PSU IE2P Work Sample

1. PSU IE2PWork Sample Ann Donaca-Sullivan, M.ED.

2. A Work Sample • Is a unit of at least 10 related lesson plans • Spans two to five weeks of teaching • Is an example of your very best work • Is designed to meet state standards

3. Purpose of the Work Sample • Demonstrates that you possess the required planning & teaching skills to be licensed as a teacher in the state of Oregon • Provides an opportunity to practice planning, to organize, to integrate, and to reflect for effective teaching • Demonstrates cultural competency • Demonstrates planning for children with exceptionalities • Has a meaningful literacy component • Illustrates best practices

4. What Should I Do First? In Conference with your cooperating teacher: • Discuss classroom expectations • Consider curriculum design • Review school requirements • Confer on current lessons and learning • Decide on a work sample Topic and Title • Create a minimum work sample “overview”

5. Front Cover and Title Page • Title Page: Before first divider • PSU Candidates Name • Term • Year • Subject Area • Authorization Level for this Work Sample: ECE, ELE • Grade Level • School Name • University Supervisor • Work Sample Title (Be creative!)

6. Table of Contents List dividers? List subdividers? Page numbers?

7. PART ONE: Context / Related Standards • Learning Context Components • Community • School / Facility • Classroom • Student Factors • Cite all information in APA format

8. A chart helps support ANY narrative piece

9. DESCRIPTION OF COMMUNITY • Census data by zip code of school • Architecture • Parks • Houses/Apartments • Atmosphere • Businesses • Languages • Transportation • Community Events • Compare statistics to district findings

10. DESCRIPTION OF SCHOOL • State Report Card • Professional Levels of Teachers • Student to Teacher Ratios • Ethnicity • School-wide Behavior Plan • Atmosphere • After school activities • Administration • Language • Attendance • Extra Curricular Activities • Gender/Grade level percentages • Community Partnerships • Mission Statement • Special Programs (Title One, Learning Center, TAG, SMART) • Compare statistics to district & community findings

11. FACILITY • General layout of facility • Teaching or learning space • Special classrooms • Lab space • Area for students to socialize • Library • ADA Accessible

12. DESCRIPTION OF CLASSROOM • Classroom location • Ethnicity • Gender • Student accountability • Demeanor of students • Teacher management philosophy • Atmosphere • Physical arrangement • Classroom routines • Special equipment available • Student to teacher ratio • Compare class statistics with district statistics

13. Media/Technology • Computers (Laptops/Desktops) • Data Projectors • Document Camera/Projector • Digital Voice Recorders • Digital Cameras/Camcorders • DVD/VHS Players • Printer/Scanner/Fax • Internet Access • E-mail • Blogs • Teacher Web Pages Where will you add this information? School? Classroom? Both?

14. STUDENT FACTORS • Include details regarding specific students: • Individualized Education Program (IEP) • 504 Plan • Talented & Gifted (TAG) • English Language Learners (ELL) • Title I services • Challenged in other ways • Learning Style

15. PART TWO:COMMON CURRICULUM GOALS • National Standards (Endorsements only) • NCTE (English) http://www.ncte.org/ • NCTM (Math)http://www.nctm.org/ • NHES (Health) http://www.aahperd.org/ • NCSS (SS) http://www.socialstudies.org/ • NASPE (PE) http://www.aahperd.org/Naspe/ • State Standards (CCG’s or EALR’s) • http://www.ode.state.or.us/ • http://www.k12.wa.us • District (if available) • School: Grade Level Benchmarks

16. OVERALL LEARNING GOAL • Refer to State Standards • Must correlate with district and school goals • Is a goal statement for ENTIRE Work Sample • Expected results What will the students gain from having experienced this entire unit?

17. Lewis and Clark Work Sample4th Grade Social Studies At the end of the unit, the fourth grade students at Alameda Elementary School will have a thorough understanding of why the Lewis and Clark expedition happened, what the trip entailed, what they experienced and learned on the trip, and appreciate why their findings are still of interest to us today.

18. RationaleThe rationale is a statement that reveals an understanding of the subject and the learners. SUBJECT UNDERSTANDING: • Is the concept required by the district / state? • How does the concept relate to the benchmarks and state standards? • How in depth should the concept be taught? • Where does the concept begin and end? • Is the time of year appropriate? Seasons, holidays, etc. • Is the concept something that will need to be taught more than once a year? • What is the purpose of each specific lesson?

19. Learner Understanding: • Is the time of year appropriate for the level of concept difficulty? • How is the concept linked with the learner’s life? • Why is it important for the learner to be taught the concept? • What multiple intelligences will you be able to tie into the understanding of the concept? • How will the learner benefit from each given lesson?

20. PART THREE:Instructional Plans/Related Standards • Preplanning • Academic Foundations, Standards and Benchmarks • Goal for Lesson • Behavioral Objectives • Differentiation Strategies • Resources, Equipment & Materials • Implementation should include • Motivator • Procedures • Closure • Reflection

21. First Page of Every Lesson Plan Portland State University IE2P Lesson #2 PSU Student: Renee Boyles School Site: Firwood Elementary Cooperating Teacher: Mrs. Malin Subject Area: Social Sciences Lesson Focus/Topic: Maps Grade level: 2nd Grade Date: Wednesday, January 7, 2009 Time: 35 minutes You decide the content and order. Be consistent.

22. Academic Foundations, Standards and Benchmarks • PRE-PLANNING • Oregon Academic Standards & Benchmarks: in this lesson for 2nd grader Social Sciences • Social Sciences: Geography CCG - Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective. • Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations. • Working towards Benchmark 1 (Grade 3): • SS.03.GE.02 Understand the purpose of maps, globes, and other geographic tools.

23. Academic Foundations, Standards and Benchmarks continued English Language Arts: Listen to and read informational and narrative text CCG – Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. 2nd Grade Standard: EL.02.RE.10 Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children’s magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry. English Language Arts: Listening CCG – Listen critically and respond appropriately across the subject areas. 2nd Grade Standard: EL.02.SL.06 Determine the purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).

24. Goals for Specific LessonWhat are the 1 – 3 BIG PICTURES of the lesson? • The 2nd grade students at Firwood Elementary School will • know the important features on a map. • The 2nd grade students at Firwood Elementary School will • understand how Google Maps can be used to view parts of • their community. • The 2nd grade students at Firwood Elementary School will • understand how to use a graphic organizer to gather • important information while listening.

25. Behavioral Objectives • COMPONENTS: • The Student will…. • The Behavior verb (do what?) • The Condition (under what circumstances?) • The Criteria (to what degree?) • The Performance Indicator (P.I.) • Consider starting with the behavior, then adding the condition and criteria.

26. Behavioral Objectives: HOW goals will be met • condition • Given a set of pictures, the fifth grade students will • behavior • manipulate the pictures into a logical sequence with no • criteria • more than one error. • P.I. Completed picture sequence • Look for the: • BEHAVIOR • CONDITION • CRITERIA

27. condition During a classroom discussion, the second grade behavior criteria students will listen attentively to other students who share their point of view. P.I. Teacher observation of student attentiveness Look for the: BEHAVIOR CONDITION CRITERIA

28. Differentiation: Look at the Special Needs Piece in the LEARNING CONTEXT English Language Learners (ELL) – These students will receive a graphic organizer with short facts on them already. The students will read the facts out loud to a partner at the end of the class, during sharing time. They will receive a coloring sheet that teaches compass directions by colors, instead of Going through the City handout. Individualized Education Plans (IEPs) – These students will only be required to have at least 2 fun facts or questions on their graphic organizer. They will only be required to have at least 3 correct answers but all 6 answers attempted on the Going through the City handout. Talented and Gifted (TAG) – These students will be required to have at least 4 fun facts or questions on their graphic organizer. The students will receive a supplemental handout, Town to Town along with the Going through the City handout.

29. Resources, Equipment, and Materials • Heeter, Carrie (2000). American Sign Language Browser. Retrieved December 17, • 2008, from Michigan State University Communication Technology Laboratory. • Web site: http://commtechlab.msu.edu/sites/aslweb/browser.htm • Harcourt, Houghton Mifflin (2008). Classroom resources: Graphic organizers. • Retrieved December 17, 2008, from Education Place Web site: • http://www.eduplace.com/graphicorganizer/pdf/icecream.pdf • Computer to show Google Maps and Google Earth. • Projector for computer to screen access • Wentrcek, Ginger. 1984. Marvelous Maps and Graphs. David S. Lake Publishers. • Pg. 7, Going through the City. Copies distributed to class. • Tamblyn, Catherine. 2002. Neighborhoods and Communities. Scholastic, Inc. • Pg. 41, Town to Town. Copies distributed for TAG students as supplemental handout.

30. LESSON IMPLEMENTATION • SELECT A “MOTIVATOR” • (Something exciting and engaging) • DETAIL THE PROCEDURES OF YOUR LESSON: Start to Finish • (So that someone else could teach from your lesson) • PLAN ACTIVITIES WITH STUDENT INVOLVEMENT • DESIGN ACTIVITIES THAT INCLUDE AND DIFFERENTIATE FOR ALL STUDENTS

31. Lesson Implementation • B. IMPLEMENTATION • 1. Motivator: • Teach students how to sign “community” in American Sign Language. (Starts on right, • make many house roofs). [2 mins] • 2. Procedures: • Pass out and explain the graphic organizer. [5 mins] • “I want you to pick a topic and write that in the “cone”. Anything that we talk about • today is part of a topic. I want you to write down interesting facts, questions, or notes • on the “scoops of ice cream” portion of the graphic organizer. Please make sure you • write nicely so you and I both can read it.” • Model procedure: • Pull up Google Earth on the computer and on the projector. [2 min] • “For example, Google Earth may be a topic and you will write down anything that has • to do with that topic.”

32. “Let’s take a trip from Firwood Elementary School to Sandy.” [3 mins] • Type Firwood’s address (42900 SE Trubel Rd. Sandy, OR) into the “from” box. • Type “Sandy, Oregon” into the “to” box. • Click the search key and allow the camera to travel from Firwood Elementary to • Sandy. • Click on “switch to Google maps” under the “file” tab. [5 mins] • Type in “Sandy, Oregon” • Click on “Street view” so students may see close up. Move mouse around to show • students different views.

33. Procedures continued • Type in the following addresses of significant places of the Sandy Community. Click on • street view to zoom in. [7 mins] • Police Station & Sandy Library: 38970 Proctor Blvd. Sandy, OR • Sandy Fire Department: 17460 Bruns Ave. Sandy, OR • Sandy Cinema: 16600 Champion Way Sandy, OR • Sandy Post Office: 38982 Pioneer Blvd. Sandy, OR • Remind students that these are not live photos, but they were previously taken photos. • Things to be pointing out to students: the compass, directions, streets, buildings, trees, • and cars in pictures. • Ask table monitors to come up and get table copies of the handout, “Going through the City.” • [3mins] • Go over handout with students. Explain the features of a map and why they are important. • [5 mins] • Key features of map: The map key: Words or colors that are indicated on a map by a • symbol. The compass: The directional indicator on a map.

34. Procedures and Closure • Ask students to work on their handouts and finish their graphic organizers independently. [5 mins] • 3. Closure: • Encourage students to share their graphic organizers with their table groups. • [3 mins] • Request everyone’s attention at the front of the room. • If time allows: Pull out 3 random name Popsicle sticks. Encourage those students to share which topic they picked and read out loud one of their “scoops of ice cream.” [5 mins] • Dismiss students by quiet tables, to turn in their graphic organizers and Going through the City handouts.

35. Lesson Reflection • Which parts of the lesson went well? • The students were VERY interested in the modern technology of Google Earth and • Google Maps. Many students had never seen anything like it. • The students really enjoyed learning Community in ASL. • Most of the students did well on the 1st worksheet and a few did the supplemental • worksheet and did quite well on it. • I worked at a table with a group of students who needed assistance with the • worksheet. With some guidance, they were actually quite successful with grasping • the concepts. • What did not go well during the lesson? • They were very loud and challenging to manage during the Google portion. I knew • that it was because they were so excited so I allowed some. • They were not as interested in looking at the locations in their own community as I • had anticipated. They were yelling out locations like, Hawaii, China, and Mexico. • The graphic organizers were a bit too advanced for most of the students in the class. • I think it was challenging for them to do it at the same time. It would be a project they • would be more successful with if a teacher did it along with them several times first. • They need a lot of guidance in several situations.

36. Reflection continued • How would you improve the lesson for next time? • Print the graphic organizer onto a projector and do at the same time. Prior guidance • with graphic organizers would be useful. Create a graphic organizer that has many facts • already on it.

37. Additions / Appendix • Pre Assessment & Post Assessment • Other teaching materials • Letters to parents & guardians • Handouts • Worksheets • Assignments • Quizzes Place items where they won’t break up the transition of the Work Sample.

38. Challenge! • In a small group, create a colorful poster which depicts the main pieces of your assigned section. • Data on Learning Gains / Related Standards • Interpretation or Explanation of Learning Gains / Related Standards • Uses of Data / Related Standards • Reflection on Teaching the Unit • Attention to Literacy • Your group will be presenting the section to the class.