Rachel Hartmann

Northern State University

Teacher Work Sample

Junior Field Experience Fall 2015

 I. Contextual Information and Learning Environment

School and Classroom Information

I am currently placed in a rural school in the north east part of South Dakota. The

school has a total enrollment of 335 students according to the principal of the

elementary school. The school is placed on the north side of the town and the

elementary school and the high school are attached, however, the elementary levels are

on one side and the high school classrooms are located on the other. This school is a Title

I school that contains reading interventions, life skills, special education, resource, and

specific reading and math classrooms. There is also a developmental center in the town

where forty students currently reside. I am placed in one of the two third grade

classrooms that are available in this school. The classroom contains a total of nineteen

students. In this third grade classroom there is a para-professional who is there most of

the day, and a high school helper who usually comes in during the second class hour

period to assist the teacher with anything that needs to be done. The technology

available for students includes, laptops, iPads, and a Promethean Board. Students utilize

these technologies on a daily basis.

Student Information

In this class of nineteen students there are eleven males and eight females ranging in

age from eight to nine. The classroom consists of seventeen Caucasian students, one

whom is part Samoan, and one who is Asian. Thirty percent of the students in the school

are on free or reduced lunch. All students are predominately English speakers and there

are currently zero students who are on an IEP. One student was just recently diagnosed

with Tourettes syndrome and has occasional vocal tics. However, this doesnt affect his
learning. Another student is on medication for ADHD. He receives his medication before

school and the teacher makes sure to keep him on task so he doesnt fall behind.

Instructional Implications

In the class I have noticed that the teacher likes to do reading in small groups so

that students are allowed to work and learn from each other. In these groups students

can take turns reading out loud and helping each other pronounce challenging words.

The teacher usually does writing lessons as one class so that all students can be involved

and engaged with the Promethean Board. I have observed that having the whole class

focused together on the lesson helps with implementing the lesson and also for the

guided practice portion. This also allows for the integration of classroom management

strategies. There are a few students who like to talk out of turn or while the teacher is

talking so it will be essential to keep them focused and on task. I will do this by asking

them questions throughout the lesson to keep them engaged and ensure they are

learning.
 Common Lesson Plan
Teacher: Miss Rachel Hartmann
Grade Level: 3rd
Subject: Language Arts - Contractions
Common Core/State Standard(s):
3.L.1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

3.L.2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Learning Objective(s): Students will be able to(SWBAT)

Students will be able to read and spell contraction words. Students will also be able to write
sentences containing contractions.

Describe how this lesson is developmentally appropriate:

Planning

What skills and content are needed to master the lesson objective(s)?
Students will need to know the basic structure of a sentence such as
capitalization and punctuation at the end in order to master this lesson. Students
will also need to know basic sight words such as does, have, not, would, etc)
How is this objective relevant to students, their lives, and/or the real
world?
Students have used and will use contractions as they communicate in every day
life. It is important for students to know what these contractions mean and what
words they are short for.
What types of instructional strategies will you use to deliver the
content?
I will be using the direct instruction strategy as I will be presenting new material
through a short lecture, and then I will model for the students exactly what I
would like them to do for guided practice and independent practice.
How does your lesson reflect educational theories/theorists?
My lesson will be reflecting Vygotskys scaffolding theory as I will be guiding the
students a lot in the beginning of the lesson, and then slowly allowing them to
become more independent as the lesson closes and they do their independent
practice.

Pre-Assessment
How will you measure students readiness/level of understanding prior
to teaching this lesson? (e.g., KWL chart, SMARTboard responder quiz,
whole-class Q&A with response cards, individual student pre-test, etc.).
I will be giving an individual student pre-test for this lesson in order to gather data to
analyze students learning form the lesson. This will give me a good understanding of
what the students already know about contractions. I will give this pre-test the day
before I implement the lesson so that I can adjust my lesson accordingly. This will allow
less repetition of contraction words they have already mastered.
Assessment
How will the students demonstrate that they have attained the goals of
the lesson?
Explain how the assessment aligns to the objective.
Include a copy of the lesson assessment.
Provide exemplar student responses/products (model outcome).
I will be conducting the assessment through the sentences that students come up with
using their contractions in the activity and a short written test. This will allow me to see
what the students took from the lesson and see if they mastered the objective for the
day. By writing sentences that use the contractions they learn in the correct way will tell
me that the students have grasped the concept. The written test will allow me to
compare to their pre-test to see their progression on the concept.

Post-Assessment
How will you evaluate the students work/performance? ( e.g., rubric,
weighted responses, checklist)
Report results in qualitative and/or quantitative format.
After the students have completed the written test I will take a look and correct their
sentences and written test. I will then compare the outcome of each students pre-test to
their test scores. Then, I will create a graph to compare the results in a visual manner.
Key Vocabulary: Technology needed:
List words that you will either How will you use technology to
introduce or review which build engage students in authentic
background/schema relevant to the learning experiences?
content area. How will you address diverse
contraction learning needs through
hes technology?
havent I will be integrating the Promethean Board
doesnt in this lesson so all students can see well.
theres
wouldnt Other required materials:
whats Students will need a pencil and a piece of
shes paper for this lesson.
arent I will have a rubber band for the lesson
hasnt opening.
couldnt

Accommodations:
What accommodations/modifications will you include for specific
students during each phase of the lesson? (remediation and enrichment
levels)
I do not have any students currently on an IEP so for this section I put some
accommodations I would make in certain situations.

Input
For students that have visual impairments and find it hard to see the
board, I will have them sit in the front of the classroom or where they feel
comfortable enough to see. For hearing impairment, if there was a
microphone in the classroom, I would wear that so that all students could
hear.
Guided Practice
 As students are working I will be walking around the classroom to assist
with any questions. I will be checking to make sure that students are
grasping the concept.
Independent Practice
For students that might be struggling with the concept I will pull them
aside for more one-on-one attention on the concept. I will also, again, be
walking around the classroom to keep students on task and be available for
any questions.
Assessment
For a student that might not be able to read the test I will give the test
orally so as to avoid testing them on their reading skills when we are
focusing on contractions and writing.

Lesson Opening:
Lesson Plan Implementation

How will you

activate student interest?
present the learning objective(s) in an engaging and student-
friendly way?
make connections to past learning?
convey the importance of the learning objective and make it
relevant to your students lives?
explain to students the sequence of instruction? (preview the
activities for the period)
communicate what knowledge or skills students will be expected
to produce by the close of the lesson?
I will begin the lesson by stating the objective to students so they understand what we
are going to be doing today. I will engage the students with a rubber band
demonstration. I will take a rubber band and show how it expands and contracts.
This will explain to students the definition of contraction. I will then explain to students
that in order to be better readers and spellers it is important to understand contractions
and what they mean. I will explain that by the end of the lesson students will be writing
sentences using the contraction words they worked with today. I will relate it to what
they are doing in class for the week as these words will appear on their spelling list.
Instructional Input
How will you model/explain/demonstrate all knowledge and skills
I Do

required of the objective?

Restate the objective
Introduce new material (describe what types of instructional
Guided Practice
We Do

How will students practice, with your support, all content and
skills required to continue to internalize the objective? (How will
students be engaged?)
How willPractice
Independent you ensure that all students have multiple opportunities
You Do

How will you clearly state and model academic and behavioral
expectations?
How will students independently practice the knowledge and
Lesson Closing skills required by the objective?
How will you
Review the skills/content taught in an interactive manner
(whole/small group, individually)
 Reemphasize and clarify the objective
Reassess students mastery of, or progress toward the objective?
(if not already assessed)
I will review with the class exactly what a contraction is. Then, I will have a little What I
learned today session with the students to allow them to reflect and share something
they might not have known before. If some students dont want to share that is okay.
Then, I will pass out the post-quiz to assess students progression from the lesson. This
will allow me to gather the data required to show that my lesson was successful or
unsuccessful.
Reflect Analyze

Reflect on your effectiveness as a teacher based on the analysis of students

performance.
List two things you feel you did well to plan, implement, or assess
instruction.
Describe the changes you would make if you were to teach this