Final Weebly Tws

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2018
Candidate Name: Andrea Morehouse
Candidate Website Address: Andreamorehouse.weebly.com
Candidate ID Number:
Name of School where data

was collected:
Subject/Content Area: Language Arts, Science
Grade Level: Second Grade
Date Submitted:
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)
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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 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 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.
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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 Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an  Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educator’s influence in the
 Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
 Student Diversity of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content  Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy  Planning Pedagogical Knowledge includes those

 Implementation principles and strategies necessary for
 Assessment effective teaching, including the planning,
 Classroom Management and implementation, and assessment of
Organization instruction, classroom management and
 Instructional Materials and Technology organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a  Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a  Commitment to Teaching Member of a Learning Community calls for
Learning Community  Interpersonal Relations a collaboration among teachers, students
 Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy
b. Identify the specific Category Outcome you will use to determine your goal:
Classroom Management and Organization
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.
I will learn and implement new management techniques while building my confidence in being
the one in charge of the room. I chose this goal as I want to learn management techniques with
older students, such as call backs and what to do when a student acts up or refuses to
participate in class.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will do this by observing my cooperating teacher’s use of a management plan. I will learn new
call backs by researching ideas online and observing other teachers. I will implement a
classroom management plan that is set in place and use these new techniques to build my
confidence in this area.
e. Reflect on your progress/growth toward achieving this goal:

I am more comfortable with moving around the room while teaching and using call backs to gain
attention. I need to reflect on what to do if the children tend to keep talking after a call back is
used. After using the classroom management plan that my cooperating teacher has in place and
observing other similar systems in other rooms I know what parts I would like to implement in
my future classroom and what parts I would like to change. My confidence in this area has went
up.
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Task II: Contextual Information (see rubric for scoring details)
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students Second grade with all developmental levels; the
(All subcategories listed in this box are required.) ages are 7-8 years old; the areas being taught
Students’ grade and developmental levels; the age range
are language arts and science; my classroom
of students; the content area being taught; any other has a deaf student who has an interpreter; my
factors that are pertinent to understanding your class class had 3 ESL students all speaking different
assignment languages; my class has 2 children receiving
speech services and 6 who go to reading club
for extra support
Community Rural area; low to middle class mostly
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
community)
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District 6,863; Hispanic, American Indian, Asian,
(e.g., enrollment; percent of students receiving free or African American, Native Hawaiian, Caucasian,
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
multi-racial; 322 students with disabilities; 83
ELLs; per-pupil expenditures) ELLs
School 400 students; 47% receiving free or reduced

(e.g., enrollment; percent of students receiving free or lunch; Hispanic, African American, Asian,
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
Caucasian, American Indian, multi- races; there
student ratio) are 35 students on IEPs; there are 12 ELLs; The
teacher to student ratio is 1 to 20.
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
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Andrea Morehouse
Subject: Language Arts
Date: 2-22-18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.ELA-Literacy.L.2.4.C Use a root word as a clue to the meaning of an unknown word with the same
root.
List the Rationale (cite theories or theorists):
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Vygotsky said children through scaffolding. In this lesson I will build on the children’s knowledge of
words by scaffolding what they already know with the new information I wish to teach them on prefixes.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Student’s will be able to fit correctly identify the learned prefixes by underlining them in their spelling
words.
Student’s will be able to write two sentences using words that have the prefixes un-, re-, pre-, and dis-.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
These students are learning that words have parts and that each part can change the meaning of the
word. We are building off learning suffixes the previous week to learning prefixes this week.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
The ethnicities of this classroom are Native American, Asian, Caucasian, mixed race, Hispanic, Karen, and
African. There are 9 girls and 10 boys. There are 4 ELLs and one deaf student who has an interpreter and
cochlear implants.
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).
There are 4 ELLs. Of those students one need significant help with spelling and writing. He dictates to
the teacher what he wants to write down and she then writes the full sentence for him on a white
board, having him write it then on his paper and read it back to her. There are two students who are on
speech IEPs but this does not affect their writing or ability to communicate.
List the materials/resources you will need to teach the lesson.
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SMART board, pencils, writing sheet, Anchor chart of prefixes
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
I will use the Smartboard to show the elements of the lesson, such as example words
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. *
I will read the words to the ESL student who needs it. I will have our deaf student seated where she can
see her interpreter always and I will wear the audio enhancing microphone always.
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.
I will pre-assess the students by choosing ten words from their spelling list and having them highlight the
prefix. This will be done two days prior.
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)
This will show me who really knows which part of the word a prefix is and can identify common prefixes.
I will use this to determine which prefixes need more work than others and if I need to work on what a
prefix is in general. It will also determine which words I will post assess on.
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Pre-assessment on prefixes
6
5
Number of students
0
0 2 4 6 8 10 12
Number of answers correct
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
I will use call backs such as Simmons students are…hooked on learning and vocal cues to gain attention
such as 1,2,3, eyes on me. I will move around the room to make sure all students are on task and help
with questions.
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.
I will introduce the lesson by putting up the list of spelling words on the smartboard and asking the
students what do they think these words have in common. I will then play a YouTube prefix song, the
link is https://www.youtube.com/watch?v=7pyjhfI6IMk. It explains what a prefix is, and it gives
examples of un-, re-, and pre-. I will give my own examples of what dis- means like the song. We will
take a paper copy of their spelling list and highlight the prefix in each word. I will use the document
camera to show the list and we will work together to do this after I show them what the prefixes for the
week are.
“We Do”
(Teacher engages students in guided practice)
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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).
The children will use their whiteboards to sort the spelling words into which prefix they belong. I will
walk around the room while they do this to check their work. The words are as follows: rewind, unpack,
unplug, regroup, preschool, disagree, unsafe, preheat, rerun, disappear, unlock, and discolor (this does
not include the challenge words).
After they sort the words I will introduce our activity they will do with a partner. They will be creating a
poster split into four parts, one for each prefix. In each box they will write the spelling words and come
up with at least one other word that has each prefix. They will then write each spelling word into a
sentence of at least 6-8 words long. We will come back together to share select sentences before
beginning independent practice.
“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?
The students will use a pre-designed worksheet that came with the book to practice their spelling words
further. They will also highlight on the worksheet the prefixes and write one of their own sentences by
choosing their favorite word from the list. The worksheet is attached.
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Lesson Closing
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Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
As a group we will sing the prefix song to reemphasize what a prefix is. I will challenge them to look for
prefixes that we have learned while reading throughout the day and at home.
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.
The post assessment will be the above worksheet and the spelling test at the end of the week. I will
combine their scores to assess their level of understanding.
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.
Post assessment on prefixes ( combo of 2 items)

4.5
4
Number of students
3.5
3
2.5
2
1.5
1
0.5
0
0 to 2 3 to 4 5 to 6 7 to 8 9 to 10 11 to 12 13 to 14 15 to 16 17 to 18 19 to 20 21-22 23-24
Number correct out of 24
Comparison of pre and post assessment
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Comparison
6
5
Number of students
0
1 2 3 4 5 6 7 8 9 10
Number correct Blue= pre Grey= post
All students improved with the everyone receiving a 50% or above on the final assessments versus only
75% of the class receiving higher than a 50% on the pre-assessment. The students who still struggled
were the ESL students and a couple reading club kids.
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.
The types of instruction varied by song, writing, movement around the room, using partners and large
group. One change I would make to the type of instruction is for the ESL students to have more visual
examples to help understand the meaning of the words. I would also change how they were to write
their own sentences with them possibly working together in a group to come up with sentences on the
back of their worksheet. My interactions with the students were positive though I need to work on
waiting for them to all be looking up before moving on. I used many attention getters and taught them a
new one. These were utilized at the correct times though I need to wait to make sure everyone is paying
attention. I would also change this lesson also by pairing a higher student with a lower student to have
them give guidance and clues to writing good sentences with the spelling words.
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Lesson #2

Subject: Reading/Language Arts
Date: 2/28/2018
PLANNING
CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.

Vygotsky said children learn through scaffolding. I will build on what children know about reading strategies to teach
them about visualizing.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to write one reason we would use visualizing on an exit ticket.
Students will be able to visualize 4 parts of a story by drawing pictures.
Student’s are learning to use comprehension strategies to further help them understand stories. We will be building
on a strategy they have heard about.
The ethnicities of this classroom are Native American, Asian, Caucasian, mixed race, Hispanic, Karen, and African.
There are 9 girls and 10 boys. There are 4 ELLs and one deaf student who has an interpreter and cochlear implants.
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There are 4 ELLs. Of those students one need significant help with spelling and writing. He dictates to the teacher
what he wants to write down and she then writes the full sentence for him on a white board, having him write it
then on his paper and read it back to her. There are two students who are on speech IEPs, but this does not affect
their writing or ability to communicate.
Book: The Monster Who Ate My Peas by Danny Schnitzlein

Worksheet for visualization
Exit ticket slips of paper
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.
YouTube clip https://www.youtube.com/watch?v=_k7CaB2P290
Smartboard and projector
This clip will be used to introduce the lesson
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
I will clarify descriptive details in the story to help the ELLs understand the descriptions better by giving more
examples when necessary.
I will give the students a multiple-choice question individually about what visualization is. Allowing them to answer
verbally.
The question will be what is visualizing while reading?
Answers: A. copying pictures from a book, B. picturing in your mind how something looks, feels, tastes, or smells, C.
looking at the pictures
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
This pre-assessment will determine if I need to explain visualizing further before we begin the story or if I
can quick review before beginning the activity.
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
to keep students on task and actively engaged throughout the lesson.
I will use call backs to gain students attention throughout the lesson. I will walk around the room to keep students
on task. I will use a timer during their drawing time to limit the amount of time spent on one task.
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Implementation
“I Do”
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will show the YouTube clip https://www.youtube.com/watch?v=_k7CaB2P290. After listening to the

song, I will have the students imagine an apple. I will then ask some to share what color apple they saw. I
will then describe the apple in further detail and ask the students to visualize this again. I will ask how
more details helped them picture a different apple. I will repeat this a couple more times each time adding
more details as I go. I will then have the visualize paper handed out and explain that I will read a book and
ask them to visualize at certain parts, telling how I will pause at certain pages for them to have time to
draw. They do not need to draw while listening as they will not know which pages I will want them to draw
out their visualizations of.
“We Do”
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).
As mentioned above they will picture an apple in their heads a couple different times with more details. I
will talk about how we each pictured different things and that is ok. I will then read the story The Monster
Who Ate My Peas by Danny Schnitzlein. Before we begin and with just the title the children will draw a
picture of what they think the book is about. I will set a timer. Throughout the story we will do this two
more times and then one final drawing when the book is finished. We will then gather together as a large
group and compare our drawings to those in the book. Again, emphasizing how each drawing can be
different and its ok, even different from the illustrator of the book. Discussing how the author’s words
helped us visualize through the use of adjectives and adverbs.
“You Do”
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students will use an exit ticket to write a reason we would use visualization while reading before exiting to
recess.
Lesson Closing
We will all gather together, and I will re-read the parts that we drew and show them the actual pictures of
the book. We will discuss the similarities and differences. I will have each student complete an exit ticket
on why we would use visualization. The next day I will emphasize this lesson again while we read our main
text selection for the week.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.
I will use the students exit tickets and drawings to gauge their level of understanding.
Analyze
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Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
The students’ drawings showed that the majority understood that I wanted them to use the author’s
details to visualize or picture what the author was describing. Only 1 or 2 of the 19 were unable to tell on
their exit ticket why we would use visualizing. This shows that 90% of the class has full understanding of
this concept.
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.
Overall this lesson was a success. The song was catchy, the opening of the lesson was a good way to get the kids
thinking in their head what something might look like. I will need to remember to emphasize that we will be using
author’s words to visualize so that their own interpretations of the picture in their mind may all be different but that
they will not be adding words or changing the details, some of them seemed to do this during the apple activity. I
think because it was just a discussion and did not come from a book this was why they chose to add their own
details. During and after the lesson the children were able to draw what they were seeing, and it was very
interesting to see each of their interpretations. This lesson can be modified by choosing a different story that can
have similar details if needed. The discussion at the end of the comparison between the actual illustrations and
theirs was a good way to conclude the lesson. The exit ticket was a good idea, but I also need to make sure during
the lesson to keep emphasizing why we visualize, especially for ESL students.
Lesson #3
Subject: Language Arts
Date: March 7, 2018
PLANNING
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally
or through other media.
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CCSS.ELA-LITERACY.L.2.4. E
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the
meaning of words and phrases.
CCSS.ELA-LITERACY.RF.2.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive
readings.
Howard Gardner said we all learn in different manners through our multiple intelligences. I will engage many forms
of intelligence through song, reading, movement around the room, and interpersonal skills by having the students
speak and listen.
Students will be able to follow along while reading the story as a group.
Students will be able to participate in class discussion about the story.
Students will be able to complete a graphic organizer with character, plot, theme, and setting in partners.
Students are building on skills they already know about reading comprehension by completing a graphic organizer to
identify the parts of the story. They will continue to work on building background knowledge about stories a skill
they know a little about.
There are 4 ELLs. Of those students one need significant help with spelling and writing. He dictates to the teacher
what he wants to write down and she then writes the full sentence for him on a white board, having him write it
then on his paper and read it back to her. There are two students who are on speech IEPs, but this does not affect
their writing or ability to communicate.
Reading Street textbook and story Bad Dog, Dodger!

Graphic organizer worksheet
Wr poem to introduce the lesson
Smart Board
YouTube
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Technology
Use the smartboard for a spelling/phonics review prior to the main reading of the text. This will help prepare the
students to read the text and be ready for the spelling test later in the week.
examples when necessary.
The students will individually complete a 4 question Kahoot! On the consonant patterns kn, mb, wr, and ng.
This will help me know how much time we need to spend on reviewing the spelling words of the week and
the phonics patterns.
Pre-assessment Consonant Patterns

70%
% of students with correct answer
68%
66%
64%
62%
60%
58%
56%
54%
52%
1 2 3 4
Individual Questions
in order to keep students on task and actively engaged throughout the lesson.
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I will use call backs to gain students attention throughout the lesson. I will walk around the room to keep students
on task. I will use popsicle sticks to call on students during our reading of the story. I will use partner cards to pair
them up for the graphic organizer activity.
Implementation
“I Do”
I will gain students attention before spelling practice by reading the poem “I wrestled with a Rhino”
I wrestled with a rhino,
I wriggled with a snake,
I wrapped it all around my neck
That was a big mistake
I will then ask if they recognize which spelling pattern it is? I will have them name the pattern from the week. I will
then transition into our story, reminding them to listen for what the theme of the story is. I will play a video to
review this week’s theme before the go on to the assignment. (link below).
“We Do”
We will practice our spelling words with the consonant patterns wr, kn, gn, and mb. The students will spell
the words on their white board holding the up when done. If short on time we will only practice the first
half today and the rest tomorrow. We will then read the story Bad Dog, Dodger! together and I will toss a
ball to those I want to answer the discussion questions. Before the students begin their worksheet I will
play a short YouTube video to review what the theme of the story is. The link is
https://www.youtube.com/watch?v=3yStHSN1lVA.
“You Do”
objectives?
The students will review the main points of the story by completing a graphic organizer together with a
partner.
Lesson Closing
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In a large group we will name the main theme of the story.
I will use their weekly spelling test to recognize who has the spelling patterns down with the consonant digraphs, wr,
kn, gn, mb.
Analyze
Post Assessment Consonant Patterns

12
10
Number of students
0
51-60% 61-70% 71-80% 81-90% 91-100%
% recieved on spelling test
The students greatly improved with 13 of them receiving an 80% or higher on the test. Even those who
struggled improved from the pre-assessment. They are able to identify and spell the consonant patterns in
this week’s words.
Reflect
conclusions.
Tying our spelling patterns into this week’s reading assignment was a bit tricky so next time this lesson could be
broken into two. One dealing with spelling and another engaged in reading the story and completing a graphic
organizer. The students enjoy poems, so it was good to begin the lesson with a poem, it also makes them think of
the spelling patterns through sound and not just site.
I would change the pre-assessment in this by making sure all students can see to read the questions to themselves.
We completed the Kahoot in the computer lab and therefore some of the students could not see the board to read
the questions to themselves. This could have skewed the data since I was reading the words aloud they could more
easily identify the word that sounds like the consonant patterns.
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Classroom management is getting better. The ball is a good idea but needs to be done when all are looking so they
can see who I am throwing it to. I did call the name before tossing it but sometimes it’s hard for students to catch. I
can use another strategy such as drawing sticks to still make sure all are ready to be called on, but nobody would
need to worry about catching.
Lesson #4
Subject: Science
Date: 4/12/18
PLANNING
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable
properties.

Vygotsky used the term scaffolding to describe to process through which a teacher adds support to a student’s
learning to build on what they already know.
Students will be able to recognize that matter can be described and classified by its properties.
In this lesson I will build on what the students know about categorizing discussed in language arts by providing
objects for the students to classify into their own chosen categories.
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There are 3 ELLs. There are two students who are on speech IEPs, but this does not affect their writing or ability to
communicate. The students have varying interests, but all seem excited to learn science.
Science book, Smartboard, Large pieces of paper, markers, variety of objects, YouTube
Technology
https://m.youtube.com/watch?v=5B-JoUy61ik
This video on properties will enhance the lesson by engaging the students in thinking of different categories to use
while doing our project.
examples when necessary. I will use small groups for discussion during the lesson.
We will create a KWL chart to activate student’s prior knowledge of properties and classifying.
This will determine how much time is spent reading, discussing, and giving examples of properties before
we classify the objects during an activity.
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Science Properties Pre-assessment
16
14
Number of students
12
10
8
6
4
2
0
1 2
Blue= had 1 or more answers
Orange= Couldn't answer
I will use call backs to gain the students attention. I will use small groups for the project and large groups for
discussions as well.
Implementation
“I Do”
I will introduce the lesson with the KWL chart and then I will use the song from YouTube (listed above) to
engage them in learning from the book about properties.
“We Do”
We will read and discuss the pages in the book that talk about color, texture, hard and soft, bend and
stretch, sink, and float. We will classify 5 objects into categories before the students break into smaller
groups for the investigate activity. To do this I will place 5-6 objects under the document camera and ask
the students to identify what the objects are. I will then have one student come up and separate the
objects into groups and tell us why they grouped them that way. I will then repeat that process with two
more students. I will discuss how even though they each used the same objects that they can be grouped
more than one way or classified differently.
“You Do”
objectives?
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They will work in groups of 3 to classify objects into categories of their choosing. I will provide each group
with a large colored sheet of paper to sort the objects on, a white piece of paper to write their
categorization on, and a bag of small objects. I will help them identify the objects if they are unsure of
what they are. A list of the objects is: toothpick, birthday candle, rubber band, hair tie, post it note,
notecard, plastic spoon, napkin, popsicle stick, brad, colored brad, plastic Easter egg, bubble wrap, cotton
ball, candy cane, tic tac, band aid, q-tip, and bowtie pasta. They will then sort their objects, choosing
categories, and recording their categories on the white paper. We will do a gallery walk around the room
to observe and compare categories. I will have the students look for objects that are categorized the same
and ones that are the same object but categorized differently.
Lesson Closing
I will close the lesson with a BrainPOP jr lesson on sink and float. This will be an emphasis on how in the
lesson today we did not test sinking and floating but how it is still a property of matter.
Post assessment will be finishing the KWL chart the next day with what we have learned.
Analyze
Science Properties Post assessment

16
14
Number of students
12
10
8
6
4
2
0
1 2
Blue= had 1 or more answers
Orange= Couldn't answer
Most of the students were able to verbalize what a property of matter is and why we would classify by
that. We completed the KWL chart together. The down fall was the ESL students missed a part of the
lesson to be pulled from the room so completing the KWL chart was harder for them. They were followed
up on individually.
25 | P a g e
Reflect
conclusions.
The students were fully engaged in this lesson other than the beginning with the KWL chart when they were very
unsure what a property was. They seemed to be stuck on discussing color as a classifier once I gave an example and
had to wait until after the readings to understand more categories. I would therefore find a different way to pre-
assess this beforehand, such as giving the students individually a group of objects and ask them to split them up
however they wish and then record their explanation. The YouTube clip was a good way to discuss categories a
different way that supported the book reading and discussion. I ran out of time to do the gallery walk and had to
modify this part of the lesson. I created a PowerPoint of the pictures I took of each groups category and the next day
brought it up on the board and discussed what they saw and similarities and differences between the groups. Ideally
I would have liked the gallery walk but this was a good way to show the groups the next day. This could be a review
activity if necessary.
Lesson #5

Subject: Math
Date: 4-17-2018
PLANNING
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of
operations.1
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.

26 | P a g e
Constructivism theory says that people build (construct) new knowledge upon their previous
knowledge. Students in this lesson will use previously learned strategies to solve new
equations and show their work.
Students will be able to show their work for a subtraction problem up to 100.
Students will be able to write an equation from a story problem using numbers up to 100.
Students in second grade are working on using double digit numbers to add and subtract. They are counting and
learning numbers up 100+. In this lesson students will learn how to subtract double digit numbers from 100.
There are 3 ELLs , two of whom seem to struggle with math and writing equations. There are two students who are
on speech IEPs, but this does not affect their writing or ability to communicate. The students have varying interests,
but all seem excited to learn new math strategies.
Math board area, this includes calendar, a clock, a 120 chart, money to count. I will also need the smartboard and
document camera. I will need paper clips. The students will need their whiteboards and markers to practice on. They
will need the pinching paper clips worksheet and a pencil.
Technology
Smartboard and document camera to show the example problems on before students begin independent practice.
27 | P a g e
I will provide manipulatives to the students who need hands on counting of objects. I will read the problems
individually to the 2 ESL students who are struggling to understand and help them to decode the words to write
proper equations.
I will use the week prior assignments and white board work to help me see who is understanding equation writing
and can show their work in multiple strategies.
The pre-assessment has helped me plan my accommodations for those who struggle. Including giving more
examples before moving on to independent practice and offering manipulatives during practice. The
number of students struggling on math strategies are 6 out of 18. There are a couple who occasionally get
stuck.
I will use call backs to gain attention. I will move around the room while we practice together to check their white
boards and while they complete their independent practice worksheet.
Implementation
“I Do”
“We Do”
Math is always started at the math board area. We complete the date for the day, skip count by 2s, 5s, 10s,
and 100s, figure the temperature difference from the morning to what the high will be for the day, review
at least 2 times on the clock, and count the money in the piggy bank.
They will then go back to their desks and get their white boards out. We will practice a couple subtraction
problems together with double digit numbers first. The students will solve them on their whiteboard
writing their own equations and showing their work. I will have a couple of students hold up their
whiteboard and share how they solved the problem.
28 | P a g e
I will show the students a box of 100 paper clips and tell them that they are sold in groups of 100. I will
then show them how I will pinch out a few paper clips. I will place these under the document camera and
have the students count them with me. I will give the students a practice sheet to record the equation,
how many were pinched, and how they can solve it. We will go through 2 examples together, counting the
paperclips pinched, recording the equation, and sharing ways to solve the problems.
“You Do”
objectives?
I will then have the students solve 4 more pinched paper clip problems on their own, giving them the
numbers for the equations in story problem form on the smartboard. For example, Ms. Morehouse has
100 paper clips. She used 34 on class papers. How many does she have left? These will be up the whole
work time and students will be allowed to use manipulatives or a 100 chart as needed.
Lesson Closing
I will remind them of the different strategies used by keeping the examples up during independent
practice. I will also write the word DEAL on the board to remind them that each answer must have a
drawing or showing their work, an equation, answer, and a label otherwise parts of their problem will be
wrong.
The recording sheet said this:

How many paper clips were pinched? __________________
Then there was a blank area to write the equation, draw, and write the answer and label.
Analyze
Pinching Paper clips worksheet

% recieved and number recieving it
0 0
1
2
1 8
15-16 13-14 11 to12 9 to 10 7 to 8 5 to 6 4 and under
29 | P a g e
Students have been working on different subtraction strategies. They were challenged to try two different
ways at least on the four problems. The majority was able to complete this task except for 3 who struggled
more, including two ESL students who were stuck on one strategy.
Reflect
conclusions.
The examples given helped the students see how the strategies they previously used with smaller numbers can be
used to solve these problems. After observing in another classroom, I like how one teacher used the white board
and smartboard to have 3 students come forward and solve the same problem at the same time to show different
strategies. I would utilize this in the future as well as having the students solve on their whiteboards.
Interactions with the students were positive and many were glad that manipulatives could be used as well as a 100
chart. This was a student choice and not required unless I felt they needed the extra supports.
Management strategies of moving around the room and using call backs to gain attention are successful because
students are actively engaged in working on their whiteboards or assignments and able to quickly stop what they are
doing to answer questions or engage in discussion.
Another revision I would make would be to clarify with more examples as needed. Or with different objects beside
paper clips to make the equations more relevant to the students.
30 | P a g e
Teacher Work Sample Scoring Rubric
Student Teaching Experience
Teacher Candidate Name:___Andrea

Morehouse______________________________________________________________
Semester: Spring Fall Year 20_18___
Grade/Subject Area_____Second grade math, science, and language
arts_________________________________________________________________
Task I: Professional Goal Setting

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

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

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

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

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

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Northern State University

Student Teaching Experience

Candidate Name: Andrea Morehouse

Candidate Website Address: Andreamorehouse.weebly.com

Name of School where data

Subject/Content Area: Language Arts, Science

Grade Level: Second Grade

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

 D2L for ELED/SPED/SEED 488

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content  Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy  Planning Pedagogical Knowledge includes those

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

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

Categories of Contextual Factors Description of the Contextual Factors

School 400 students; 47% receiving free or reduced

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Andrea Morehouse

Grade Level: Second Grade

Subject: Language Arts

List the Rationale (cite theories or theorists):

(Teacher introduces lesson and models expected outcome(s) of learning objectives)

(Teacher engages students in guided practice)

(Students engage in independent practice)

If applicable, insert a table/chart/graph before your explanation.

Post assessment on prefixes ( combo of 2 items)

Comparison of pre and post assessment

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

Book: The Monster Who Ate My Peas by Danny Schnitzlein

I will show the YouTube clip https://www.youtube.com/watch?v=_k7CaB2P290. After listening to the

Reading Street textbook and story Bad Dog, Dodger!

Pre-assessment Consonant Patterns

I wrestled with a rhino,

I wriggled with a snake,

I wrapped it all around my neck

That was a big mistake

Post Assessment Consonant Patterns

List the Rationale (cite theories or theorists):

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

Science Properties Post assessment

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

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

The recording sheet said this:

Pinching Paper clips worksheet

15-16 13-14 11 to12 9 to 10 7 to 8 5 to 6 4 and under

Teacher Candidate Name:___Andrea

Task I: Professional Goal Setting

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

Numerous Management and Management and Management and

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

Overall Professional Quality of Teacher Work Sample

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