer. I was impressed with their ability to find word clues within
the text to label their answer. One student missed 1 label on a question, but I didn’t deduct
any points because all of the others were labeled.
Reflect
What went well:

 I began my lesson with a sorting game to engage the students in the information that we would be
reviewing. All three of the students really enjoyed this because it was something different and they
had the opportunity to show me what words they understood. I thought I did a good job of making
sure all of the students understood where the words belong before moving on to the next section of
my lesson. I emphasize to the student who is blind that each category had its own color. The color
coordinating really helped the other two students understand where each word belongs.
 I also feel I did well in giving all of the student a chance to participate in the examples that I provided.
They had the opportunity to come up and write on the SMART board how they found their answer.
After they found their answer, I asked the students, who weren’t participating up at the board, if they
agreed with their answer. If everyone agreed on the answer we moved on to the next example.
 I had 3 different examples of word problems. One with addition, one with subtraction and one with
multiplication and addition. Each student helped solve an example based on their learning level. I
found this to be very successful because each student felt confident in showing their classmates that
they knew how to solve the problem.
What I can improve on:
 Although the students were able to organize the word clues into the correct groups, I feel that I
could’ve spent more time reviewing and checking for understanding. I think one of the students was
able to complete the activity because they figured out the operations were color coordinated. If I were
to test this area again without color coordinated cards, I don’t know that it would have been as
successful.
 For one of the students, I could’ve spent more time on explaining the instruction for their worksheet.
After correcting and looking over how they solved the questions, I found that they would have been
more successful if the questions would have been read to him. This student is more successful when
he has 1 on 1 to lead him in the right direction. For example, he struggles with regrouping but when
he has someone prompting him and asking questions during the completion of the worksheet, he is
able to successfully solve the problem.
 I feel that overall, I could’ve been clearer on directions and what I wanted from the students. There
was a time I asked a student to help me with an example on the board and he started reading the
question out loud, in sign language, instead of coming up to the board to help me. After I redirected
him and went further into detail, he understood what I wanted from him.
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Lesson #5
Template
Grade Level: 7th Grade
Subject: Reading
Date: November 15, 2018
PLANNING
 7.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how specific word choice affects meaning and tone.
 RL.7.3 Analyze how particular elements of a story or drama interact.
 L.7.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.

 In this lesson, I will implement the works of educational theorist John Dewey. Dewey believed that
human beings learn best through hand’s-on activities. The educational philosophy for this theorist is
placed in pragmatism, which is believed that reality must be experiences. Students will be completing
activities throughout the lesson so that they have the first-hand experience.
 Students will be able to be able to determine the mood of a story using text evidence.
 Students will be able to identify subject verb agreements in a text and explain singular and plural
relationships amongst each other.
 Students will be able to correctly identify that word families are groups of words that have the same
base word by circling words that belong to the same word family.
 The learning objectives and outcomes are appropriate for the developmental level of the students
because these are skills they will use as they continue their education. It will also enhance their
reading, writing and listening skills the further they get in the school year.
characteristics).
 Read 180 takes place during period’s 1 and 2. It’s a 90-minute class that’s split into 3 rotations. The
class starts with a group lesson/activity and instruction from the Read 180 teacher. After the group
instruction is done, the students split into their rotations and spend about 20 minutes in each.
 12 Boy:10 Girl Ratio
 There’s 22 7th Grade students in Read 180
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 Of the 8 students, 100% of them spend 80% of their days in the general education classroom with
their peers.
 Rotations are based off of students Lexile levels and learning needs. The rotations include small
group instruction, software and independent reading.
 Within the class there are 6 English Language Learners and 8 students on IEP’s. The most common
disability that these students qualify under is a Specific Learning Disability.
 The most common Lexile in this class ranges from 500-600.
 Redirection is used frequently throughout the class due as many students need reminders of what
they need to be doing.
 The students have assigned seats to avoid any extra distractions. Desks are arranged in quads with
the students facing each other.
 Worksheets
 SMART Board
 Popsicle sticks
Technology
 The SMART Board will be used to show the students an outline of what they will be doing and to be
used for examples and non-examples. It will also be used to show the student a video.
 The small groups are based on the students Lexile scores and their developmental level.
 Within the three rotations, the students participate in small group instruction. During small group
instruction, accommodations are made for students who require them.
 The students complete 20 minutes of software and the level that they complete that at is based on
completion and skills.
 During independent reading, the students have the ability to choose from a wide variety of books.
The books are sorted based on Lexile levels, which then allows students to choose the most
appropriate book for their reading level. For those who have a lower Lexile, they are allowed to listen
to their book of choice while following along in the book. I will follow IEP’s to provide the appropriate
accommodations so that the students have the best opportunity to be successful.
 All 22 students will complete a Unit Test that assesses them on vocabulary, comprehension and
writing. During the unit, students read multiple short stories and worked on locating story elements.
They were then assigned to write a literary analysis. Within the literary analysis, the students were
asked to correctly use word families and subject-verb agreements.
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 Based on the results I received from the Unit Test, I will need to focus on story elements, subject-
verb agreement and word families. The students will be split into three groups based on their
weakness in these areas. For example, one group will work on story elements, specifically mood.
Another group will focus on subject-verb agreement and the last group will work on word families.
 Below is a graph of the data from students Unit Tests:
Word Families
10
9
8
7
6
5
4
3
2
1
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7
Pre-Assessment
Subject-Verb Agreement
10
9
8
7
6
5
4
3
2
1
0
Pre-Assessment
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Story Element: Mood
10
9
8
7
6
5
4
3
2
1
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8
Pre-Assessment
 I will continue to implement the classroom management plan that is already in place in this
classroom. Due to the fact that this class is co-taught, I will not be changing anything. I will continue
to model ideal behavior by using polite behavior, maintaining eye contact, letting student speak
uninterrupted and raising concerns about another person’s statement in a respectful manner.
Implementation
“I Do”
 On the SMART Board, I will show the students example of the skill that they are working on
and explain to them why we are working on this skill. The students benefit from seeing their
scores in a specific area.
 Small group is about 20-25 minutes long, so I will focus on the areas of the skill that students
struggle in the most.
 Small Group #1: Word Families

 I will begin by informing the students what word families are. Work Families are a group of
words that share a common base word but can have different pre-fixes and suffixes.
 I will quickly review that a pre-fix comes before the base word and the suffix comes after. It
will also be important to let them know that there can be more than one suffix after a base
word.
 Word Family Example: Words, Reword, Wordy, Wording, Wordless
 Small Group #2: Subject-Verb Agreement
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 To begin this group, we will review that subjects and verbs MUST agree with one another in
number. If a subject is singular, its verb must be singular. If a subject is plural, its verb must
be plural.
 I will have simple sentences on the SMART Board. The students will help me find the subject
and the verb in the sentence and then decide if it’s used correctly. If the verb doesn’t agree
with the subject, the students will replace it with the correct verb.
 Small Group #3: Mood

 I will begin by explaining to the students that the mood is the story element that makes you
feel a certain way. For example, a story might make you feel happy or anxious.
 I will read a short story to this group of students and have them follow along to highlight
evidence that helps identify the mood.
“We Do”
 Small Group #1: Word Families (7 Students)
 Together we will complete the front side of the worksheet and come up with a word family
having already given a base word.
 Small Group #2: Subject-Verb Agreement (7 Students)
 Together we will complete the front side of the worksheet to check students understanding of
the concept before moving on to independent work.
 Small Group #3: Mood (8 Students)
 After reading the story to the students, we will go back through the story together. I will read
the story to them and have them fill in a word that I leave out to make sure they are following
along. While we are reading, we will highlight evidence that will support the mood of the
story.
“You Do”
lesson objectives?
 Students in small groups 1 and 2 will independently complete the back side of the
worksheet. If they complete the back side during small group, they will have the chance to
look over their answers with other members in the group who are finished.
 Students in small group 3 will write evidence down that supports how the story made them
feel. Some students might have different evidence due to the way the story made them feel.
They will be graded on proper grammar, punctuation and penmanship.
Lesson Closing
 After each small group, I will review what concept we went over and remind them to practice
these skills in their writing and rotations. I will then introduce the new unit that we will begin
the following day (Natural Disasters) and ask them to bring in any interesting facts about the
new unit.
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Small Group #1 Worksheet
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Small Group #2 Worksheet (Backside of worksheet)
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Small Group #3 Worksheet
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Analyze
video.
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Word Families
10
9
8
7
6
5
4
3
2
1
0
Subject-Verb Agreement
10
9
8
7
6
5
4
3
2
1
0
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Story Element: Mood
10
9
8
7
6
5
4
3
2
1
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8
 Based on the results I received from the post assessment, almost all of the students were successful
in the area that they were working on. Some of the students rushed through the worksheet to get it
done and those were the students who received a failing grade. For the students who did this, they
were given another assignment and were asked to take their time and try again. These assignments
were graded on completion, so if the students followed along during small group and completed the
front side with the teacher, they received points for that and then received points for completing the
back side on their own. If a student missed more than 5 points on the backside of their worksheet,
they were given another a similar worksheet to complete. 65% of the students in each group were
able to complete the worksheet without having to re-do it.
Reflect
 Overall, I thought the small group lessons went very well. The students seemed to understand what
was being taught to them when it was broken down into simpler steps. These are skills that the
students use when completing their software rotation, so they don’t really have the opportunity to ask
questions if they don’t understand something. I was impressed with the discussion that was brought
up during small groups and how honest the students were when they didn’t understand something.
 Something I would do different the next time I teach this lesson is to give the instruction to the
students through a game. I’ve learned that this particular group of students learns better with “hands-
on” activities and games keep them engaged in the lesson.
 With their reading levels being lower, they succeed well in small group because the instruction is
broken down into smaller steps and moves at a slower pace.
 Some of the groups moved at a slower pace than others due to the students that were placed in the
groups.
 I could have challenged one of the groups a little more but there were still a few students within the
groups that needed everything broken down into smaller steps. For those who succeed better had
the chance to help other members in their group.
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Teacher Work Sample Scoring Rubric
Student Teaching Experience

Semester: Spring Fall Year: 2018
Grade/Subject Area: Jr. K-2nd Grade Special Education and 7-8th Grade Special Education (Reading and Math)
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the
Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection achievement efforts. develop a more specific
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidate’s reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students’ would have had on
their students’ learning. learning. potential strategies,
approaches, and
assessments used to
support their students’
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
Standards/Objectives standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
54 | P a g e
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students’ prior knowledge of students’ prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students’ prior students’ prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre- the lesson and post
Assessment and Post-Assessments used. and Post-Assessments Does not include a copy
assessment.
used. of a key/product to show
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
learning experience. For For cases where technology the learning experience.
Technology
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and

management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
provided for how these strategies enhance student evidence of how these are not identified.
Management strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
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Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
(I Do/We Do/You Do) cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed provides little evidence of Does not includes
learning activities chosen for
reasons for why the re-teaching/remediation reasons for why the
instructional strategies and the lessons are where necessary. instructional strategies
learning activities chosen for developmentally appropriate and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that not at all supported by
strategies and learning
is clearly cited). relevant theory/research
activities chosen for the nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) comparison if applicable) Does not provide a
Provides a description of the description of the post
assessment results is
Provides detailed description post assessment results Provides a weak
weak and illogical and
of the post assessment which somewhat addresses description of the post
does not address all of
results which thoroughly most of the following items: assessment results
the following items:
addresses all of the following which does not
Analyzes items : students’ progress toward adequately address the students’ progress toward
mastery of the objectives following items: mastery of the objectives
students’ progress toward from pre-to-post from pre-to-post
mastery of the objectives students’ progress
from pre-to-post factors that may have toward mastery of the factors that may have
affected the post objectives from pre-to- affected the post
factors that may have assessment results post assessment results
affected the post assessment
results how the results of the post factors that may have how the results of the
assessment highlight what affected the post post assessment highlight
how the results of the post areas of the lesson will assessment results what areas of the lesson
assessment highlight what require re-teaching (if any) will require re-
56 | P a g e
areas of the lesson will how the results of the
require re-teaching (if any) post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges
lesson.
Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.
Overall Professional Quality of Teacher Work Sample

4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.
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1.

Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

also to keep in mind that everything may not go as planned.

e. Reflect on your progress/growth toward achieving this goal:

set for myself during first 6 weeks of my student teaching experience.

another with smoother transitions. Throughout my experience, my cooperating teacher guided

management and well-being of a teacher better.

Task II: Contextual Information (see rubric for scoring details)

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students  Age: 4-7 years old

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan

List the Rationale (cite theories or theorists):

Learning the Letter "M"

Letter Recognition Post Assessment Pre-Assessment

 Both the pre and post assessments are out of 20 points.

 I will continue to implement the classroom management strategy my cooperating teacher

Learning the Letter "M"

Letter Recognition Post Assessment Pre-Assessment

My objectives for this lesson were:

Millicent Atkins School of Education: Common Lesson Plan

See the Animals

See the Animals

Millicent Atkins School of Education: Common Lesson Plan

 Money: Bills and Coins

Money and Change

 I will continue to implement the classroom management strategy that my cooperating

Money and Change

What went well:

Millicent Atkins School of Education: Common Lesson Plan

 I will continue to implement the classroom management strategy that my cooperating

What went well:

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

 Small Group #1: Word Families

 Small Group #2: Subject-Verb Agreement

 Small Group #3: Mood

Teacher Candidate Name: Alexis Lewis

Task I: Professional Goal Setting

Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

Numerous Management and Management and Management and

Includes professional-quality Includes average-quality Includes poor-quality No quality

Overall Professional Quality of Teacher Work Sample

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