PSU IE2P
WORK SAMPLE
Ann Donaca-Sullivan, M.ED.
A Work Sample
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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
Purpose of the Work Sample
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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
What Should I Do First?
In Conference with your cooperating teacher:
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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”
Front Cover and Title Page
5
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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!)
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Table of Contents
List dividers?
 List subdividers?
 Page numbers?
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6
PART ONE:
Context / Related Standards
Learning Context Components
 Community
 School / Facility
 Classroom
 Student Factors
Cite all information in APA format
A chart helps support ANY narrative piece
Students
Asian
8
District
School
Class
42
0.02%
#
%
#
%
Asian/
Pacific Islander
1
0.0004%
#
%
#
%
Black or African
American
4
0.001%
#
%
#
%
Hispanic (Latino)
303
13%
#
%
#
%
Native American
34
0.014%
#
%
#
%
White
2,012
85%
#
%
#
%
Other
278
12%
#
%
#
%
Totals
2371
number
number
DESCRIPTION OF
COMMUNITY
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Census data by zip code of school
Architecture
Parks
Houses/Apartments
Atmosphere
Businesses
Languages
Transportation
Community Events
Compare statistics to district findings
DESCRIPTION OF SCHOOL
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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
FACILITY
General layout of facility
Teaching or learning space
Special classrooms
Lab space
Area for students to socialize
Library
ADA Accessible
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DESCRIPTION OF CLASSROOM
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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
Media/Technology
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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?
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
PART TWO:
COMMON CURRICULUM GOALS
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National Standards (Endorsements only)
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NCTE (English)
NCTM (Math)
NHES (Health)
NCSS (SS)
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NASPE (PE)
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http://www.ncte.org/
http://www.nctm.org/
http://www.aahperd.org/
http://www.socialstudies.org/
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
OVERALL LEARNING GOAL
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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?
Lewis and Clark Work Sample
4th 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.
Rationale
The rationale is a statement that reveals an understanding
of the subject and the learners.
SUBJECT UNDERSTANDING:
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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?
Learner Understanding:
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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?
PART THREE:
Instructional Plans/Related Standards
Preplanning
1. Academic Foundations, Standards and
Benchmarks
2. Goal for Lesson
3. Behavioral Objectives
4. Differentiation Strategies
5. Resources, Equipment & Materials
Implementation should include
1. Motivator
2. Procedures
3. Closure
Reflection
First Page of Every Lesson Plan
Portland State University
IE2P
Lesson #2
PSU Student: Renee Boyles
Cooperating Teacher: Mrs. Malin
Lesson Focus/Topic: Maps
Date: Wednesday, January 7, 2009
School Site: Firwood Elementary
Subject Area: Social Sciences
Grade level: 2nd Grade
Time: 35 minutes
You decide the content and order. Be consistent.
Academic Foundations,
Standards and Benchmarks
A. 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.
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).
Goals for Specific Lesson
What 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.
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.
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
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
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.
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.
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
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.”
•“Let’s take a trip from Firwood Elementary School to Sandy.” [3 mins]
oType Firwood’s address (42900 SE Trubel Rd. Sandy, OR) into the “from” box.
oType “Sandy, Oregon” into the “to” box.
oClick 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]
oType in “Sandy, Oregon”
oClick on “Street view” so students may see close up. Move mouse around to show
students different views.
Procedures continued
•Type in the following addresses of significant places of the Sandy Community. Click on
street view to zoom in. [7 mins]
oPolice Station & Sandy Library: 38970 Proctor Blvd. Sandy, OR
oSandy Fire Department: 17460 Bruns Ave. Sandy, OR
oSandy Cinema: 16600 Champion Way Sandy, OR
oSandy Post Office: 38982 Pioneer Blvd. Sandy, OR
oRemind 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]
oKey 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.
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.
Lesson Reflection
Which parts of the lesson went well?
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The students were VERY interested in the modern technology of Google Earth and
Google Maps. Many students had never seen anything like it.
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The students really enjoyed learning Community in ASL.
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Most of the students did well on the 1st worksheet and a few did the supplemental
worksheet and did quite well on it.
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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.
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.
Additions / Appendix
Pre Assessment & Post Assessment
 Other teaching materials
 Letters to parents & guardians
 Handouts
 Worksheets
 Assignments
 Quizzes
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Place items where they won’t break up
the transition of the Work Sample.
Challenge!
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In a small group, create a colorful poster which depicts
the main pieces of your assigned section.
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Data on Learning Gains / Related Standards
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Interpretation or Explanation of Learning Gains /
Related Standards
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Uses of Data / Related Standards
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Reflection on Teaching the Unit
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Attention to Literacy
Your group will be presenting the section to the class.