Northern State University

Student Teaching Experience

Teacher Work Sample
Candidate Name: Madison Norris

Candidate Website Address: missmadisonnorris.weebly.com

Candidate ID Number:

Name of School where data Simmons Elementary School

was collected:

Subject/Content Area: Language Arts

Grade Level: Second and First

Date Submitted: 9/15/21

Task I: Professional Goal Setting

GOAL #1:
a. Identify the Framework Category to which your goal aligns:

Knowledge of pedagogy.

b. Identify the specific Category Outcome you will use to determine your goal.

Planning, implementation and 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.

Upon completion of my special education student teaching experience I will be able to plan, implement and assess
specific lessons that assist in growth towards IEP goals.

I chose this goal because I have learned a lot about how to create IEP goals and objectives that will assist students based
on hypothetical situations. I am anxious to understand real students' IEP goals and objectives and observe how lessons
implemented by the teacher create students' growth. I would like to learn more about how lessons in the special education
classroom are chosen based on school curriculum and the behavior and academic needs of the individual students.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:

First, I will begin my student teaching by observing my cooperating teacher and the lessons she implements. I will ask
questions to better understand why she chooses to teach what she does. I will get a good understanding of the individual
needs of the students in the classroom based on information provided by my cooperating teacher and through observation.
Then I will assist my cooperating teacher in planning instruction by observing and providing feedback when needed. I will
observe the implementation of the lessons and evaluate the effectiveness and basis of the goal. Finally, I will create my
own lesson plan based on the lessons taught by my cooperating teacher that I have observed. I will implement my lesson
and then establish the effectiveness towards students' IEP goals. I will track my goal my taking notes while attending IEP
meetings and in situations where my cooperating teacher is filling out paperwork or communicating with parents.

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

During my student teaching experiences at the elementary and high school placement I participated in and observed
testing, writing IEP goals and assessing during lessons that pertained to students individual goals. I was able to sit in on
IEP meetings and observed the teacher and parent interactions. I experienced interactions with parents through written and
verbal communication. I read through many IEP’s of students in the classrooms I assisted in. I was able to get a deeper
understanding of the IEP writing process and how the IEP is individually written and implemented for each student. I was
able to ask questions and observe my cooperating teachers as they accommodated lessons for their students' specific
needs. I was also able to see the outside educational tools they utilized to meet transitional and functional needs of their
students. I then participated in writing my own lesson plans using the same tools provided by my cooperating teacher.

It was very valuable to observe the three year reevaluation process as well as just an annual IEP meeting. Both are
essential to the job of a special education teacher. I was also able to observe a meeting at the high school where
transitional goals and options were discussed. At this meeting the student was his own guardian and attended his own
meeting without his parents present. I learned a lot through this process because the special education teacher and
psychologist discussed the evaluation results.

GOAL #2:

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

Knowledge of Learners

b. Identify the specific Category Outcome you will use to determine your goal.

Developmental Needs

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.

Upon completion of my student teaching I will be able to create lessons, IEP goals, and reflect upon behavior plans based
on students' individual developmental needs.

I chose this goal because I will be completing my special education student teaching in an early elementary behavior
classroom. This will be an extremely important experience for me to understand students developmental needs in a
behavior focused classroom. I hope to learn more about students' developmental needs and how to better help them in the
classroom setting. I want to learn how to help students work towards their behavior goals by observing how to create and
follow specific behavior plans. I hope to learn more about how to document and reflect real situation behavior plans.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:

First, I will observe my cooperating teacher and the behavior plans she sets in place for her students' success. I will get a
better understanding of the individual students' developmental needs and goals they are working towards. I will ask
questions and gather more information from my cooperating teacher when I need to understand a plan more.
I will begin leading lessons and implementing the students behavior plans and leading lessons based on their goals. I will
use what I have learned by observing, asking questions and reflecting to be able to implement all plans correctly. I will
track my progress on my goals by taking notes over the behavior plans implemented in the classroom. I will observe and
keep a running journal of the teacher-student interactions and how certain strategies work.

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

During my elementary school experience I had a ton of experience with behavior management. I was able to assist in
implementing their behavior plan using the Boy Town method. I issued positive and negative points based on their
behavior during lessons, recess, and lunch. The students were held accountable for their behavior then taught the correct
and acceptable behavior using planned teaching. I taught planned teaching lessons using their target skills and behaviors.
For example; getting the teachers attention appropriately, greeting others, accepting criticism and accepting no. I also read
through the students' IEPs to better understand what specific behavior goals they had. I led my own small group lessons to
be able to better address behaviors and academic needs immediately. I observed many students and got a great
understanding of what motivates them and creates a positive learning environment. Based on my observations I was able
to create lessons that held the students attention and decreased behavior needs.

During my high school student teaching experience I learned a lot more individualized behavior plans. The students in the
classroom were all very different and were motivated by different reinforcements. Many students would be asked, “What
do you want to work for?” Based on this response was how they managed their behavior throughout the day by giving the
students constant reminders. During my experience at the high school I had the opportunity to work with many
educational assistants that would assist with lesson and specific students behaviors throughout the lesson. I created
positive relationships which made it easier for me to help the students make progress towards their transitional goals.

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

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students

(All subcategories listed in this box are required.)
Students’ grade and developmental levels; the age range of
students; the content area being taught; any other factors that are
pertinent to understanding your class assignment
Students range from grades 2nds to 5th. Students are being
taught math, reading, writing, social skills and specials. Students
qualify under disabilities categories of ED or autism. Students
are at varying developmental levels and are separated into
groups with similarly leveled peers for content areas. Older
students are grouped together for social skills.

Community
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the community)
District
(e.g., enrollment; percent of students receiving free or reduced-
priced lunches; graduation rates; ethnicities; percent of students
with IEPs; percent of students who are ELLs; per-pupil
expenditures)
School
(e.g., enrollment; percent of students receiving free or reduced-
priced lunches; ethnicities; percent of students with IEPs;
percent of students who are ELLs; teacher-to-student ratio)
Task III: Instructional Design and Implementation
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Madison Norris
All students within the classroom are classified as CARE
students. They are in the CARE classroom for all core
requirements so they can address behavior needs while working
in smaller groups. The students attend specials with their age
level peers.
The community is a rural area in Aberdeen. The median
household income is $52,000. 34% of the students are on free or
reduced lunch.
The percentage of students on free or reduced lunch is 34. The
graduation rate of the Aberdeen School district is 90%. 3%, 2%.
5%, 1%, 7%, 13%, 8%, 7%, and 8% of the district are ELLs.
4,500 students approximately are enrolled in the Aberdeen
school district.
The school has a student to teacher ratio of 13:1. Simmons has a
total of 17 English language learners. Students within the
Simmons school are white, hispanic, black, Native American, or
multiple.
Grade Level: 1st grade curriculum. Two first and one second grade student.
Subject: Language Arts
Date: 9/17/21

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant blends and digraphs.

2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

List the Rationale (cite theories or theorists):

Anita Archer values explicit instruction to teach many different subject areas. Explicit instruction is valuable because
it relies on repetition and student involvement. Archer expresses how necessary it is to teach students exactly what
you expect so there is never any confusion. The students I will be working with require short and explicit
instructions. They will require the instructions to be repeated many times until they complete the task. I will work
with the students in a small group so they will be able to understand the instructions. They will also have their
educational and behavioral needs met right away.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

Students will be able to identify and create consonant blends using the letter ‘L.’

Students will be able to spell words including a consonant ‘L’ blend.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The above objectives are appropriate for the age and developmental level of this group of students. The students
struggle to pay attention for a long duration of time. The concept starts very basic by just focusing on blends using the
letter ‘L.’ They will build on that foundation and learn more consonants later using the same blending skills. The
worksheet/post assessment is very simple and basic. There are only three questions to avoid frustrating the students.
The first grade curriculum will be developmentally appropriate for the two first grade students because that is the age
level they are at. The standard for first grade breaks down the overall statement into specifically learning consonant
blends. The objectives are appropriate for the second grade student because he struggles to stay on task and recognize
letters and sounds. He will not be able to distinctly identify the letter sounds or names. The second grade standard
doesn’t break down as low as focusing on consonant blends because that is a first grade mastery skill. He is
significantly behind and will struggle with this task with direct prompting.

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 group of students I will be working with are three male students. Two students are classified under the disability
category of multiple disabilities. All three students require specific educational and behavioral assistance. Two
students are mixed races. Two students are first grade students while another is in second grade.

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).

One student becomes very easily frustrated with themselves. They have frequent mood changes based upon how the
lesson progresses. He is working on content that is a year below grade level. When frustrated the student is not
motivated to work and has to be asked multiple times to sit up and follow instructions. He is significantly below grade
level and becomes frustrated with his abilities. He at times struggles with blurting and has a difficult time sitting
quietly.

Another student needs constant instruction and feedback in a small group setting. He has behavior and educational
needs. The student will sometimes become deviant and at times will worsen when confronted. He enjoys lessons more
when there is joking and laughing.

The last student has language needs and a difficult time paying attention to tasks. He is below grade level in reading
and needs constant prompting to focus and complete tasks. The student gets frustrated at times and during those times
needs immediate behavior help.

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

Teacher:
SMART Board
- SMART Board presentation that goes with the given lesson.
White board and marker.

Students:
Students pencils and point sheets. (Behavior)
Post assessment worksheet

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.

SMART Board presentation.

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. *

Students will receive direct instruction from the floor in front of the SMART board to limit distractions and promote
focus. Students will come up to the SMART board to be a ‘helper’ to motivate them to participate. When the students
are closer to the SMART Board the distractions are limited and they can receive feedback more quickly. Students may
require a break throughout the lesson to regain focus. The students will also need constant reminders of how to show
they are listening and how to get the teachers attention appropriately. They will need reminders of how to sit and act
when a classmate is working at the board. I will utilize planned teaching and reteach specific skills if students need
help. I will replay or repeat videos and instructions when needed. During the post assessment the students will sit at
the kidney shaped table by the white board. I will directly read and prompt during the worksheet. The students will
need constant praise to stay on task and enjoy the work.

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.

Students will identify the letter ‘L’ and the sound it makes. I will model creating the blend on the first slide of ‘blue.’ I
will explain that I sounded out the two consonants ‘bl’ together because they are blending together.

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)
During the pre-assessment I will observe the students to decide what they might need. How well they are
listening, sitting and following instructions. Based on this observation I will know if I may need to provide
more prompting, planned teaching, or a break eventually. I will also listen to their answers and I will know
what I will need to describe more to understand the ‘L’ blends.

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 have the students sitting on the floor in front of the SMART board at the beginning of the lesson to introduce the
skill. Then we will move to the table to do a bit more small group instruction before the post assessment. I will review
how to sit while a classmate is working at the board. They will know the expectation is to sit quietly, hands in the lap
and eyes on the board.

I may change the lesson based on the students' performance. I may need to move from the floor to the small table to
ensure they can focus a bit more sooner in the lesson. I will provide constant positive feedback and praise when
students are focused, answering questions and engaged. This will motivate the students to continue answering
questions and participating in the lesson. I will repeat instructions when needed. I will encourage the students to
follow instructions and sit nicely by needing a ‘helper’ at the SMART board to sound out words with ‘L’ blends.

Point Sheets:
Each student will have their own point sheet and pencil where they will be rewarded for good behavior. They will be
rewarded for getting the teachers attention appropriately, following instructions, staying on task, accepting criticism
and for the overall class time. They can also earn negative points or ‘teaching points.’ This is when they are not doing
any of the listed skills. I will take the time for the student to mark the negative points and then practice the skill to
earn half of their points back. If a student does not agree to fix the behavior the ‘penalty’ points will escalate.

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 display the slide with the word ‘blue’ on it on the SMART board. The word is segmented out so the
blend is together, then the rime. It will look like ‘bl - ue.’ I will sound out the word and show how I blend
the onset consonant blend with the rime ‘ue’. Then I will state the word at the end. I will explain that these
two consonants are working as a team to make a sound together.
“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).

I will show the next slide with the word black. The ‘bl’ is in red so they can distinctly tell the difference
between the blend and the rime of the word black. We will sound out the word together. ‘bl a ck.’ Then state
the word.

Then we will continue the same practice with the next word, ‘gl a d.’ I will show them how to sound it out
and then call on one student to come up to the board and help me. We will state each sound blending the
first consonants then state the word together.

*I will pick each student based on their skill level and the level of the word.

“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?

I will call on students that are sitting ready to come up to the board and show the others how to sound out
each word. I will pick a different student each time for the remaining words:
‘bl i p’ - Blip
‘fl a p’ - Flap
‘fl i p’ - Flip
‘pl a n’ - Plan

Each student will practice with a word and explain their thinking to the other students.

Then we will switch to the last slide:

I will have the student identify the pictures and help me sound out the words. Depending on the students
level of focus and understanding I will either let them come up and fill in the answers or I will write for
them. We will complete each of the practice words together on the SMART board.

Depending on the students behavior they may require a break at this portion of the lesson. After the short
break we will move over to the kidney table.

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.).

While we are at the kidney table we will review a few more words on the white board behind the table. We
will make it like a game so the students are more interested in completing the words.

I will have them close their eyes while I write a word on the board. When I say, ‘open,’ they will open their
eyes and raise their hand if they know the word. We will do this 3-5 times depending on how well they are
doing with blending the ‘L’ consonant blends.

Then we will begin the post-assessment worksheet. I will ask them what the picture is next to each line.
Then they will underline the blend in the word on the right side and write the blend on the line. We will
continue this process for problems 1-4.

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.

The students did extremely well on the post assessment. They did a great job understanding the blends at the
beginning of the words. They completed the work sheet independently with small assistance at times. I had
to read the complete words to them but they could identify the blend and then say it. They just struggled to
finish the sounds in the rest of the words. They did a great job of combining the sounds to state the word
when I would state the sounds including the blend. I was very impressed with how well they did during the
white board part of the lesson. The students really enjoyed playing the ‘game’ and answering the questions.
I was very happy with how they encouraged each other to raise hands and participate.

During the beginning of the lesson on the SMART board the students were very motivated by the ‘helper’
encouragement. They sat very nicely on the floor and would raise their hands to answer questions. I was
very happy that they all wanted a turn. They did a great job sounding out the words on the board. They
needed a bit more help filling in the blanks on the SMART board page above. They needed help finding the
sounds for the ends of the word. I expected they would need assistance with some unfamiliar sounds.

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, the lesson went extremely well and I think they really understood the basic concept of ‘L’ blends. I thought it
was very useful that I used different settings and forms of instruction. They sat on the floor and followed the SMART
board prompts and then to the kidney shaped table. They did a really great job sitting nicely on the floor and then at
the table. They did very well with the transition. The students knew to go to their desks and grab their point sheets and
pencils. Then they sat down quietly and waited for instructions. The students were very motivated when sitting on the
carpet when I would say I needed a helper. I encouraged them when I would say the best helpers would get a chance
to actually write on the board. The students were so interested and anxious to give an answer.

During the lesson I made some changes based on the students' levels. We went through each of the slides and I
allowed the students to complete one of each. Then I let them come to the board and write in the letters for the blends
on the pictures given. They were very excited about it and learned a lot from it. Since they still were super
understanding of where to find the blends, I did a few more examples in the ‘game.’ I called on the students that were
struggling a bit more so they were able to practice and pay closer attention. We did the same process that they would
have to do on their worksheet post assessment.

If I were to teach this lesson again I would’ve had all of the students stay to complete the post assessment. One
student had to leave for speech and wasn’t able to complete the worksheet with us. I would have checked in at a
different time. They will have an end of the unit where they will be tested on the same skill officially. One student did
receive one negative for the class time. They were not following my instructions and continued to refuse to write their
name at the top. I gave them the negative and talked through the following instructions process. Then they practiced,
earned half their points back and then started on their post assessment worksheet.