EDPG #6- Assessment

The competent, caring, professional educator uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, to impact student learning, and to
guide the teacher's and learner's decision making.

Rationale Statement for EDPG #6

For EDPG #6 I have chosen my Teacher Work Sample created during my practicum placement in
a 10th grade English class. This document was created while I worked one-on-one and within
small groups to instruct students in correct punctuation and parts of speech recognition. This
Teacher Work Sample demonstrates my ability to utilize multiple forms of assessment and adapt
lessons based on assessment results.

Saint Mary-of-the-Woods College

Teacher Work Sample
Cover Page

Teacher Candidate Name

Angie Hudgens

Licensure/Program Area

English Language Arts

College Supervisor

George Bakker

School

West Vigo High School

Grade/age

10

Subject

English

Date

February, 2016

Course Number

ED 362

Tier Number

III

Score

Step 1: Classroom Context/Community and Family Engagement

West Vigo High School is located in Vigo County, in Terre Haute, Indiana. Vigo County is
located in west central Indiana, and has a population of around 60,000. There are five high
schools in the county. In the West Terre Haute area and surrounding townships, there are three
elementary schools and one middle school. The population of West Terre Haute was 2,226 as of
2013, with a median income of $32,857. Of the 571 students at West Vigo High School, 35.9%
are eligible for free meals, and 13.1% are eligible for reduced meals. West Vigo High School has
an enrollment of 571 students, of which 98.6% are Caucasian, 0.9% Hispanic, and 1.9%
multiracial. The overall enrollment trend has decreased since 2006-2007, with 685 students.
West Vigo High School boasts a 93.3% graduation rate for the 2014-2015 school years,
compared to 91.8% for the entire Vigo County School Corporation, and 88.9% for the entire state
of Indiana.

This classroom placement is in a 10th grade English Language Arts class with 25 students, 15
girls and 10 boys. Out of the 25 students, eight students have IEPs and utilize the resource room
for additional services. There are five students who struggle with reading and comprehension,
and three students who are on the Autism spectrum but are included in general classes.

The cooperating teacher, Mrs. Deal, has established strong relationships with students and know
their learning styles quite well. Differentiated learning happens every day in this classroom as
students needs dictate. The classroom is a computer lab room, meaning all students have access

to a desktop computer at their desk. These computers are kept in the down and off position until
the teacher instructs students to open the computers for an assignment.

A challenge for the cooperating teacher is the lack of parental involvement for many of the
students. Parents are only interested in the final grade on the report card but not in the day-today work the students do. It is challenging to create a sense of ownership in the student as they
come from an environment that is not interested in offering assistance with every day work.

Family and stakeholder communication and collaboration: There are many family and
community resources available to students in the West Vigo area:

West Vigo Public Library offers programs and community outreach services for

all students in the West Vigo area.

West Vigo Community Center offers afterschool sports options and activities.
Helping Hands of West Terre Haute offers highly discounted clothing and
household items to the West Terre Haute area. They also donate a significant
amount of money every year to community programs and events.

Family communication: there are several ways I communicate with family members

Personal email communication with parents when problems arise or for good

news notes.
Teacher newsletter sent home to parents indicating what we are working on in

class.
Assignment folders with parental signature forms to be returned every month with

a parent signature.
Personal notes sent home.

Family involvement: Parents are encouraged to look through their childs folder every week to
review the work we have done. All assignments are graded before they are placed into the
folder. A book list is sent home every grading period, and parents are encouraged to ensure their
student is reading every day. A parent letter is also included, recommending reading with their
students to ensure books are being read.

Class/Classroom Information
1. Grade levels in class: one
2. Ages in class: 15, 16
3. Number of students enrolled in class: 22
4. Number of student typically present: 18
5. Time available each day to teach all students: 70 minutes
6. Resources (equipment and supplies) available for this class (mark one):
_x__ Well-equipped and supplied
____ adequately equipped and supplied
____ poorly equipped and supplied
7. Community, district, and school factors:
West Vigo High School is located in Vigo County, in Terre Haute, Indiana. Vigo County
is located in west central Indiana, and has a population of around 60,000. There are five high
schools in the county. In the West Terre Haute area and surrounding townships, there are three
elementary schools and one middle school. The population of West Terre Haute was 2,226 as of
2013, with a median income of $32,857. Of the 571 students at West Vigo High School, 35.9%

are eligible for free meals, and 13.1% are eligible for reduced meals. West Vigo High School has
an enrollment of 571 students, of which 98.6% are Caucasian, 0.9% Hispanic, and 1.9%
multiracial. The overall enrollment trend has decreased since 2006-2007, with 685 students.
West Vigo High School boasts a 93.3% graduation rate for the 2014-2015 school years,
compared to 91.8% for the entire Vigo County School Corporation, and 88.9% for the entire state
of Indiana.
Individual Differences
1. Number of students in class with diverse language: 0
2. Number of students in class with IEPs: 7
3. Number of students in pull-out or supplementary programs:
Title I: 0

Gifted: 0

RTI: 10

Other: 0

4. Patterns of development (number of students typically at each level)

Atypical: 7

Typical: 15

Advanced: 0

Step 2: Assessment of Prior Knowledge (Establishment of a Baseline)

The cooperating teacher had identified four students that she felt needed extra help with grammar
in light of an upcoming research paper assignment. After a period of observation of 5 days, we
decided to pretest the entire class to determine who would need more instruction. On day 1 of
our time together, I administered a pre-test to the entire class that consisted of correcting a
paragraph. Students were to read each sentence and correct grammatical errors. The paragraph
test had 10 errors and students were marked off for each one they missed or did not correct in the
right way. Our four students who were originally identified were the ones who scored the lowest

and were chosen for intensive instruction with me for 5 days. Our of the four students, three of
them had IEPs.

Pre-assessment paragraph:
Betsy Ross was born on January 1 1752. She was the eight in a line of 17 children soon after
marrying John Ross, the two newlyweds started a sewing business. When America and england
went to war, John Ross join the army. Soon after that he was killed in an ammunition explosion.
A few months later, according to legend, george Washington axed Betsy to use her expurt sewing
skills to create the first american flag.

After this pre-assessment, Kaitlyn, Nathaniel, Payne and Daisia were identified for needing
additional instruction. Noting their weaknesses, I prepared three lesson plans to strengthen their
editing and writing skills.

Step 3- Planning Instruction

Connect Standards/Foundations
Standard/Foundation
9-10.W.6.2

Objective
Use standard English

Learning Activities
Parts of Speech and

Assessment
Diagram sentences,

9-10.W.6.1a
9-10.W.6.1b
9-10.W.6.2
9-10.W.6.1a
9-10.W.6.1b
9-10.W.6.2
9-10.W.6.1a
9-10.W.6.1b

capitalization,
punctuation, and
spelling, correct parts
of speech
Use standard English
capitalization,
punctuation, and
spelling, correct parts
of speech
Use standard English
capitalization,
punctuation, and
spelling, correct parts
of speech

Sentence Structure

label parts of speech

Sentence fragments

Re-writing incorrect
sentences

Punctuation

Sentence correction

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate Angie Hudgens
Name of Lesson: Parts of Speech and Sentence Structure

Subject

English

Grade

10

Rationale for Lesson: To instruct students on how to recognize sentence fragments by

reinforcing parts of speech and sentence structure.
Learning Outcomes: Students will demonstrate the ability to recognize parts of speech and use
accordingly.
Assessment of Student Outcomes: Student will demonstrate the ability to diagram a sentence
correctly, label parts of speech, and correct a sentence.
Related Foundations/Indiana Academic Standard:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on:
9-10.W.6.1a Pronouns Students are expected to build upon and continue applying
conventions learned previously.
9-10.W.6.1b Verbs Forming and using verbs in the indicative, imperative, interrogative,
conditional, and subjunctive moods.
9-10.W.6.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling focusing on:
9-10.W.6.2a Capitalization Students are expected to build upon and continue applying
conventions learned previously
9-10.W.6.2b Punctuation Using a semicolon and a conjunctive adverb to link two or more
closely related independent clauses.
9-10.W.6.2c Spelling Students are expected to build upon and continue applying conventions
learned previously.
Materials Needed: Computers with internet connect, sentence correction worksheet, sentencelabeling worksheet
Lesson/Activity Presentation:
Anticipatory Set: Students will learn to diagram simple sentences while labeling parts
of speech. After this exercise, students will identify sentence fragments and correct.
.
Teaching Procedures:
Open your computers and open Google Chrome
Go to this website: https://www.wisconline.com/learn/humanities/linguistics/wcn8207/diagramming-sentences
Read aloud and follow along with this lesson to learn the basics of
diagramming

Guided & independent practice: Students will individually work through diagramming
exercises until completion with help from me.
Closure: Students will correct a sentence as an exit pass.
Differentiated instruction: Using computers to diagram, reading lesson aloud while following
along on screen.
Multicultural emphasis: n/a
Technology: computer with internet
Reflection on Lesson: My four students enjoyed this lesson and seemed to learn a lot about parts
of speech. We had a bit of a technology gap with one student who struggled with the instructions
in the lesson, but after working with her one on one, she understood and was able to complete the
lesson on her own. All students scored higher on their sentence correction than previously.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate Angie Hudgens
Name of Lesson: Sentence fragments
Subject

English

Grade

10

Rationale for Lesson: Students will identify sentence fragments and correct them.
Learning Outcomes: Students will correct sentence fragments into complete sentences.
Assessment of Student Outcomes: Students will complete a sentence fragment exercise and
demonstrate the ability to recognize and correct fragments.
Related Foundations/Indiana Academic Standard:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on:
9-10.W.6.1a Pronouns Students are expected to build upon and continue applying
conventions learned previously.
9-10.W.6.1b Verbs Forming and using verbs in the indicative, imperative, interrogative,
conditional, and subjunctive moods.
9-10.W.6.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling focusing on:
9-10.W.6.2a Capitalization Students are expected to build upon and continue applying
conventions learned previously
9-10.W.6.2b Punctuation Using a semicolon and a conjunctive adverb to link two or more
closely related independent clauses.
9-10.W.6.2c Spelling Students are expected to build upon and continue applying conventions
learned previously.
Materials Needed: fragments page, computers with Microsoft Word
Lesson/Activity Presentation:
Anticipatory Set: Students will correct sentence fragments by recognizing missing parts
of speech, and then correctly rewrite the sentence.
.
Teaching Procedures:
Hand out fragments page
Read through all the sentences as written
Work the first three together on overhead
Rewrite the sentence
Label parts of speech in rewritten sentences
Guided & independent practice: Students will continue to work through sentence
fragments with guidance from me. Will refer back to parts of speech lesson with reminders or
examples on the board.
Closure: Two sentence quiz- rewriting sentences on Word.

Differentiated instruction: Visual on screen, one on one assistance when needed.

Multicultural emphasis: n/a
Technology: computer with Microsoft word
Reflection on Lesson: Students did better today on sentence corrections. They were able to
label parts of speech in simple sentences, but struggled in complex or compound sentences.
Working through several together on the overhead seemed to help students understand better.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate Angie Hudgens
Name of Lesson: Punctuation
Subject

English

Grade

10

Rationale for Lesson: To reinforce appropriate punctuation rules and review what is already
known.
Learning Outcomes: Students will be able to properly punctuate sentences.
Assessment of Student Outcomes: Students will complete an online exercise in punctuation and
then complete exercises in correcting sentences.
Related Foundations/Indiana Academic Standard:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on:
9-10.W.6.1a Pronouns Students are expected to build upon and continue applying
conventions learned previously.
9-10.W.6.1b Verbs Forming and using verbs in the indicative, imperative, interrogative,
conditional, and subjunctive moods.
9-10.W.6.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling focusing on:
9-10.W.6.2a Capitalization Students are expected to build upon and continue applying
conventions learned previously
9-10.W.6.2b Punctuation Using a semicolon and a conjunctive adverb to link two or more
closely related independent clauses.
9-10.W.6.2c Spelling Students are expected to build upon and continue applying conventions
learned previously.
Materials Needed: Computers with Microsoft Word, sentence punctuation form, internet, link to
online exercise: http://www.englishmaven.org/Pages/Punctuation.htm

Lesson/Activity Presentation:
Anticipatory Set: Students will work online at a punctuation exercise and then review
previously learned material to attempt correcting sentences in preparation for tomorrows postassessment.
.
Teaching Procedures:
Open computers and go to the following link:
http://www.englishmaven.org/Pages/Punctuation.htm
Together, work through several punctuation exercises, offering guidance.

 Work sentences on the board for extra practice

Guided & independent practice: Students will open the punctuation exercise in
Microsoft Word and complete the lesson individually and with guidance.
Closure: Exit pass: students will correct two sentences
Differentiated instruction: Visual on screen, one on one assistance when needed exercises on
computer, instruction using the board.
Multicultural emphasis: n/a
Technology: computer with Microsoft word, internet
Reflection on Lesson: This was our final lesson before the post assessment paragraph test
tomorrow. The students seemed to be more confident in their abilities to use punctuation and
recognize errors. A few students struggled a bit with commas, but with extra practice, they were
able to successfully correct the sentences.

Step 4- Implementation: Teaching & Learning

My assessment plan is to continue to have students re-write incorrect sentences and work
on recognizing parts of speech. Each week students will have a new set of sentences to
correct that we will work on together for reinforcement of learning. At the end of the
week, they will correct a short paragraph.

Because this classroom has 1:1 technology, it will be used daily. Weekly sentence lessons
will utilize websites geared specifically towards grammar practice. Students will diagram

sentences online and play punctuation games for continued learning.

My pre-assessment is a short paragraph with 10 errors that students must find and correct.
During instruction, I will use short two sentence quizzes for check for understanding after
our lessons. My post assessment will mirror the pre-assessment to accurately measure
improvement. I also used observation during these lessons to determine who needed
more assistance. I was able to identify students who were struggling with the lessons

after we went over them together.

My instruction changed after the 1st day of observing students working on the preassessment. All four students could not name the parts of speech in a sentence. After
consideration, I chose to implement a lesson on sentence diagramming, which would not
only provide a way for students to learn parts of speech, but help visual learners who
needed to see the parts of speech on a diagram.

Pre-assessment
8
7
6
5

Pre-assessment

4
3
2
1
0
Payne

Kaitlyn

Daisia

Nathaniel

Student performance- Because of the range of scores on the pre-assessment, I decided to

plan my instruction based off the lowest scoring student. This pre-assessment baseline

told me that there was much work needed on identifying parts of speech and reinforcing
punctuation rules. Because the scores were relatively close, the only differentiation I
used was having the highest scoring student work on diagramming sentences with a

partner.
After post-assessment, many students scored significantly higher, but still made many of
the same mistakes in using commas and correctly identifying verbs. Because of this, the
next time paragraph correct was part of the daily assignments, I made sure to emphasis
how to find the verb and the rules regarding comma usage.

Step 5- Assessment Results

The pre-assessment showed significant gaps in knowledge of sentence structure and

punctuation. Assessments performed on day 2, 3, and 4 showed an improvement for 2
students, and struggle for 2 others. Each student scored higher on the post-assessment,
which demonstrated their ability to identify sentence fragments and correct them, use
correct punctuation, and some parts of speech progress.

12
10
Day 1 Pre-assessment

Day 2- Parts of Speech

6

Day 3- Sentence
Fragments

Day 4- Punctuation
Day 5 Post-assessment

2
0
Payne

Kaitlyn

Daisia

Nathaniel

Step 6: Reflection and Self-Analysis

Since the conclusion of this work sample, I have continued to assist these four students in
expanding their knowledge of grammar rules. The next assignment for this class was to
write a paper, so they needed to be able to write in complete sentences. I have worked

one on one with each student in different ways to help make their writing stronger.
My expected outcome was that the students would catch on to the diagramming and I
would see a significant increase in their ability to name the parts of speech in a sentence.

This happened with two students, but two others need additional assistance.
My assumptions of their knowledge were based on viewing their prior work with
correcting sentences. The 4 students had failed previous grammar tests so I assumed they

would need significant instruction

Next time, I will use less paper and pencil writing and editing and more online resources.
The students seemed to enjoy playing the online punctuation games and using the online

diagramming website. During future planning, I will research more online resources.
I learned that what I thought could be a small group lesson turned into four separate one
on one learning experiences. While this is not necessarily a negative, I did not expect to

have to assist each student differently. Assessment was crucial in these lessons to ensure

students were grasping the concepts.

Based on the formative assessment, I reevaluated my plans and added paper and pencil
component to my lesson- writing the sentences and circling parts of speech. For
individual instruction, I adapted by using board instruction and more intensive one on one

instruction. I also went over basic parts of speech rules.

Yes, the evidence does support actual student learning, as identified by the postassessment. Pre and post assessment was the same paragraph, and each student scored
higher during the post assessment. The students still have weaknesses, but they can be

helped with targeted instruction.

In the future, I would like to research online for grammar instruction to sharpen up my
own skills in this area. Additionally, I would like more education in different ways to
differentiate instruction in Language Arts.