Northern State University Student Teaching Experience Teacher Work Sample 2019-2020

Northern State University
Student Teaching Experience

Teacher Work Sample
2019-2020
Candidate Name: ShyAnn Springer
Candidate Website https://shyannspringerprofessionalportfolio.weebly.com/contact.

Address: html
Candidate ID Number:
Name of School where

data was collected:
Subject/Content Area: ESL
Grade Level: 9-12
Date Submitted: 4-17-20
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: electronic submission)
ShyAnn Springer
Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates’ instruction
on students’ learning as well as provide evidence of candidates’ teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:
I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another person’s ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)
Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.
Submission
An electronic copy of your completed TWS must be submitted to:
 D2L for ECE/ELED/SPED/SEED 488

 Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).
 Your university supervisor (please check with your university supervisor to determine which
format (print copy or electronic) he/she prefers.
Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
Student Teaching Experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework (You will choose one of these
Categories outcomes as the basis for your
goal)
Knowledge of Self as  Respect and Concern for Knowledge of Self as an
an Individual Students Individual recognizes the
educator’s influence in the lives
 Commitment to Health and of students and emphasizes the
Safety importance of building trust
relationships, and setting
positive examples.
Knowledge of the  Developmental Needs Knowledge of the learner
Learner focuses on an understanding of
 Student Diversity growth and development of
learners in the contexts in which
development takes place and
an understanding of how
student diversity interacts with
the learning process.
Knowledge of  Understanding Subject Matter Knowledge of Content implies a
Content broad understanding of the
centrality of content knowledge
for teaching, and ability to
organize the school concepts
and principles of a subject
matter, and a responsibility for
acquiring new knowledge.
Knowledge of  Planning Pedagogical Knowledge
Pedagogy  Implementation includes those principles and
 Assessment strategies necessary for
 Classroom Management and effective teaching, including the
Organization planning, implementation, and
 Instructional Materials and assessment of instruction,
Technology classroom management and
organization, knowledge of
curriculum and instructional
materials, and integration of
technology.
Knowledge of Self as  Parent and Community Knowledge of Self as a Teacher
a Teacher and Involvement and Member of a Learning
Member of a Learning  Commitment to Teaching Community calls for a
Community  Interpersonal Relations collaboration among teachers,
 Professional Growth and students and their families and
Development communities that embraces
diversity, promotes a positive
sense of personal identify, and
enhances the possibilities for
academic success.
1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

Instructional Delivery
b. Identify the specific Category Outcome you will use to determine your goal:
Checking for Understanding and Adjusting Instruction through Formative Assessment.
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.
My goal is to check for understanding in meaningful ways through formative assessment during small
group work. I chose this goal because my gut reaction is to ask students if they understand. This
approach is not meaningful because it does not make students think and I may not receive reliable
responses, especially since English is not their first language. It is too easy for them to tell me that
they understand when they actually do not. I want to learn how to check for understanding in ways
that will make students try and provide me with an accurate response to build off of.
d. Describe the action plan (steps/strategies and resources) required to accomplish this
goal:
I plan to observe my cooperating teacher and the other teachers I interact with to see how they
conduct formative assessment. To do this, I will jot down at least one idea per day and attempt some
of them myself during small group work. As I become more comfortable, I will adjust them to fit my
personal teaching style. I will also research other tactics that I could use to add to my arsenal of skills.
e. Reflect on your progress/growth toward achieving this goal:

I believe that I made great progress on this. I observed my cooperating teacher and other teachers
asking students to explain the content to them or having them physically demonstrate the information.
I tried this out a few times and actually managed to catch a few students who told me they
understood, but did not actually understand. I was able to clear information up for them and they
responded well to me doing this. I also was able to get students to demonstrate their understanding
on the smart board or white board.
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 taken, 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 Grade/Developmental Level: 9-12th

(All subcategories listed in this box are Age Range: 15-20
required.) Content Area: ESL
There is a student on IEP for behavior and
Students’ grade and developmental levels; the another on IEP for math
age range of students; the content area being
taught; any other factors that are pertinent to
understanding your class assignment
Community Type of Area: Suburban
(e.g., whether the area is urban, suburban, or Socioeconomic Information: median household
rural; socioeconomic information; census data income about $44k
for the community) Census Data: 27,783 people
District Enrollment: 3,853
(e.g., enrollment; percent of students receiving % of Students Free/Reduced Priced Lunches:
free or reduced-priced lunches; graduation 50%
rates; ethnicities; percent of students with IEPs; Graduation Rates: 83%
percent of students who are ELLs; per-pupil Ethnicities: 88% white, 2% black, 4% native
expenditures) % of Students with IEPs: IEP info is confidential
% of Students who are ELLs: 5%
Per-pupil Expenditures: $6,532
School Enrollment: 1,319
(e.g., enrollment; percent of students receiving % of Students Free/Reduced Priced Lunches:
free or reduced-priced lunches; ethnicities; 50%
percent of students with IEPs; percent of Ethnicities: Hispanic/Latino, American Indian or
students who are ELLs; teacher-to-student ratio) Alaska Native, Asian, Black or African American,
Native Hawaiian or Other Pacific Islander,
White, Two or more races
% of Students with IEPs: IEP is confidential
% of Students who are ELLs: 5%
Per-pupil Expenditures: $6,532
Teacher-to-Student Ratio: 15:1
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
*The final Student Teaching TWS will contain 5 lessons using the following format :
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name:

Grade Level:
Subject:
Date:
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
List the Rationale (cite theories or theorists):
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
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).
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).
List the materials/resources you will need to teach the lesson.
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.
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. *
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.
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)
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.
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.
“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).
“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?
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.).
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.
Analyze
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.
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.
Teacher Candidate Name: ShyAnn Springer

Grade Level: 9-12 ESL
Subject: 4th Block Writing (White Group)
Date: February 10, 2020
PLANNING
9-10.L.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
WIDA: Compose narrative and expository text for a variety of purposes.
Jean Piaget’s schema theory works well for this class because students will be connecting new
knowledge about essay writing to what they already know about grammar and standard English
usage.
Students will be able to paraphrase evidence from the texts.
Students will be able to apply the evidence from the texts in their essays.
Students will be able to write an original essay.
The learning objectives are appropriate for the age of the students because they are all working
towards graduation and English acquisition. The school gives out access testing and reading
inventories to decide which level English language learners are at with learning English. All of the
students in this class place within Level 1 (Entering) and Level 2 (Beginning). The objectives are
appropriate to help students with writing and essays, since both are important for success in
school, college, and future careers.
characteristics).
There are 13 total students in the class; 3 male and 10 female. There are 3 students who are new
to the school system. Every student in the class speaks Spanish as their native language, except
for 5 students. The students’ language levels are in Level 1 and 2.

Some students are quieter and need to be prompted to participate during spoken activities: M, C,
Ma
Some students are a little disruptive and need to be reminded to quiet down from time-to-time: J,
D, R
C and D are very new, so they may not know what they need to do. I need to make sure to explain
classroom activities thoroughly to help them out.

White board – To do the “Do Now”

 During the long weekend I want to _________________.
Chromebooks – For students who are doing System44 during the rotation and writing the essay
Writing packet
Read180 books
Technology
The chromebooks will be used for students to do their regular System44 activities in the group
rotation. System44 is a website that helps students practice spelling, listening, reading, and
pronunciation. This system is useful for building students’ reading, writing, listening, and speaking
skills. The chromebooks allow students to continue working on their language skills at their own
pace in a quiet environment when they are not working in small groups.
I will be primarily teaching the white group during small group work, which has the highest
language ability. I will be using more challenging words in order to challenge the students. This
section has the quieter students in it, so I will have to ask them specific questions to prompt them
to participate.
I will ask students to get out a piece of paper and make a list 1-4. They will then have to fill in the
following sentences with the corresponding word. They will not have to write out the whole
sentence in order to save time. They will just have to write the word. Example: 1. Thesis statement
1. The _________________ is the topic of the essay and tells readers what the writer will
discuss.
2. The _________________ is what each supporting paragraph includes to elaborate on the
thesis statement.
3. The _________________ provides evidence that makes the paragraph and essay stronger.
4. The _________________ is a conclusion that reminds readers of what the essay is about.
Options
Idea
Ending
Thesis statement
Details
If the students understand some, but not all, we will continue forward with the lesson, but do a
quick review of what the students already know. Our focus will be on what students are struggling
with, so the lesson plan will shift to fit those. If students know everything, we will do a quick review
to make sure and then move on. The pre-assessment will be repeated for the post-assessment to
gauge how well students are grasping the content.

Since EK is the only boy in the white group, the girls like to pick on him and he likes to pick on
them back. This can sometimes derail the conversation, so I will need to bring them back in by
reminding them what we need to do. G sometimes spaces out, so I will need to call on her to keep
her engaged. R has a lot of make-up work for other classes that is more pressing, so she may end
up working on that instead of the lesson I am doing. She is very quick to catch up and always
contributes, so there is no need to worry about her. She is also familiar with essay writing, so this
is more practice for her.

Implementation
“I Do”
This lesson plan only includes what Block 4 White Group is doing. When not working with
me, the Gold and Blue Groups will be working on their System44 computer work, doing
homework, or doing pull-out speaking tests with my cooperating teacher. There will be one
more rotation where I will work with one of the other groups, but the final group will be on
computers for the whole block.
February 4, 2020 I told students that we were beginning our essay unit and would be writing an
essay piece by piece. At the beginning of the unit, I showed them a picture of a hamburger and
used the READ180 book’s TIDE acronym to introduce the vocabulary. T = Thesis statement I =
Idea D = Details and E = Ending. I explained how the top bun is the introduction, which includes
the thesis statement. I showed them how the thesis statement is the last sentence of the first
paragraph. Then, I explained that the lettuce, tomatoes, and burger are the body paragraphs,
which contain the ideas and details that contribute to the thesis statement. I also told them that in
college, professors will refer to the first sentence of each body paragraph as the topic sentence,
which is the same as the idea. Then, I explained that the bottom bun is our ending or conclusion,
which wraps up what the essay is about. I also explained that each student will be writing an
essay at the end of this unit.

“We Do”
February 4, 2020 We turned to page 60 in the READ180 book to analyze a model essay. We
read the essay out loud and talked about each paragraph individually. Afterwards, we went
through as a group and marked in the story where the thesis statement, ideas/topic sentences,
details, and the ending are. Then, we did a worksheet where we filled in why the thesis statement
is effective, how the ideas/topic sentences give more information about the thesis statement, how
the details provide evidence (such as quotes), and why the ending/conclusion is effective.
Throughout this, we discussed each item as a group before filling it in together.

“You Do”
February 10, 2020 Students will go back through the two texts and write at least one quote from
each that they would like to use in their essay. Then, I will have students read through their quotes
one more time before folding their paper in half to write their paraphrase of it in the next column.
(Folding the paper so that they cannot look at the full quote keeps students from copying too much
from the original by reducing the temptation to look at the words). After filling out the columns,
students will share with each other what they found and plan to use.
In following days Students will analyze a thesis statement and draft their own thesis statement.
After that, students will write an outline of their essay by filling in their thesis statement, ideas, and
details. Once all students have finished their outlines, they will get out their computers to begin
typing their essays.

Lesson Closing
When we have finished, we will read over each student’s essay and identify the thesis statement,
ideas/topic sentences, details, and ending in all of them. Students will also say what their
classmates did well and offer up suggestions for what to work on. Once we have done so, all
students should understand essay structure.

lesson.
I will ask students to get out a piece of paper and make a list 1-4. They will then have to fill in the
following sentences with the corresponding word. They will not have to write out the whole
sentence in order to save time. They will just have to write the word. Example: 1. Thesis statement
1. The _________________ is the topic of the essay and tells readers what the writer will
discuss.
2. The _________________ is what each supporting paragraph includes to elaborate on the
thesis statement.
3. The _________________ provides evidence that makes the paragraph and essay stronger.
4. The _________________ is a conclusion that reminds readers of what the essay is about.
Options
Idea
Ending
Thesis statement
Details
Analyze
Name Thesis Idea Details Ending
statement
R Pre: Yes Pre: Yes Pre: Yes Pre: Yes
G Pre: Yes Pre: Yes Pre: Yes Pre: Yes
AN Pre: No Pre: No Pre: No Pre: No
KS Pre: Yes Pre: Yes Pre: Yes Pre: Yes
EK Pre: No Pre: No Pre: Yes Pre: Yes
Ma Pre: Yes Pre: No Pre: No Pre: Yes
Due to schools closing, I was unable to provide a post-assessment. Due to group rotations,
this group only has 30 minutes to work on the assignment every few days. At the time of
the closure, we were just about to present our essays to each other.
Since we have not finished the unit yet, I have not given students the post assessment yet, but I
have seen improvement in student understanding. R, G, and KS have all done essays before, so
they knew the content well, but still needed practice on it. The refresher has been great for them
and there have been many times where they assisted one of the other students who are not as
familiar with essays. AN has made great progress with understanding evidence. She would show
me whenever she found something and we would talk about if it is evidence or not. She is able to
find evidence and explain it well, but sometimes she still struggles. EK has a better understanding
of thesis statements and ideas, since he has asked me a few times if a particular sentence was a
thesis statement or idea. Sometimes he is wrong, but he is getting it correct more often than not.
Ma has also made great progress, since she is able to find evidence and explain it. She is still
struggling with ideas a bit, but she is getting better.

Reflect
prompt revisions.
The Do Now and small groups went really well today. Everyone was interested in talking about
what they would do over the long weekend. The groups were phenomenal because I was able to
help students understand vocabulary, essay concepts, and help them analyze evidence. For
example, in the white group, the students frequently asked if what they picked was good, which
allowed me to see how well they understood looking for evidence. The students also mentioned
that the burger analogy was helpful and frequently referred back to it.
One challenge I came across were my transitions. If I were to teach this lesson again I would like
to transition better. I am a softer person and I do not like to raise my voice, so I sometimes feel
awkward when I try to bring the students’ attention back to me. I would like to work on being more
confident so that I can pull them in quickly. Another challenge would be going over evidence
again. I wish that I would have gone over evidence with the white group a little more. We had gone
over what good evidence looks like on Friday, but I should have done a refresher. It likely would
have saved me from answering so many questions if I reminded the students and did one more
with them. One more challenge would be that I didn’t check for understanding somewhere in the
middle. The virus and school closure made it difficult for me to evaluate if my students
remembered halfway through, so in the future, I would like to evaluate again in the middle.

Subject: Least/Greatest/Plurals
Date: February 27, 2020
PLANNING
WIDA: English language learners communicate for Social and Instructional purposes within the
school setting.
English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Mathematics.
success in the content area of Language Arts.

Lev Vygotsky’s zone of proximal development and scaffolding work well with this group because
they are constantly expanding on their knowledge. First, students had to learn what a noun was in
previous classes, and now they are learning what a plural noun is. This is something they likely
would not be able to do on their own, so teacher assistance is necessary to answer any questions
and help students succeed as they learn English.
Students will be able to distinguish between “least” and “greatest”.
Students will be able to rewrite words in their plural forms.
appropriate to help students with understanding least, greatest, and plural forms of words. Least
and greatest are necessary for success in math class, while plural forms are needed for daily
conversation and for further academic classes.

characteristics).
There are 10 students total in the class; 5 female and 5 male. All of the students speak Spanish as
their native language. There are 3 students who are new to the school system. 2 students in the
class are on IEPs. The language levels are in Level 1 and 2.

This class tends to be pretty rowdy, so they need to be brought back together frequently. J is very
new to the school system and does not seem to have previous English instruction, so she always
requires assistance from the teacher or other students to complete her work. C is able to work on
her own most of the time and complete her work accurately. All other students need some
guidance or guidance for the entire activity.

White board - To do the “Do Now”

Marker
Word cards
Plurals worksheet
Chromebooks - For students who are doing System44 during the rotation and writing the essay
Technology
The chromebooks will be used for students to do their regular System44 activities. System44 is a
website that helps students practice spelling, listening, reading, and pronunciation. This system is
useful for building students’ reading, writing, listening, and speaking skills. The chromebooks allow
students to continue working on their language skills at their own pace in a quiet environment
when the instruction is finished.

J, A, N, and Yi will need constant assistance to complete their work. C finishes very quickly, so
she can be asked to help explain content to students who are struggling. I will need to speak
slowly and clearly to help students understand the content.

I will draw circles and ask students to say which one has the greatest number of circles and which
one has the least number of circles. I will also put up pictures of pencils and dishes and ask them
to put it into plural form on a piece of paper.
1. least
2. greatest
3. pencils
4. dishes

Everyone tends to get off track, so I will have to frequently remind students to focus on the lesson
and try to engage them the best that I can. When I can, I will need to sit down with students like J
and Yi to help explain the content to them. If possible, I can also use other students to help explain
once they have finished their own work.
Implementation
“I Do”
First, I will write the Do Now on the board: How many pets have you had? I have had _________
pets. I will walk around the room and talk with students as they write down their answers, assisting
when needed. Once everyone is done, everyone will share one-by-one with the rest of the class.
This Do Now will draw students in because it relates to the topic of plurals and is about something
they are interested in.
Next, I will explain to students that “least” means the smallest number of something and “greatest”
means the largest number of something. I will draw 4 small circles and 6 big circles. I will ask
which side has the least number of circles. Then, I will draw 2 squares and 3 squares and ask
which side has the greatest number of squares.

“We Do”
I will have students come up to the board and make their own drawings to test other students on
least and greatest. Each student will have the opportunity to come up and draw.
For the plural portion, I will ask students, what is a noun? I will also ask them what plural means
and explain that it means many of something. I will then explain that to make the plural form of
most nouns we add –s. Some words have –es if they end with ch, sh, s, x, or z. I will write two
example sentences: We have four small circles and six big circles. We have two squares and
three squares. I will ask students which word is plural and they can tell me if it is –s or –es. I will
then hold up picture cards of nouns and students will tell me if it is –s or –es to make it plural. I will
be able to check for understanding from their drawings and what students say when I hold up
pictures and call on individual students.

“You Do”
Students will have a worksheet on plurals to complete that has pictures. The students will have to
write the noun in its plural form along with a full sentence. Once students are done, they will do a
review of the plural picture cards and then their regular System44 work on their computers.
Lesson Closing
I will stand by the door at the end of class and have students tell me if the picture ends with –s or
–es to make the word plural on their way out. I will also have drawings on the board so I can ask
students if the number of circles is least or greatest.

lesson.
I will draw circles and ask students to say which one has the greatest number of circles and which
one has the least number of circles. I will also put up pictures of pencils and dishes and ask them
to put it into plural form on a piece of paper.
1. least
2. greatest
3. pencils
4. dishes
Analyze
Student Least Greatest Pencils Dishes
Yi Pre: C Post: C Pre: C Post: C Pre: I Post: C Pre: I Post: C
D Pre: C Post: C Pre: C Post: C Pre: C Post: C Pre: I Post: I
J Pre: C Post: C Pre: C Post: Pre: C Post: C Pre: I Post: I
C
LR Pre: C Post: C Pre: C Post: C Pre: C Post: C Pre: C Post: C
N Pre: C Post: C Pre: C Post: C Pre: C Post: C Pre: I Post: C
A Pre: C Post: C Pre: C Post: C Pre: C Post: I Pre: C Post: I
W Pre: C Post: Pre: C Post: Pre: C Post: Pre: I Post:
sick sick sick sick
Y Pre: C Post: Pre: C Post: Pre: C Post: Pre: C Post:
sick sick sick sick
I believe the lesson went really well, but the pre-assessment may be skewed a bit. There was a
special education teacher in the class during the pre-assessment and she kept giving students the
answers, despite me saying multiple times that this is a pre-assessment and I wanted to know
what the students knew before I taught the lesson. The students also like to tell each other
answers, so not all students got as many correct as it says they did. After teaching the lesson, I
saw real improvement and many of the students are able to explain to me why they use –s or –es
with plural nouns. Overall, I believe it was a success because very few of them made mistakes
during the post-assessment. We definitely need to review words that are made plural with –es.
Reflect
prompt revisions.
I really enjoyed quizzing the students with the flashcards because they responded really well to
me holding up pictures, asking them if it was –s or –es, and then asking them how they knew. It
helped the information stick and I definitely would love to do that again in the future. My formative
assessment went really well because I was able to challenge them into thinking instead of just
giving me the first thing they thought of. I also like that I did it as a whole group because students
would correct each other or I could pick specific students if they were not paying attention.
In the future, I will definitely have to be more aggressive at making sure the special education
teacher does not tamper with my pre-assessments. It was really frustrating to have her mess with
my data when I needed it to know where my students are at. I struggled with ending my lesson a
bit. I would like to come up with a fun game to help students practice this, since my class really
likes playing games. One more thing I struggled with was keeping all students engaged at the
same time. It helped when I would call on these individual students, but if I add something a bit
more high-stakes, it might help keep them engaged. I am not sure what to do yet.
Plural Nouns Worksheet

Name: ___________________________
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
7. __________________________
8. __________________________
9. __________________________
10. __________________________

Subject: Feelings
Date: March 13, 2020
PLANNING
school setting.
they are constantly expanding on their knowledge. First, students had to learn what the word
“how” is in previous classes, and now they are learning responses to questions with “how” and
how to use “to be”. This is something they likely would not be able to do on their own, so teacher
assistance is necessary to answer any questions and help students succeed as they learn
English.
Students will be able to identify how people are feeling.
Students will be able to demonstrate the use of “to be” verbs.
appropriate to help students with mastery over question words and to help them understand
feelings. These are needed for daily conversations, especially since ESL students are often asked
questions about how they feel.

characteristics).
their native language except for 3. There are 2 students who are new to the school system. There
are 2 students on IEPs. The language levels are in Level 1 and 2.

This class tends to be a bit rowdy, so they need to be brought back together frequently. J and Li
are very new to the school system and do not seem to have much previous English instruction, so
they always require assistance from the teacher or other students to complete their work. The
other students need some guidance or guidance for the entire activity.
White board - To do the “Do Now”

Marker
Inside Out feelings video on Youtube https://www.youtube.com/watch?v=dOkyKyVFnSs
Smartboard – to show the Youtube video
Worksheet
Chromebooks - For doing System44
Technology
The smartboard will be used to show a video, which allows students to see the feelings on
people’s faces. I am not a very expressive person, so this will help students to understand how to
explain their feelings and see it in others.
The chromebooks will be used for students to do their regular System44 activities. System44 is a
website that helps students practice spelling, listening, reading, and pronunciation. This system is
useful for building students’ reading, writing, listening, and speaking skills. The chromebooks allow
students to continue working on their language skills at their own pace in a quiet environment
when the instruction is finished.

J and Yi will need constant assistance to complete their work. I will need to speak slowly and
clearly to help students understand the content. Li needs some assistance, but he is progressing
pretty well on his own. A and N will also need assistance to complete their work.
I will put up 3 picture cards displaying happy, nervous, and excited and then draw a face of
someone sad. Students will have to write what the emotion is and I will give them a word bank for
them to fill in.
1. (happy)
2. (excited)
3. (nervous)
4. (sad)

and try to engage them the best that I can. When I can, I will need to sit down with students like J,
Yi, and Li to help explain the content to them. If possible, I can also use other students to help
explain once they have finished their own work. This will help the students who need assistance,
possibly with translations in their native language, but it will also help those who are finished
practice some more by explaining it to the other students.

Implementation
“I Do”
For the Do Now I will write a question and a sentence frame and the students will have to fill in the
blanks. Do Now: How do you feel? Today I feel ________ because ________. I will explain to
students that feelings are emotions and that they are the same. I will write the feeling words that
we will be talking about on the board.
Feelings
Happy, sad, nervous, scared, angry/mad, excited
We will then watch the Youtube video. After the video, I will explain that we use “to be” verbs when
we talk about emotions. I will write the “to be” verbs on the board.
To Be
Am (only I)
Is (only he/she/it)
Are (only we/they)
We’re  we are
They’re  they are
Isn’t  is not
Am not
Aren’t  are not
“We Do”
First we will talk about opposites and determine what feelings are the opposites of each other.
Students will practice using the “to be” verbs and feelings by coming up to write a sentence for
each form of “to be” with a feeling of their choosing. Once a form of each is used, it will be crossed
off so students have to pick a different one. We will verbally discuss them also.
“You Do”
Students will do a worksheet on their own to practice the content. The worksheet is included
below. Once students are finished, I will challenge them to write my five sentences on the back
and then check up on their classmates who need more assistance.

Lesson Closing
After all students have finished their worksheets, we will verbally discuss the answers. When
students are finished, they will get on their computers and do System44. Students can also have
the option to play charades to act out the feelings for other students to guess.
lesson.
Students will repeat the pre-assessment to determine how they learned. I will put up 3 picture
cards displaying happy, nervous, and excited and then draw a face of someone sad. Students will
have to write what the emotion is and I will give them a word bank for them to fill in.
1. (happy)
2. (excited)
3. (nervous)
4. (sad)
Analyze
Due to the schools closing, I was unable to conduct a post assessment.
Reflect
prompt revisions.
The use of the video from Inside Out went really well. My students were engaged immediately and
had a lot of fun working with emotions. The video gave me a great reference for emotions and
helped the students remember them because they could pair them with a character’s face.
Another success is that my class is very expressive, so I was able to get them to act out emotions
easily. My class is also willing to discuss, so our discussion of emotions went really well.
I definitely need to revise the “To Be” verbs section. It was a lot of information that I think we
needed to go over more in-depth. Since I wasn’t able to conduct my post assessment, I am not
completely sure how well they understood, which would be another challenge for me. Many
learners struggle with this, so I anticipate reviewing it again. I could possibly split these into two
separate lessons. My last challenge was with the worksheet I created. The way I worded it for the
opposite section underneath each emotion confused me and I told students wrong. We had to go
back and fix it, so I hope to change that so I don’t get confused.
Name: ______________________ Feelings Worksheet
I are
He is
We are
They is
She is
It am
1. I am ___________________.
I’m not __________________.

2. He is ___________________.
He isn’t _________________.
3. We are __________________.
We are not _______________.
4. They are ________________.
They aren’t ______________.

Subject: Speeches
Date: March 2020
PLANNING
9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis
of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
school setting.
they are constantly expanding on their knowledge. We have been working all year on building
confidence, vocabulary, and speaking skills in order to build up to this speech. This is something
they likely would not be able to do on their own, so teacher assistance is necessary to answer any
questions and help students succeed as they learn English.

Students will be able to write an outline that covers the topic they have chosen.
Students will be able to produce a speech about the topic.
Students will be able to introduce the topic and conclude it.
appropriate to help students gain confidence in speaking and prepare them for future classes.
Many classes include presentations or speeches, so these objectives are important in helping
them do the best that they can.

characteristics).
There are 18 students total in the class; 11 female and 7 male. All of the students speak Spanish
as their native language except for 6. There are 2 students who are new to the school system.
There are 3 students on IEPs. The language levels are in Level 1 and 2.
This class tends to be a bit rowdy, so they need to be brought back together frequently. Je and Li
Speech Powerpoint
Speech outline
Speech Rubric
Example speech and presentation
Smartboard/projector
Chromebooks
Google Slides
Technology
Students will use their computers to create their presentations on Google Slides and look up
information. The smartboard and projector will be used to show students the speech powerpoint,
example speech presentation, and to present speech presentations for the rest of the class. This
will enhance the instruction because it will allow students to practice using visual aids and
strengthen the content of the holiday for students to visualize.

Je and Li will need constant assistance to complete their work. I will need to speak slowly and
pretty well on his own, especially with the help of the student assistant. Other students will just
need to be checked on from time-to-time or have their seats moved to assure that they are
keeping on task.
Students will fill in the blank to explain what each section is.
An outline is ____________________.
A visual aid is ___________________.
A transition is ___________________.

and try to engage them the best that I can. I will pair students up from time-to-time to help them
work on their speeches to get peer-to-peer help. I will check in with each student frequently to talk
through their information and make suggestions.

Implementation
“I Do”
I will introduce that we will be giving speeches about our countries. Students have the option to
choose between holidays, food, famous places, and traditions. The students from this class chose
holidays. I will explain to students that their holiday speeches will include who celebrates the
holiday, how the holiday began, and how it is celebrated. I will present a powerpoint on how to
give a good speech and then model that with my own holiday speech on Halloween. I will make it
clear to students that they will not be able to read off of their notecards or outline for the entire
presentation, so they will have to practice or risk losing points.

“We Do”
The students and I will work one-on-one or in small groups on individual speeches. Each day we
will work on a different part on the outline for thirty minutes. Every day, I will check in with each
student and answer questions or guide them. Once the students are finished with their speeches,
they will present them to me for final tuning before the presentation and to practice.
“You Do”
Students will individually present their speeches to the class. Students will use the smartboard to
display their presentation and are able to use notecards to remind them of what they would like to
say. I will evaluate the speech according to the rubric.

Lesson Closing
I will complement the students on their hard work and emphasize again how they are building
important skills for future classes. I will also ask students what they learned about the speech
writing process and have a small, impromptu class discussion.

lesson.
Students will fill in the blank to explain what each section is.
An outline is ____________________.
A visual aid is ___________________.
A transition is ___________________.
Analyze
Due to schools closing, I was unable to conduct a pre-assessment or post-assessment.
Reflect
prompt revisions.
Allowing the students to choose their speech topics went really well because it allowed them to
make decisions about their education. The students also told me that they learned new
information about holidays or their country, which made me very happy for them and was a
success in my eyes. I also really liked working on the speech in pieces because I was able to keep
everyone roughly on the same track, but also make sure everyone finished.
In the future, I definitely need to revise my timeline and adjust how I introduce it. I struggled with
the timeline because we only worked on it for 30 minutes every day because of everything else we
needed to do. I think I would rather dedicate the entire class to it every other day. The order I have
listed in my lesson plan is not the order I originally presented it in and it was kind of messy. I am
hoping that this order will be more effective, since I struggled with the order. My last struggle was
making sure all of the students understood that they couldn’t read their entire speech. I had to
remind students daily or use Google translate to make sure that they knew. In the future, I need to
come up with an easier way of explaining it in simpler terms.
Outline Notes and Sample Outline NAME:___________________________
Introduction
I. Attention getter (interesting beginnings make interesting speeches!)
II. Topic or thesis statement (one sentence that shows main idea)
III. Connection with audience (show the audience you are one of them!)
IV. Speaker’s credibility (why are you a good source on this topic?)
V. Preview of main points (tell us what you are going to share in your speech)
Transition: This part of the speech is what keeps audience’s attention and helps me
know what is coming next!
Body
I. When is the holiday celebrated? Who celebrates it?
a. Detail or example
b. Detail or example
c. Detail or example
II. How did the holiday get started?
III. How is the holiday celebrated?
Conclusion
I. Summary of main points
II. Clincher (final thoughts)
Holiday Informative Speech Rubric

NAME:_____________________
Creation and Organization:
_____/5 Introduction: States holiday, country, and explains words from native language
_____/15 Body: 3 Main points with at least 1 detail each
_____/5 Conclusion: restates thesis, reviews ideas, shares final important thought
_____/5 written as a working outline (sentences or longer phrases)
Outline: _____/30
Style, Practice, Delivery:
_____/5 Introduction: catches audience attention, presents thesis, previews main points
_____/5 Body: Main point 1 with at least 1 detail
_____/5 Conclusion: restates thesis, reviews ideas, shares final important thought
_____/5 maintains eye contact, voice can be heard
_____/5 shows preparation has been done before presenting
_____/5 Practice: in class during group time or does extra practice during Super Study
_____/5 Minimal wording on powerpoint
_____/5 Very little reading of content
Presentation: _______/50
Teacher’s
comments:_________________________________________________________________________________
_________________________________________________________________________________________________
_
______/80 TOTAL

Subject: Negatives/Interrogatives
Date: March 2020
PLANNING
school setting.
they are constantly expanding on their knowledge. First, students had to learn pronouns and what
do, does, do not/don’t, and does not/doesn’t mean. This is something they likely would not be able
to do on their own, so teacher assistance is necessary to answer any questions and help students
succeed as they learn English.

Students will be able to demonstrate the use of negatives and interrogatives to form a sentence
and question.
appropriate to help students with mastery over negatives and asking questions. These are needed
for daily conversations, especially since ESL students are often asked questions involving the use
of negatives.
characteristics).
their native language except for 3. There are 2 students who are new to the school system. There
are 2 students on IEPs. The language levels are in Level 1 and 2.

This class tends to be a bit rowdy, so they need to be brought back together frequently. Je and Li
Whiteboard and marker

Paper and pencils
Chromebooks
Technology
The chromebooks will be used for students to do their regular System44 activities in the group
rotation. System44 is a website that helps students practice spelling, listening, reading, and
pronunciation. This system is useful for building students’ reading, writing, listening, and speaking
skills. The chromebooks allow students to continue working on their language skills at their own
pace in a quiet environment when they are not working in small groups.
Je, Li, and Yi will need constant assistance to complete their work. I will need to speak slowly and
pretty well on his own. A and N will also need assistance to complete their work.
Students will fill in the blank with a pronoun that correctly completes the sentence.
1. ____________ do not walk.
2. ____________ does not walk.
Students will fill in the blank with an interrogative that correctly completes the sentence.
1. __________ you walk?
2. _________ she walk?

and try to engage them the best that I can. When I can, I will need to sit down with students like
Je, Yi, and Li to help explain the content to them. If possible, I can also use other students to help
explain once they have finished their own work. This will be helpful for the students who need
assistance, but also for the students explaining because they will get more practice.
Implementation
“I Do”
We will start with a Do Now:
Write a question to ask someone in the class.
Do you like to _________?
I do like to _________. / I don’t like to _________.
This Do Now will engage the students because it starts us off with the use of our two goals for the
day: negatives and interrogatives. Plus, the students are able to talk and give their original
answers.
We will then review present tense verbs with these example sentences:
I read books  She reads books
I watch television every night  She watches television every night.
I will then explain to students that to form the negative of verbs, we use a form of “do” with the
base verb.
I he does not walk

You do not walk she doesn’t walk
We don’t walk it
They
Ex: They do not walk. Ex: She does not run at school.
They don’t walk. She doesn’t run at school.
Interrogatives are when you make a questions by using a form of “do” with a verb.
I
Do you Does he
Don’t we walk? Doesn’t she walk?
they it
Ex: Do you cook often? Ex: Doesn’t John sleep a lot?

“We Do”
I will take student requests, asking a few of them to suggest a sentence that we could write. After
modeling two or three, I will invite every student up to the board to practice writing a sentence of
their own. I will call students up until we have written a sentence using each pronoun in the
negative and interrogative section.

“You Do”
The students will take out a piece of paper and write their own negative and interrogative
questions/ sentences. Each student has to write 10 sentences or questions. When students are
finished, they will work on their System44 work on the computers.

Lesson Closing
I will emphasize the lesson by reminding students that they get asked these questions or use them
every day. I will ask each of them a question on their way out of the room.
lesson.
Students will fill in the blank with a pronoun that correctly completes the sentence.
1. ____________ do not walk.
2. ____________ does not walk.
Students will fill in the blank with an interrogative that correctly completes the sentence.
1. __________ you walk?
2. _________ she walk?
Analyze
Due to schools closing, I was unable to conduct a pre-assessment and post-assessment.
Reflect
prompt revisions.
Having the students come up to the board to practice was very successful because I was able to
see what the students could do without their classmates helping them. A lot of them ask their
peers to check their work, so I barely ever have the opportunity to see what they can do without
assistance. This helped me figure out how to help each of them individually and elaborate more.
Another success was being able to watch the students correct themselves and each other when
they were working on their sentences. I promote discussing the topic, so it was very cool to see
them discuss it so seriously. The Do Now was also successful because it got the students
interested in the content and allowed a little bit of practice.
A revision I would make is to not put all of the information on the board at once. This was definitely
a challenge. It overwhelmed the students a bit because I put the chart of negatives and
interrogatives up at the same time, which made it look scary. In the future, I will only put one up at
a time and do a little more group work on that. I also struggled with getting the lower students to
not copy my sentences exactly. In the future, I think I will help them build sentence frames. I also
struggled with some of my higher students finishing quicker than I anticipated. I will need to come
up with an alternate activity or game to help them practice some more and extend their learning.
Teacher Work Sample Scoring Rubric

Student Teaching Experience

Semester: Spring Fall Year 2020
Grade/Subject Area 9-12 ESL
Task I: Professional Goal Setting
Components Advanced/Excellen Proficient/Comp Basic/Developi Below Basic/
t etent ng Needs Work
4 3 2 1
Candidate identifies Candidate Candidates Candidate does
one well-planned identifies one goal identifies one not identify a
goal and effectively and goal but does well-planned
communicates communicates not adequately goal nor provide
reasons/justifications reasons/justificatio provide a reason for the
for why s/he chose ns for why s/he reasons/justificat selection of the
the goal. chose the goal. ions for the goal.
selection of the
Candidate provides Candidate goal. Candidate does
a detailed action provides an action not provide an
plan for the plan for the Candidate action plan for
achievement of the achievement of provides an the achievement
goal and cites any the goal and cites action plan for of the goal.
specific resources resources s/he will the achievement
Professional Goal
s/he will use to use to enhance of the goal but Candidate is not
Setting and
enhance goal goal achievement needs to work to clearly able to
Reflection
achievement efforts. efforts. develop a more reflect on his/her
specific list of performance in
Candidate is highly Candidate resources to be the area of goal
effective at effectively used for setting/achieve
communicating any communicates achievement of ment.
progress/growth any that goal.
made toward the progress/growth
goal in the reflection. made toward the Candidate’s
goal in the reflection on
reflection. goal
achievement is
minimal and
needs
development.
Task II: Contextual Information
4 3 2 1
Contextual Candidate clearly Candidate Candidate Candidate does
Factors identifies numerous identifies several identifies very not identify the
contextual factors contextual factors few contextual contextual
which may impact contextual factors factors which factors.
the instructional which may impact prohibits his/her
strategies, the strategies, ability to fully
approaches, and approaches, and recognize any
assessments used assessments impact those
to support their used to support factors would
students’ learning. their students’ have had on
learning. potential
strategies,
approaches, and
assessments
used to support
their students’
learning.
Task III: Instructional Design and Implementation
4 3 2 1
All lessons contains Most lessons Lessons contain Lessons contain
evidence of setting contains evidence minimal no evidence of
measurable of setting evidence of setting
objectives that are measurable setting measurable
clearly aligned with objectives that are measurable objectives and
specific state and/or aligned with objectives that are not aligned
national standard(s). specific state are only with specific
and/or national somewhat state and/or
Lessons allow for standard(s). aligned with national
numerous specific state standard(s).
connections across Lessons allow for and/or national
the curriculum which connections standard(s). Lessons allow
Standards/Object
serve to build across the for no apparent
ives
understanding, and curriculum which Lessons allow connections
encourage serve to build for very few across the
application to real understanding, connections curriculum;
world issues. and encourage across the students are not
application to real curriculum which able to build an
world issues. do not build understanding
understanding, or apply to real
nor encourage world issues.
application to
real world
issues.
Assessment Incorporates a well- Incorporates a Incorporates a Does not
aligned pre- pre-assessment to pre-assessment incorporate
assessment to measure students’ which partially evidence of a
measure students’ prior knowledge of measures pre-assessment
prior knowledge of the learning students’ prior to measure
the learning objective and knowledge of the students’ prior
objective and somewhat utilizes learning knowledge of
purposefully utilizes the results to objective but the learning
the results to inform inform fails to objective.
planning/instruction planning/instructio adequately
for the lesson and n for the lesson utilize the results Does not include
post assessment. and post to inform copies of the
assessment. planning/instructi Pre- and Post-
Includes copies of on for the lesson Assessments
the Pre- and Post- Includes copies of and post used.
Assessments used. the Pre- and Post- assessment.
Assessments Does not include
a copy of a
Includes a copy of a used. Includes copies key/product to
high quality of the Pre- and show desired
key/product to show Includes a copy of Post- outcome.
desired outcome. a key/product to Assessments
show desired used.
outcome.
Includes a copy
of a key/product
to show desired
outcome.
Purposefully and Incorporates the Is still Does not

consistently use of available developing the incorporate the
incorporates the use technology to ability to use of available
of available somewhat incorporate the technology to
technology to further enhance use of available enhance
enhance instruction instruction in ways technology to instruction nor
in ways that that engage most enhance provide an
authentically engage of the students in instruction in explanation for
all students in the the learning ways that why technology
Technology learning experience. experience. For engage the is not utilized.
For cases where cases where students in the
technology is not technology is not learning
utilized, candidate utilized, candidate experience. For
provides a logical provides an cases where
explanation. explanation. technology is not
utilized,
candidate
provides an
explanation.
Accommodation Purposefully adjusts Adjusts instruction Attempts to Does not adjust

s instruction during during lesson adjust instruction instruction
lesson planning and planning and during lesson during lesson
implementation in implementation in planning and planning and
order to significantly order to meet implementation implementation
meet all of the some of the but the in order to meet
identified needs of identified needs of differentiated the identified
individuals, small individuals, small instruction, needs of
groups or the class groups or the accommodations individuals,
by including specific class by including and small groups or
methods of general methods modifications the class. No
differentiation, of differentiation, used do not fully differentiation,
accommodations accommodations meet the accommodation
and modifications. and modifications. identified needs s and
of individuals, modifications
small groups or present.
the class.
Numerous Management and Management Management

management/motivat motivational and motivational and motivational
ional strategies are strategies are strategies are strategies to
clearly identified and identified and not clearly enhance student
rationale provided rationale is identified and engagement
for how these provided for how rational is and learning
Management strategies serve to these strategies lacking evidence are not
significantly enhance enhance student of how these identified.
both student engagement and strategies fully
engagement and learning. serve to
learning. enhance student
engagement
and/or learning.
Lesson Purposefully Activates student Attempts to There are no

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

professional-quality quality quality table/charts/grap
table/charts/graphs table/charts/graph table/charts/grap hs which show
post
which clearly show s which show post hs which do not
assessment
post assessment assessment clearly show (and/or pre)
results (and pre-post results (and pre- post assessment results.
comparison if post comparison if results (or pre-
applicable) applicable) post comparison Does not
if applicable) provide a
Provides detailed Provides a description of
description of the description of the Provides a weak the post
post assessment post assessment description of assessment
results which results which the post results is weak
and illogical and
thoroughly somewhat assessment does not
addresses all of the addresses most of results which address all of
following items: the following does not the following
items:
items: adequately
students’ progress address the
toward mastery of students’ progress students’
following items: progress toward
the objectives from toward mastery of
pre-to-post the objectives students’ mastery of the
from pre-to-post progress toward objectives from
factors that may mastery of the pre-to-post
have affected the factors that may objectives from
post assessment have affected the factors that may
pre-to-post have affected
results post assessment
results factors that may the post
how the results of have affected assessment
the post assessment how the results of the post results
highlight what areas the post assessment
of the lesson will assessment how the results
results of the post
require re-teaching highlight what
assessment
(if any) areas of the how the results highlight what
lesson will require of the post areas of the
re-teaching (if assessment lesson will
any) highlight what require re-
areas of the
lesson will
require re-
teaching (if any)
Identifies, describes, Identifies, Identifies, Fails to

and explains more describes, and describes, and adequately
than two relevant explains two explains only identify,
successful teaching successful one successful describe, or
Lesson strategies and teaching teaching explain
Reflection: provides detailed strategies and/or strategy and/or successful
Successes supporting evidence provides provides only teaching
for why they were supporting minimal strategies and
effective. evidence for why supporting provides no
they were evidence for why supporting
effective. it was effective. evidence.
Identifies and Identifies and Identifies and Fails to
describes more than describes two describes only adequately
two challenges challenges one challenge identify,
Lesson encountered encountered encountered describe, or
Reflection: throughout lesson. throughout the throughout the explain
Challenges lesson. lesson. challenges
encountered
throughout
lesson.
Lesson Identifies and Identifies and Identifies and Fails to identify
describes more than describes two describes one and describe an
two significant ideas ideas for idea for idea for
for redesigning the redesigning the redesigning the redesigning the
lesson and provides lesson and lesson and lesson and/or
Reflection:
Improvements full details to support provides details to provides very provides no
the redesign. support the minimal details details to
redesign. to support the support the
redesign. redesign.
Overall Professional Quality of Teacher Work Sample

4 3 2 1
Writing Skills Content Content Content Content
Organization: Organization: Organization: Organization:
All formatting All formatting Most formatting Few formatting

requirements requirements requirements requirements
followed: (Cover followed: (Cover followed: were followed:
page, page, (Cover page, (Cover page,
references/credits, references/credits references/credit references/credi
font and spacing, , font and s, font and ts, font and
anonymity) spacing, spacing, spacing,
anonymity) anonymity) anonymity)
Paper is well
organized with clarity Paper is Paper is Paper requires
of thought and organized. somewhat much better
purpose. organized but organization of
candidate needs content and
to continue to candidate needs
develop to significantly
communicating develop in the
thought and area of
purpose. communicating
thought and
purpose.
Conventions: Conventions: Conventions: Conventions:
Writing has very few Writing has only Writing has Writing has
errors in spelling, occasional errors frequent errors numerous errors
grammar, in spelling, in spelling, in spelling,
punctuation, and/or grammar, grammar, grammar,
sentence structure. punctuation, punctuation, punctuation,
and/or sentence and/or sentence and/or sentence
structure, but structure, and structure, errors
does not this somewhat which
significantly detracts from significantly
detract from overall quality. detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally Adequately Poorly written,
written, high-quality written, average Writing and low-quality
paper. quality paper. quality of paper paper.
are in Resubmission
development but required.
resubmission is
not required.
References
Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International
University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Massachusetts: Harvard University Press.
Vygotsky, L. S. (1987). Thinking and speech. In R.W. Rieber & A.S. Carton (Eds.), The collected
works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York:
Plenum Press. (Original work published 1934.)

Northern State University Student Teaching Experience Teacher Work Sample 2019-2020

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Northern State University Student Teaching Experience Teacher Work Sample 2019-2020

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Northern State University

Student Teaching Experience

Candidate Name: ShyAnn Springer

Candidate Website https://shyannspringerprofessionalportfolio.weebly.com/contact.

Name of School where

Subject/Content Area: ESL

Grade Level: 9-12

Date Submitted: 4-17-20

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: electronic submission)

I. Professional Goal Setting and Reflection

An electronic copy of your completed TWS must be submitted to:

 D2L for ECE/ELED/SPED/SEED 488

Task I: Professional Goal Setting

NSU Conceptual Potential Category Outcomes Description

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

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

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

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

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Grade/Developmental Level: 9-12th

Task III: Instructional Design and Implementation

Teacher Candidate Name:

List the Rationale (cite theories or theorists):

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

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: ShyAnn Springer

for 5 students. The students’ language levels are in Level 1 and 2.

classroom activities thoroughly to help them out.

White board – To do the “Do Now”

gauge how well students are grasping the content.

is more practice for her.

computers for the whole block.

essay at the end of this unit.

Throughout this, we discussed each item as a group before filling it in together.

typing their essays.

students should understand essay structure.

struggling with ideas a bit, but she is getting better.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: ShyAnn Springer

List the Rationale (cite theories or theorists):

conversation and for further academic classes.

class are on IEPs. The language levels are in Level 1 and 2.

guidance or guidance for the entire activity.

White board - To do the “Do Now”

when the instruction is finished.

slowly and clearly to help students understand the content.

gauge how well students are grasping the content.

they are interested in.

which side has the greatest number of squares.

pictures and call on individual students.

students if the number of circles is least or greatest.

Plural Nouns Worksheet

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: ShyAnn Springer

questions about how they feel.

are 2 students on IEPs. The language levels are in Level 1 and 2.

White board - To do the “Do Now”

explain their feelings and see it in others.

when the instruction is finished.

gauge how well students are grasping the content.

practice some more by explaining it to the other students.

and then check up on their classmates who need more assistance.