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Teacher Work Sample: Rosa Parks Community School
Alyssa Becker
Seton Hall University
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Chapter 1:
School, District, Community Factors
Rosa Parks Community School is a school located in Orange, New Jersey. Rosa Parks Community
School is located within two conjoined buildings holding kindergarten through first grade in one building
and second grade through seven in the other. The school totals approximately 600 students and 50
teachers creating a student-teacher ratio of 12 students to every teacher (Trulia 2014).
Within the city of Orange, there are a total of seven elementary schools and three secondary
schools. Orange also supports the Orange Early Childhood Center as well as the Orange Scholars
Academy which only operates every Tuesday for selected highly achieved students (Lee 2014). Among
these elementary schools, in 2010, it was reported that only thirty percent of third graders were at or
above proficient in their English Language Literacy NJ ASK scores. In the same test year, less than fifty
percent of fifth graders were at or below proficient in their English Language Literacy NJ ASK scores. This
leads to a great challenge when it comes to teaching other subject especially language. See Appendix A
for graphs (Trulia 2014).
These schools educate the students who help populate the city to approximately 33,000
residents. The racial makeup of the city is 12.80% White, 71.83% Black or African American, 0.57%
Native American, 1.51% Asian, 0.02% Pacific Islander, 9.95% from other races, and 3.32% from two or
more races (Warren 2014). According to the Census Bureau's 2006-2010 American Community Survey, it
was reported that the median household income was $40,818 and the median family income was
$44,645. Males had a median income of $34,986 versus $36,210 for females. About 16.2% of families
and 18.1% of the population were below the poverty line, including 24.6% of those under age 18 and
20.6% of those ages 65 or over (Warren 2014). Due to the significant number of residents living under
the poverty line, the Orange Board of Education is one of thirty-one school districts in the state of New
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Jersey that make up the Abbott Districts. These districts are now referred to as "SDA Districts" based on
the requirement for the state to cover all costs for school building and renovation projects in these
districts under the supervision of the New Jersey Schools Development Authority (Christie 2010).
"The Orange Public School District commits to provide a safe and caring environment where
each student is expected to grow and succeed. We pledge to prepare all students with equitable
opportunities for college and career readiness, leading to lifelong learning and responsible citizenship in
a competitive global community." With special programs including Bilingual and ESL, Early Childhood,
Funded Programs, Gifted and Talented, Technology, Career and Technical Education, Databases, Grant
Management and Family and Community Relationships the district has created an environment for
successful learning. This acts in ordinance with the district’s mission of promoting the academic, social,
emotional and personal success of all students. These points include a commitment to excellence
providing teachers, families and administrators the tools needed for all students to reach their full
potential. The district also seeks a commitment to serving all students by acknowledging their unique
backgrounds, cultural perspectives and learning styles. In addition the district recognizes that curiosity,
discipline, integrity, responsibility and respect are necessary for success. As well as cultivates a
community of 21st century learners where students take ownership of the learning process, achieve
high standards of excellence, and focus on academics (Lee 2014).
Classroom Factors
These standards are applied in each classroom within Rosa Parks Community School. In order to
properly assess these statements within the classroom, it is imperative that we observe an isolated
classroom and it’s students. I would like to further look at a small group of fifth grade students learning
French. The class is hosted in a middle school social studies classroom due to the lack of space available
for an isolated French classroom. As all French and Spanish teachers travel by using carts, this is quite
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normal for the district. This particular French class is located in the middle school wing of Rosa Parks
Community School. The room is very open and bright with three large windows.
As one enters the classroom he/she will note a number of different features. Perhaps the most
important feature is the set-up of the classroom and its physical features. The room is arranged into four
groups of five desks each. The teacher’s desk has been caddy-cornered on the far side of the room
overlooking the students. Bookshelves have been placed around the classroom for various textbooks
and resources for the social studies environment. To the front of the room, there is a white board. To
the back of the room, a new placed SMART board has been hung. Additional technology includes three
desktop computers for student use. Although there are computers in the classroom, additional
technology carts featuring laptops and iPads are available to be signed out through the community
computer lab. For a map of the classroom, please see Appendix A.
Although the amount of technology is increasing within the classroom, it is not certain how
successful the utilization of these resources has been. Recently, a series of workshops have been put
into place for SMART board tutorials so that teachers are aware and knowledgeable about the vast array
of lessons which can be taught by using them. As for the other resources available in the classroom, they
are all social studies related. Because there are only two French classes held in this room opposed to
many more social studies, it has been assigned to a social studies homeroom teacher. Resources
pertaining to the French classes held in this room are stored in a cabinet in a different location. For this
reason, students do not have French textbooks but must carry French notebooks in which they write any
notes or homework that they may have. Materials for class are photocopied by my cooperating teacher
in order to minimize the weight of her cart.
Due to the lack of a single textbook to follow, my cooperating teacher works in conjunction with
the other language teachers to accumulate and create their own materials following the New Jersey
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Core Curriculum. Although this is not ideal and requires a great amount of time and work, the language
teachers are able to be more flexible within the classroom and topics to be covered. With this flexibility,
different resources are able to be fully utilized to maximize student interest and participation. However,
working in an environment in which the subject being taught does not match the subject of the room
causes for some distraction. Class decor is used to stimulate students, however, in this classroom, the
stimulation is in the wrong focus. Various posters and bulletin boards cover the walls ranging from class
rules to student work to helpful tips for writing essays.
Although French decorations do not cover the walls on this particular classroom, one can find a
French themed bulletin board located directed outside the library. This bulletin board must be
decorated with student work each month. While it does not matter what work is displayed, the
objective as well as teacher comments much be displayed as well. This criteria remains for the other
hallway bulletin boards as well.
Learning Environment
The class room, in which this particular French class is held, is organized into four groups of five
desks. Students are able to sit where they would like, granted that they pay proper attention to the
class. If a student misbehaves or acts out, there is enough room within the class to either separate that
student’s desk in particular or move just the student to a different desk. Due to the size of the class, not
all desks are occupied meaning some desk groups hold no more than two students each. In these
situations, groups work is completed by rearranging students as needed. Many students in this class
choose to remain in the same seat every day but, others choose to change seats regularly. Due to the
small size of the class, students change seats because of the boy to girl ratio. In the fifth grade, as I have
observed, students tend to be very sensitive to the other sex. Many boys want to sit with other boys as
well as girls wishing to sit with other girls. In most cases, having the students pick their seats creates a
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more positive learning environment. Students feel more confident in responding and participating
because they are able get that immediate comfort from their table mates.
For those students who take advantage of their choice in seating and choose to misbehave,
there is no hesitation in assigning their seats individually. Because the number of desks outnumbers the
students in our French class, we are able to utilize the open spaces when certain outbursts occur. If
students choose to talk and/or not complete their work, he/she is reassigned to an area of the
classroom in which they are separate from other students. This allows for the student to focus solely on
his/her work while not having the ability to participate in side chatter. Students are to remain in these
new assigned seats until the end of the period unless group work is to be completed.
By using group work in the French classroom, students are able to practice orally with each
other without the fear of being wrong. My cooperating teacher chooses to use cooperating learning
frequently within the classroom because the students enjoy participating with their friends. In everyday
situations, the groups remain as the students are seated. For more formal assignments, my cooperating
teacher has students count off to regroup themselves. This allows students to work with new students
on occasion.
Students, regardless of placement within the classroom, are held to the same standard in
regards to work and participation. All students are expected to complete their work in a timely fashion
as well as to a certain level. Although there are many students who are classified with Individualized
Education Programs (IEPs), they are expected to complete the same work as the other students. This
gives all students an opportunity to learn. All students are expected to participate and will be called on
regardless of raising their hand or not. If students are called upon and do not understand the question,
they are walked through the steps in order to reach the answer. This allows for all students to
participate. If students do not participate orally during discussion, my cooperating teacher makes it a
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point to visit each student during their individual or group work. She then encourages and prompts
them to answer questions one on one. All students are expected to participate in one form or the other,
just as all students will be treated with the same disciplinary techniques.
All students are taught at the same level in order to provide an equal opportunity for all.
Students are pushed to succeed regardless of their status. Each student is motivated to contribute to the
class and try their best. From the beginning of the school year, students were encouraged to feel
comfortable within the classroom in hopes of further promoting a positive learning environment.
Students have grown to become extremely comfortable within this specific class because my
cooperating teacher has made an effort to take pride in their lived outside of the class. It is understood
that students cannot always complete homework as well as receive enough sleep at home. Due to the
low poverty area, it is imperative that the students come to school feeling as they have the same
chances and opportunities as their classmates.
Each and every day, students are encouraged through “real talk” to try their best as opposed to
“teacher talk.” Students have grown comfortable with my cooperating teacher because of this aspect.
Students do not fear approaching my teacher with a problem from home or within the school. Each
student is spoken to and disciplined as if they were her own children. This factor provides an enormous
amount of motivation in the classroom because the students do not want to disappoint her.
I have found this classroom philosophy extremely comforting for students. This comforting
feeling is especially helpful within this specific school because the students’ scheduling. In Rosa Parks
Community School, French is considered a “special subject.” That means, students do not have French
every day. For the fifth grade students, their schedule rotates on an A-B schedule. French only appears
on the students’ A-day schedule. This means, some weeks fifth graders have French three times a week;
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while during other weeks, the students have French twice. The type of classroom which my teacher
creates allows for the most productive use of her limited time with the students.
At the beginning of each class, students are expected to quietly come in and find a seat. As they
get settled, each student is required to take out their French notebook and write the date in French. This
routine is expected for each of my cooperating teacher’s classes from 1st grade up. Additionally for fifth
grade, a “Do- Now” is usually arranged on the board. “Do-Now” exercises usually consist of creating
sentences using photo prompts. Combinations of different photo prompts are combined daily. Each
picture has a different specific meaning so that when linked together will form a sentence. Sentences
are simple and focus on each unit’s vocabulary. The goal of this is to slowly develop a sense of grammar
without focusing on it too strongly. Due to the minimal level of French being taught each year, it is
important to focus on vocabulary and oral comprehension over grammar.
Student Characteristics I
The class I will be focusing on is a class totaling eleven students consisting of six boys and five
girls. Being fifth graders, all students are between the ages of ten and eleven. The students are primarily
black, with two students who are Hispanic. Due to all students having the same expectations from the
teacher, students with IEPs are not given individualized work and/or tests. Although there are only two
students within this class with IEPs, these students are given the same work that the other students are
given. However, if needed, these two students with IEPs are graded slightly differently than the other
students. For example, while students scoring three out of five would be satisfactory normally, these
two students are able to score satisfactory by scoring two out of five.
As a class, the students are medium low to medium preforming. Although their ability is average
for their grade level, their effort levels make that factor shift amongst themselves. For some students
who truly put forth a great amount of effort, their performance level and achievement is directly
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affected. This theory works the same for the students who do not put forth the effort. Because I have
noted as effort as a main factor in these students’ performance and achievement, the work completed is
not always consistent. Test and quizzes prove this. In a recent test given to both classes of fifth graders
on the items belonging in a classroom, students scored across the board. A lower achieving student who
is classified with an IEP scored above average while a student who normally scores above average,
failed. This was not the only isolated case but has been proven to be a trend among the classes.
It is unsure to accurately describe why this happens but it can perhaps be attributed to at home
backgrounds and cultures. Due to the diversity within this class, it is understood that these students deal
with many different situations at home. Although my cooperating teacher has formed a comfortable
and trusting relationship with these students, their lack of effort or readiness can sometimes be
contributed to aspects outside of their reach.
Five out of the eleven students who are in this particular fifth grade French class were not born
in the United States. Rather, these five students were born in Haiti in which their first language is not
English, but Creole. Many of these students’ parents speak little to no English which directly affects their
son/daughter’s success in the classroom. Without the proper help and support at home, studying and
preparation for exams is solely placed on the students themselves. However, this also becomes an
important issue as these students are not strong English speakers to begin with. These five students
often need further explanation in English or are given the directions in Creole.
Luckily for these students, my cooperating teacher was also born in Haiti. Due to this, Creole is
actually her first language as well. This allows these students to fully understand what is happening in
class. This is an extremely helpful situation especially when it comes to needing to talk to parents. It has
been proved within the younger bilingual English/Creole classes that students feel as if they are able to
push the limits with their behavior because many administrators cannot communicate with their
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parents. However, it is not unlikely for my cooperating teacher to step in that place in order to remind
children that she can speak their at-home language is not afraid to contact their parents if need be.
Student Characteristics II: Varied Approaches to Learning
Due to the language barrier within the classroom, I am able to understand that most students’
learning styles include a visual aspect. As I have been able to observe many of the teacher’s classes, it is
apparent that each student learns slightly differently however a visual aid is always provided. I believe
this to be a combination of lack of language as well as the age of the students. As a result of the age of
these students, their textual knowledge is not fully developed as it would be in an older student.
Pictures and visuals help to prompt students in their vocabulary as well as grammar.
Students in varying levels, although especially in the fifth grade, have been introduced and
accustomed to the use of a particular resources called “Gerard et ses amis.” This resource provides a set
of vocabulary for each unit. Each vocabulary word corresponds to a picture which is used to prompt the
students. Throughout the book, the same images are reviewed and combined with new vocabulary to
instill its meaning.
Often all students are able to grasp the concept of this tool and are able to participate fully in
the discussion and/or explanation. For those students who do have difficulty grasping the concept, there
is a greater explanation. Because the students are generally of the same academic level, modifications
are rarely made for individuals. Depending on the specific assignment, extra time may be allotted.
Throughout my cooperating teacher’s time with these students she has noted that although her
students, who are classified with IEPs, when given the same task, are able to succeed. Although some
modifications may be made in regards to grading, the students are held to the same work. Another
modification that is made for specific students is to isolate them from other students in order to get
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their work done in a timely manner. By isolating these particular students, he/she is able to focus
directly on his/her work to be completed.
Pre-Assessment
In order to better understand how much time the students need for their assignments, my
cooperating teacher often uses informal pre-assessments. Many of the pre-assessments which are
conducted consist of some type of oral review. Whether it be worksheet prompted or teacher
prompted, the students must participate in a type of discussion to review certain vocabulary. Due to the
size of the language department at Rosa Parks Community School, it is true in most cases that my
cooperating teacher has had some of these students before. As the elementary school French teacher,
Mrs. Delmas teaches all French classes kindergarten through fifth grade.
However, over the past few years there has been a strive to keep the children in the same
language throughout their years at Rosa Parks. Although this has not fully happened yet, it has been set
forth as a goal for the following year. With this problem not solved, students who take French one year
may end up placed in a Spanish class the next year. This proves to be a problem because students tend
to mix the two languages. This also becomes a problem when it comes to lesson planning. Students in
kindergarten through second work on the same lessons while students in third through fifth work on the
same lessons. The reason this works is because the lessons are conducted at different levels of difficulty.
While the topic is generally the same, the amount of vocabulary and expectations vary. With thirteen
different classes this approach is vital to keeping the classes organized. By reviewing orally, it can be
better understood what students remember and how quickly the students are able to catch on to the
new information (in the case that students took Spanish prior).
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Chapter 2: Goals and Objectives
Learning Goals
Content:
Skill:
After a unit on "la maison,"
students will be able to properly
identify and produce vocabulary
words based on the different
rooms of the house.
After a unit on "la maison,"
students will be able to create
original sentences by applying
correct grammatical structures
while utilizing new vocabulary.
Objective 1: recall and identify
seven of the house exterior
vocabulary which was previously
learned
Objective 3: write and orally
recite eight original sentences
correctly based on the location of
“Wally” within the house using
unit vocabulary
Objective 2: properly label a
blank house blueprint using the
new and old vocabulary learned
(15 words total).
Objective 4: answer simple
questions aloud regarding what
action is being performed with
80% accuracy or better
Objective 5: describe actions and
locations of five different people
located on the provided
worksheet correctly writing four
out of five sentences
Figure 2.1 Learning Goals Fulfilled by Objectives
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Learning Goals
The purpose of this unit was for students to become familiar with words associated with the
house. This enables students to recognize everyday vocabulary at home, ultimately promoting use of the
language outside the classroom. Focusing on two key elements of language learning, two main learning
goals focus on content and skills. The overall learning goals for this unit are stated below:
Students will be able to properly identify and produce vocabulary words based on the
different rooms within the house scoring 11 out of 14 (79%) on a written assessment.
Students will be able to utilize unit vocabulary to create original sentences using appropriate
verbs and sentence structure.
More specifically, each lesson is focused on a small task for the students to master. These tasks are
outlined in each objective for the unit.
Objectives
Described in Figure 2.1, the five objectives for this unit work to contribute to the successful
achievement of the overall learning goals. Please note that each objective reflects directly to the specific
activities within each lesson plan found in Appendix B. New Jersey Common Core Curriculum standards
refer to the standards which provide an idea of what the students will be doing while the American
Council on the Teaching of Foreign Language (ACTFL) Standards refer to the five key components of
language learning: communication, cultures, connections, comparisons and communities.
Table 2.1 Objectives and Related Standards
Unit: La maison
Grade: 5
Subject: French
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Unit Goal: After a unit on La Maison, SWBAT successfully apply vocabulary to images and sentences
scoring 80% or higher on a formal written assessment.
NJ Common Core Curriculum
Bloom’s
Objectives
Standards
ACTFL Standards
Taxonomy
After finishing a
7.1.NM.A.4 Identify familiar
Standard 1.1:
Knowledge
unit on the exterior people, places, and objects based
Students engage in
of the house,
on simple oral and/or written
conversations,
SWBAT recall and
descriptions.
provide
identify seven of
7.1.NM.B.2 Give and follow simple and obtain
the house exterior
oral and written directions,
information,
vocabulary which
commands, and requests when
express
was previously
participating in age-appropriate
feelings and emotions,
learned.
classroom and cultural activities.
and exchange
7.1.NM.C.3 Copy/write words,
opinions.
phrases, or simple guided texts on
familiar topics.
After introducing
7.1.NM.A.2 Demonstrate
Standard 1.1:
Comprehension
new vocabulary on comprehension of simple, oral and Students engage in
furniture, SWBAT
written directions, commands, and conversations,
properly label a
requests through appropriate
Provide and obtain
blank house
physical response.
information,
blueprint using the 7.1.NM.A.4 Identify familiar
express feelings and
new and old
people, places, and objects based
emotions, and
vocabulary learned on simple oral and/or written
exchange opinions.
(15 words total).
descriptions.
7.1.NM.B.2 Give and follow simple
oral and written directions,
commands, and requests when
participating in age-appropriate
classroom and cultural activities.
7.1.NM.B.5 Exchange information
using words, phrases, and short
sentences practiced in class on
familiar topics or on topics studied
in other content areas.
7.1.NM.C.3 Copy/write words,
phrases, or simple guided texts on
familiar topics.
After an interactive 7.1.NM.A.4 Identify familiar
Standard 1.3:
Application
PowerPoint,
people, places, and objects based
Students present
SWBAT write and
on simple oral and/or written
information,
orally recite 8
descriptions.
concepts, and ideas to
original sentences
7.1.NM.B.5 Exchange information
an audience of
correctly based on
using words, phrases, and short
listeners or readers
the location of
sentences practiced in class on
on a variety of topics
“Wally” within the
familiar topics or on topics studied
house using unit
in other content areas.
vocabulary.
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7.1.NM.C.3 Copy/write words,
phrases, or simple guided texts on
familiar topics.
After listening to
me describe several
images of new
vocabulary in
French SWBAT
answer simple
questions aloud
regarding what
action is being
performed with
80% accuracy or
better.
7.1.NM.B.5 Exchange information
using words, phrases, and short
sentences practiced in class on
familiar topics or on topics studied
in other content areas.
7.1.NM.C.3 Copy/write words,
phrases, or simple guided texts on
familiar topics.
Standard 1.2:
Students understand
and interpret written
and spoken language
on a variety of topics
Comprehension
Application
After briefly
reviewing visuals of
unit vocabulary,
SWBAT describe
actions and
locations of 5
different people
located on the
provided
worksheet
correctly writing 4
out of 5 sentences.
7.1.NM.A.4 Identify familiar
people, places, and objects based
on simple oral and/or written
descriptions.
7.1.NM.B.5 Exchange information
using words, phrases, and short
sentences practiced in class on
familiar topics or on topics studied
in other content areas.
7.1.NM.C.3 Copy/write words,
phrases, or simple guided texts on
familiar topics.
Standard 2.1:
Students demonstrate
an understanding of
the relationship
between the practices
and perspectives of
the culture studied.
Application
Synthesis
Commentary on Table 2.1: Objectives and Related Standards
Due to the age and level of students within this particular fifth grade introductory French class,
the material within the unit remains very basic. The language learning process is very much structured
upon building blocks which must be mastered before moving on to the next topic. For this unit in
particular, students focus first on content, mainly being vocabulary. Once the vocabulary is mastered,
students are able to apply their knowledge to two different grammatical structures. It is visible to note
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this focus in learning from content to skills through the gradual transition within Bloom’s Taxonomy in
relation to the five specific objectives.
As detailed in Table 2.1, the objectives are mainly focused on comprehension and application of
material through writing and speaking. It is important to note that many of the objectives maintain
similar or the same New Jersey Core Curriculum Standards and/or ACTFL standards. This is due to the
importance of language learners having the ability to take information and applying it with the ultimate
goal on communication. As beginner language learners, students often feel intimidated by making a
mistake. It is in the role of the teacher to create an environment where students understand that
mistakes are acceptable. By gradually building upon previously learned material throughout the unit,
students are continuously encouraged to participate. By constantly having beginner students participate
orally, he/she begins to build a foundation of confidence in speaking in front of others within the target
language. For this reason, the main focus of this unit is the exchange of information between students.
As the students begin to develop an increasingly broad base of content and skills, other focuses
will be incorporated such as culture. With only having French two-three times each week, it is vital to
remain within the target language as much as possible. For that reason, many of the units presented to
my students focus on content and skills rather than culture and facts. In order to reach the ultimate goal
of communication, students must face as much exposure to the language as much as possible. This
proves to be very difficult when not having instruction every day. The objectives within the table focus
on the most important aspects of language learning incorporating a balance between content and skills
as well as speaking and writing.
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Chapter 3: Design and Narrative
Pre-assessment
As a pre-assessment, students were given a quiz primarily based on unit vocabulary. Although
set-up as a quiz, students were notified that the results of this quiz would not count towards their
marking period grade. The class was compromised of a total of sixteen students, eleven boys and five
girls. Each of these students are in the fifth grade, ages ten-eleven years old. For many of these
students, this is their first year taking French. Although French is offered beginning in Kindergarten at
Rosa Parks Community School, it is not guaranteed that one will be placed in the same language each
year. In addition, there is a high rate of students who move into the city or Orange as well as those who
move out. For this reason along with the factor of not having these same students every day, the level of
French is held to a minimum in hopes of mastery of the information given.
After being able to both observe and teach these students, it was clear that the students learn
primarily through visuals. With this knowledge, I created a pre-assessment using a visual as the prompt.
The image was a house including fourteen different points of interest, each numbered one through
fourteen. These points included new vocabulary as well as a few words which we taught in the previous
unit. The questions were solely fill-in the blank and were worth one point each. After conversing with
my cooperating teacher, it was decided that it would be best if the students were given the words on
the board so that they were able to better match the words. Originally I did not want to provide a word
bank, however, after speaking with my cooperating teacher, it was brought to my attention that in
dealing with students of this age not knowing something or having an idea can cause extreme anxiety
which results in speaking out and an incomplete assignment. However, because the words were
provided, I chose to count spelling against the students.
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As the students entered the room, they were instructed to find a seat quickly and put everything
under their desks except a pencil or a pen. At first the students were very confused and began to show
signs of anxiety as they thought they were being tested and graded. I soon explained that this was
merely an assessment to see what we should work on as a class in the upcoming weeks. I proceeded to
separate those students in large clusters so that there were no more than two or three students to a
table. Students were asked to silently read the directions to themselves followed by myself reading
them aloud with a short explanation of what to do. The students were told to use the words on the
white board and to double-check their spelling. The students were given approximately fifteen minutes
to complete the pre-assessment but were allotted extra time if needed as it was given in the beginning
of class. Those students who needed extra time were allowed to continue while the other students and I
began with a short review of the previous unit’s vocabulary. A copy of this pre-assessment can be found
in Appendix C.
After grading each student’s pre-assessment, it was clear that each of these students are at a
different level with four students reaching my objective of scoring at least eleven out of fourteen (79%).
However, there were also students who scored between zero and five out of fourteen. The average
score was between six and seven out of fourteen correct (49%). Due to the average being so low, I chose
to keep my original goal of having each student reach at least a 79%. Although I did not change the
original goal, I did choose to add an additional learning goal regarding application of skill in order to
deepen the students’ comprehension of the French language. This objective would not be acted upon
until students showed a full understanding of the content or vocabulary.
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After pre-testing the students, results varied greatly, as
some students scored nearly perfect and others failed (as
expected). Figure 3.1 (below) displays the scores of the sixteen
students tested.
Figure 3.1 Pre-assessment Scores (Whole Class)
Pre-assessment Scores
Whole Class
14
STUDENT SCORE
12
10
8
6
4
2
0
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
STUDENT ID #
As displayed by the red dotted line, four students surpassed the original learning goal of scoring at least
a seven out of eleven correctly. The remaining students scored between zero and nine. For never having
taught many of these vocabulary words, it was surprising to see that many of the students were in fact
knowledgeable in the subject matter.
TEACHER WORK SAMPLE
20
I carefully analyzed each question in relation to the correct answer in order to get an idea of
what words needed the most improvement. The chart below, Figure 3.2, shows the break-down of
questions in regards to the
Objective #1: After finishing a
unit on the exterior of the house,
SWBAT recall and identify seven
of the house exterior vocabulary
which was previously learned.
objectives targeted. Note
that there are only two
objectives represented
within this pre-assessment.
This is because I originally
chose to focus solely on
vocabulary. As stated
previously, Objectives #3-5
were added after the pre-
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Objective #2: After introducing
new vocabulary on furniture,
SWBAT label a blank house
blueprint using the new and old
vocabulary learned
11
13
1
10
6
10
11
3
10
5
10
5
2
12
assessment results concluded.
Figure 3.2 Student Results for Each Objective
STUDENT RESULTS FOR EACH OBJECTIVE
Objective #1: After finishing a unit on the exterior of the house, SWBAT recall and identify seven of the house
exterior vocabulary which was previously learned.
Objective #2: After introducing new vocabulary on furniture, SWBAT label a blank house blueprint using the new
and old vocabulary learned
14
# of Correct Answers
12
10
8
6
4
2
0
1
2
3
4
5
6
7
8
Question #
9
10
11
12
13
14
TEACHER WORK SAMPLE
21
The results of comparing the two objective allowed to me realize that the majority of students
understood the review questions at or around the same level. It is for this reason in language learning
that we use a building block technique while teaching. As Figure 3.2 depicts, the students have yet to
master completely the previous topic, but are able to move on because they have a strong
understanding of the information. Knowing that the majority of the class answered the review questions
correctly, it prompted me to ponder who was answering the questions on the new vocabulary correctly.
My first instinct lead me to believe that it was rooted within the students’ native languages.
I compared the results of the students dividing the classes between native Haitian Creole
speakers and non-native Haitian Creole speakers. I chose to divide the class in this manner because of
the similarities between Haitian Creole and French. Many of my students emigrated from Haiti and
therefore are actually learning their third language as they learn French. Figure 3.3 below shows the
difference in scores between the two groups.
Figure 3.3 Pre-assessment Scores (Native Haitian Creole vs. Non-native)
Pre-assessment Scores
Native Haitian Creole vs Non-native
Haitian
Non Haitian
14
STUDENT SCORE
12
10
8
6
4
2
0
0
1
2
3
4
5
6
7
8
9
STUDENT ID #
10
11
12
13
14
15
16
17
TEACHER WORK SAMPLE
22
Note that in Figure 3.3, the Native Haitian Creole students did better than those who are not native
Haitian Creole speakers. However, many of the students noted in orange are actually native Spanish
speakers. This, again, helps in understanding the success of the students on their pretest. As I was
analyzing the data further, I divided the scores into male versus female categories. In the next graph,
Figure 3.4, the data proves that gender is irrelevant to the comprehension and knowledge of this
vocabulary.
Figure 3.4 Pre-assessment Scores (Male vs Female)
Pre-assessment Scores
Male vs. Female
MALE
FEMALE
16
14
STUDENT SCORES
12
10
8
6
4
2
0
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
STUDENT ID NUMBER
As proven in the figure above, although only five total, the females have taken both the highest and
lowest score.
A trend that became very clear to me while grade the pre-assessment tests was the significance
of spelling. Many of the students pay little attention to the correct spelling of words. I have noticed this
while grading papers previously but it was brought further to my attention when the words were given
TEACHER WORK SAMPLE
23
directly to the students. I cannot exact the reason for this but perhaps attribute it to a sort of interlanguage where the students are confusing the languages which they speak. Figure 3.5 demonstrates
the difference of scores accordingly to their spelling mistakes. The blue lines represent the students’
actual score while the gray line portrays what the student would have received if spelling did not count
towards them.
Figure 3.5 Pre-Assessment Scores (Spelling)
PRE-ASSESSMENT SCORES
SPELLING
14
13
12
12
12
11
9 9
1111
11
9
8
9
8
8
7
7 7
7
6 6
5
5
4
3 3
3
3 3
2
0
1
2
3
4
5
6
7
Spelling Counts
8
9
10
11
12
13
14
15
16
Spelling DOES NOT Count
A total of ten students would have performed better on their pre-assessment had they double-checked
their spelling prior to handing in their work. This proved to be something that I, as a teacher, needed to
work on with the students. For this reason, I created a unit in which students practice writing the words
in different contexts so that spelling would become natural. The assessments I created ensured that the
students would be able to improve spelling as well as their knowledge as a whole.
TEACHER WORK SAMPLE
24
Table 3.1 , found below, describes the assessments for the unit. Please note that each learning
objective refers to one individual lesson taught and may not cover every aspect of the lesson. As
required by the school, each lesson must have a measurable objective with a product. Each of these
objectives reflect that requirement and are based on the full lesson plans as found in Appendix B.
Table 3.1 Unit Assessment Table
Unit Goals:
o Students will be able to properly identify and produce vocabulary words based on the
different rooms within the house scoring 11 out of 14 (79%) on a written assessment.
o Students will be able to utilize unit vocabulary to create original sentences using appropriate
verbs and sentence structure.
Lesson Topic &
Learning Activity
Review of previously
learned vocabulary
on the exterior of the
house; oral prompts
regarding
color/number of
objects on poster
Learning Objectives
After finishing a unit on
the exterior of the
house, SWBAT recall and
identify seven of the
house exterior
vocabulary which was
previously learned.
Materials
-Poster of
house exterior
Assessment
-Oral
discussion
-Observation
After introducing new
vocabulary on furniture,
SWBAT label a blank
house blueprint using
the new and old
vocabulary learned
-Poster of
house exterior
-Poster of
house interior
-Worksheet 1
Review of previously
learned vocabulary
on the exterior of the
house; Introduction
of new words using
repetition/oral clues;
Introduction to
sentence structure
“est dans”
-Worksheet
#1: fill in the
blank, short
answers
(completed on
back)
After an interactive
PowerPoint, SWBAT
write 8 original
sentences correctly
-SMARTboard
-Computer
-Notebooks
Review of new
vocabulary; Review
of sentence structure
“est dans”;
-Sentences
written in
students
notebooks
*Preassessment
Test: fill in the
blank
Modifications
Students were
asked
questions
regarding color
and number
using
previously
learned
vocabulary.
Questions
were based on
student ability.
Select students
were given the
English
definition while
others had to
deduct the
definition from
clues given in
French
depending in
learning
ability/level.
Select students
were able to
use their
notebooks for
TEACHER WORK SAMPLE
25
based on the location of
“Wally” within the
house.
Interactive
PowerPoint which
students had to write
complete sentences.
After listening to me
describe several images
of new vocabulary in
French SWBAT answer
simple questions aloud
using yes/no answers
regarding what action is
being performed with
80% accuracy or better.
-Poster of
house interior
Review of new
vocabulary; TPR
strategy to introduce
5 new action words;
Students played
charades to practice
new words
-Oral
discussion
-Observation
-Exit ticket:
What do you
need
improvement
on?
Are there any
points that
you feel you
need to
practice
more?
After briefly reviewing
visuals of unit
vocabulary, SWBAT
describe actions and
locations of 5 different
people located on the
provided worksheet
correctly writing 4 out of
5 sentences.
-Poster of
house interior
-Worksheet #2
(a,b,c)
-Post-it notes
-SMARTboard
-Computer
Review of new
vocabulary;
Completion of
Worksheet #2 (a,b,c)
independently;
Review game using
SMARTboard based
on Exit Ticket
answers
-Worksheet
#2 (a,b,c): fill
in the blank,
short answers
Post Assessment
-Post
assessment
(front & back)
All unit topics;
Students given entire
period to complete if
needed
-Post
assessment
(front & back)
vocabulary
prompts as
some students
need to have
the words
directly in front
of them.
Students were
asked
questions
regarding
actions using
new
vocabulary.
Questions
were based on
student ability.
Stronger
students
answered first
to provide
prompts for
student with
lower ability.
Select students
were able to
use their
notebooks for
vocabulary
prompts as
some students
need to have
the words
directly in front
of them.
Words were
provided in a
work bank; For
the student
with an IEP, he
was exempt
from
completing the
final 5 answers
as the words
were not
provided in the
word bank.
TEACHER WORK SAMPLE
26
Commentary on Table 3.1: Unit Assessment
The unit described in Table 3.1 was designed with the intention of providing introductory French
students with a base knowledge of the inside of the house. This unit was spread out over a period of
three weeks due to the schedule of the students. The fifth grade students at Rosa Parks Community
School have French on a cycling schedule in which they only have French two-three times a week. For
this reason, many of the lesson depend on review and repetition. As noted previously, the students in
this class prefer to use images while learning which is why many of the assessments were based off this
type of visual learning. Coincidentally, this type of learning is extremely effective in a language
classroom because it prevents from direct translation. Students are able to use images as associations
rather than learning strictly words and definitions. Throughout the unit, students were able to write the
words and definitions in their notebooks to use as a reference. However, these words were used strictly
as a point of reference as much of the learning was done orally through conversation.
During each lesson, as shown in the lessons located in Appendix B, the forty-five minute period
was structured based on three main sections. The period always began with a greeting, review of the
date in French and a review of the previous lesson’s vocabulary and activity. I chose to do this because
this was the structure set up by my cooperating teacher previous to my arrival. By continuing Mrs.
Delmas’ class structure, I was able to better assimilate to the students habits. Students had already
formed a routine in which class begins the same way each time. The next part of the lesson is a type of
oral discussion/activity. Often, this includes students orally identifying vocabulary. For the majority of
the lessons, I utilized a visual of the inside of a house. This allowed for me to point and prompt students
for particular words. The final activity for the day always allowed the students to write something. With
the students in my class being only ten to eleven years old, sitting still for forty-five minutes can often be
a challenge. In order to better control the students’ energy, I ensured time for some sort of hands on
TEACHER WORK SAMPLE
27
activity in which students themselves are producing something. For example, in Lesson #2, I began with
an introduction to the words orally having students repeat and identify each of the new vocabulary
words a number of times. After I felt that the students were familiar with the words, students were
handed Worksheet #1 in which they had to label each room on their own. This strategy allows for
different types of learners to benefit because of the varying degree in which students are introduced to
the new vocabulary. In Lesson #4, I chose to vary this type of strategy while still using the same structure
of first discussion then student production. For this lesson, I introduced new verbs for students to use in
combination with their house vocabulary. I first introduced the words using Total Physical Response
(TPR). Without using translation, I motioned the meaning of the new word while saying it aloud.
Simultaneously, students were to mimic my motion. After repeating the word with the motion several
times slowly adding in the new words, students were asked to mimic and repeat. As listening and
mimicking can become boring, I then shifted to the focus on the students. Students took turns becoming
the teacher and prompting the students with the motions associated with the words. This activity is the
final step in TPR instruction but also resembles the game of charades for students. Students enjoy
getting up in front of the class to act as teacher as well as quiz their classmates. I have found in my
observation that these students remain extremely active at this age and is why it has such success.
Although limited on resources in my class, I have found a way to utilize technology for the sake
of the students’ learning. Although there are laptop carts throughout the school, being a rotating
teacher is not ideal for reserving them for use. However, within the classroom in which I teach (as
depicted in Appendix A) there is a SMARTboard. This SMARTboard, unfortunately, is not equipped to be
interactive as most SMARTboards are and therefore, I am only able to use the SMARTboard as a
projector. As described in Lesson #3, I created a PowerPoint to resemble the famous books, “Where’s
Waldo?” During this PowerPoint, as displayed in Appendix C, students had to identify the location of
“Wally” throughout the house using their newly learned vocabulary. The PowerPoint was timed so that
TEACHER WORK SAMPLE
28
students were shown the very familiar house blueprint which appeared on their Pre-Assessment. On
each slide, Wally appeared in a different room of the house. Students had to locate Wally by looking at
the slide and writing a complete sentence using the grammatical structure “est dans” which translates
to “is in.” This engaged students because they were constantly trying to find Wally’s new location. As I
played the PowerPoint, I was able to walk around the room to check student work and sentence
structure. Those students who needed vocabulary help, were able to refer to the previous page of their
notebook in which words were written down.
Although the classroom is not ideal for integrating technology, I was able to utilize the
SMARTboard to the best of my ability. At the end of Lesson #4, I asked students to complete an Exit
Ticket including the answers to two main questions: What do you need improvement on? Are there any
points that you feel you need to practice more? These questions allowed me to create a review activity
which was based on the need of the students. In Lesson #5, I created a review utilizing the SMARTboard
and a tool which we brought into the classroom called Eggspert. Eggspert is a wireless, electronic buzzer
system which allows students to “buzz-in”
their answers (image to the right). Students
counted off to create heterogeneous
groups. Students had rules which ensured
that all students participated with both the
buzzer and their answers. Although this review was not part of their graded assessment, I was better
able to gauge where each of the students were in regards to their knowledge and comprehension of
material.
TEACHER WORK SAMPLE
29
Explanation of Assessment Grading
Below is Table 3.2 which includes a detailed description of how each assessment was graded.
Due to the age of the students and nature of the class within their schedule, many of their grades are
not submitted as numbers but rather Proficient, Sufficient, or Needs Improvement.
Table 3.2 Assessment Grading
Objective
After finishing a unit on
the exterior of the
house, SWBAT recall
and identify seven of
the house exterior
vocabulary which was
previously learned.
Assessment
Type of Questions
-Pre-assessment
-Fill in the blank
-Oral discussion
-Observation
-Oral identification
Grading Policy
Max Score: 14/14
Question Value: 1pt each
Spelling counts.
Done as class discussion;
Grades count towards
participation.
100 = Paid attention, nondisruptive, participated at
least once
0 = Lacked attention,
disruptive, no useful
participation
Assessment of material: No
official grade for each
student in regards to
material but allowed me to
better gauge the students
level of knowledge.
After introducing new
vocabulary on
furniture, SWBAT label
a blank house blueprint
using the new and old
vocabulary learned
-Worksheet #1
-Fill in the blank
-Short answers
(completed on back)
Done as classwork activity;
= Complete
0 = Incomplete
A
symbolizes that the
student received full credit
for complete the entire
assignment at a sufficient
level. If student completes
assignment with the
TEACHER WORK SAMPLE
30
After an interactive
PowerPoint, SWBAT
write 8 original
sentences correctly
based on the location
of “Wally” within the
house.
-Sentences written in
students notebooks
After listening to me
describe several
images of new
vocabulary in French
SWBAT answer simple
questions aloud using
yes/no answers
regarding what action
is being performed
with 80% accuracy or
better.
-Oral discussion
-Observation
-Exit ticket: What do
you need
improvement on?
Are there any points
that you feel you
need to practice
more?
-Short answers
majority wrong, he/she
receives a 0.
Done as classwork activity;
= Complete
0 = Incomplete
-Oral identification
-Student preformed
-Short answers (exit
ticket)
A
symbolizes that the
student received full credit
for complete the entire
assignment at a sufficient
level. If student completes
assignment with the
majority wrong, he/she
receives a 0.
Done as class discussion;
Grades count towards
participation.
100 = Paid attention, nondisruptive, participated at
least once
0 = Lacked attention,
disruptive, no useful
participation
Assessment of material: No
official grade for each
student in regards to
material but allowed me to
better gauge the students
level of knowledge.
After briefly reviewing
visuals of unit
vocabulary, SWBAT
describe actions and
locations of 5 different
people located on the
provided worksheet
correctly writing 4 out
of 5 sentences.
-Worksheet #2 (a,b,c)
-Fill in the blank
-Short answers
Completed as
classwork/finished for
homework.
0-10 (Equivalent to 0-100)
10 = 1-3 mistakes
9 = 4-5 mistakes
8 = 6-7 mistakes
7 = 8-9 mistakes
6 = 10-11 mistakes
0-5 = 12+ mistakes
Mistakes in this case refer
to spelling and grammatical
TEACHER WORK SAMPLE
31
-Post assessment
-Fill in the blank
-Binary choice
structure. Accents/missing
accents are not accounted
for at this level of French.
Max Score: 30/30
Question Value: 1pt each
Spelling counts.
Modification for student
with IEP:
Max Score: 25/25
Question Value: 1pt each
Spelling counts.
This student was not
required to complete the
second blank located in
Part 3 of the assessment
because the words were
not directly provided for
him. His test was scored
out of 25 questions.
Commentary on Table 3.2 Assessment Grading
As displayed in Table 3.2, grading is dependent greatly on participation and class behavior. This
is because of two main reasons. The first reason being the nature of the class. For the fifth grade, French
is known as an “encore” subject such as art and gym. French is only in their schedule a maximum of
three times a week for forty-five minutes each class. With no bells to monitor class length and students
coming from different teachers, forty-five minutes often turns into thirty-five to forty minutes. This
extends time it takes to complete assignments as homework is often useless as assignments get lost
and/or not completed. The second reason is because of the scale of our schedule. As an “encore”
teacher, my cooperating teacher and I teach to thirteen different classes throughout the week. Giving a
multitude of graded assignments would over load us with work. With that being said, it is more efficient
to have a smaller number of graded assignments with better quality and more time spent completing
them.
TEACHER WORK SAMPLE
32
Chapter 4: Evaluation and Analysis of Student Learning
The assessments detailed in Chapter 3 were created in preparation to achieve the overall goals
and complete the post-assessment successfully. The post-assessment was designed based off the
activities completed within these exercises. A copy of the post-assessment can be found in Appendix C
while a breakdown of the scoring can be found in Chapter 3 (page 31). This assessment was created in
order to test the students’ growth of knowledge and comprehension throughout the unit. As shown in
Appendix C, the post assessment is two-sided with the front side looking almost identical to that of the
pre-assessment. I chose to use the same picture and format because it was an image that the students
had grown to become very familiar with. By using this, I was able to bypass many questions regarding
the nature of the picture. The students knew and were able to recognize the picture immediately. The
word bank, again, was provided for students in order to aid those who need to see the words directly in
front of them. Due to providing a word bank, I chose to count spelling towards the students. For many of
the students, they utilized the words being spelt directly in front of them while others still struggled to
focus on that aspect. On the reverse side of the exam, I wrote a short passage in French using
vocabulary and previously learned grammatical structures. The goal was for students to be able to see
the words in context and understand the meaning of them. The questions which followed are written in
English to ensure that students fully comprehend what is being said. This strategy is a vital component
of language learning known as interpretive exercises. The final part of the post assessment included a
set of pictures with blanks to fill in based on their knowledge of their action word vocabulary. The
actions (blank #1) were provided for the students while the rooms (blank #2) were located on the
reverse side for students to reference if needed. The pictures to the left of each sentence were
previously used images which students were familiar with. The target was for students to first identify
the action being performed in the first picture and the room in which it was being performed as
displayed in the second picture.
TEACHER WORK SAMPLE
33
Before beginning the test, students were arranged similarly to how they sat during the preassessment in which they were spread throughout the room to prevent any sharing of answers or
cheating. All sixteen students were present to take the exam, eleven boys and five girls. The students
were given five minutes following their arrival to review quietly. When time was up, I prompted the
students to remove all notebooks and/or books from their desks. The students could write in either pen
or pencil because the students are not required to have one or the other for the school day, as long as
they have something to write with. The students were told to write their names and the date on the
exam and quietly read the directions to themselves. After giving the students a moment to scan the
exam, I read the directly out loud. I read each set of directions followed by a brief explanation. Students
were asked if there were any questions and told to begin. The students had the entire class period to
complete the assessment if needed but many needed only thirty minutes. With the remaining time,
students were able to work on other assignments or read to themselves while the others finished.
Modifications were made for one student in particular, Student #14. It is necessary for Student
#14 to have the words provided for him in order to copy/write words correctly. For this reason, my
cooperating teacher suggested that I do not make it necessary for him/her to complete five of the
blanks found in the third section of the exam. Because the student was given the action word
vocabulary in the word bank, he/she was able to properly complete the 1st set of blanks. This
modification changed his/her final assessment to be scored out of 25 points rather than 30 points. Other
modifications which were made for ELL students in particular was the reading out loud of Part 2 in
particular. For students who needed the help, I read aloud both the passage and following questions.
Many of my students are poor readers, therefore, by reading aloud the passage and questions, the
students are able to complete them at the same level as the students who are strong readers. I have
found that many of my ELL students in particular struggle with connecting sounds and letters. However,
hearing the words allows for a more concrete understanding of what is written.
TEACHER WORK SAMPLE
34
As previously mentioned, the post assessment was scored out of a total of 30 points. Each
question being 1 point. For questions #1-14 spelling counted and if the word was spelt incorrectly, the
answer was incorrect. This included the proper gender article. Students were both verbally told this as
well as bolded in the directions proceeding the section.
Post Assessment Grading
Spelling also counted on for questions #15-30, however, I
Max Score: 30/30
Question Value: 1pt each
Spelling counts.
was lenient for each of the 2nd blanks on the third section of
Modification for student with IEP:
Max Score: 25/25
Question Value: 1pt each
Spelling counts.
This student was not required to
complete the second blank located in
Part 3 of the assessment because the
words were not directly provided for
him. His test was scored out of 25
questions.
the exam. As previously mentioned, many of the students
struggle with spelling of the word if not directly in front of
them. Because the room vocabulary was not given within
the coordinating word bank, I did not mark the answers
wrong if they were spelt incorrectly. Please find a quick
reference of the grading breakdown to the right.
Analysis of Results
Overall, the students preformed impressively. As displayed in Figure 4.1 below, all but one
student improved their scores. Please take note that the comparison between the pre-assessment
scores and the post assessment scores in the graphs to follow are a comparison of only the first fourteen
Post assessment vs Pre-assessment
Whole Class
questions which appear
on the exams. This is
Figure 4.1
Post assessment vs
Pre-assessment
14
STUDENT SCORES
questions.
Pre
16
because these are the
only overlapping
Post
12
10
8
6
4
2
0
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17
STUDENT ID NUMBER
TEACHER WORK SAMPLE
35
In Figure 4.1, the students’ pre-assessment scores are visible in pink while their post assessment scores
are visible in blue. Each student showed improvement in their scores with the exception of Student #6.
Referring back to the pre-assessment scores, we are able to see that Student #6 had the highest preassessment score of 13 out of 14. In both exams, the student would have received a perfect score had
he/she paid close attention to spelling.
Because of the pattern with spelling errors, as mentioned earlier, I chose to analyze the post
assessment scores very similarly to the pre-assessment scores in that area. Figure 4.2 depicts the
spelling scores for the post-assessment by student.
Figure 4.2 Post Assessment Spelling Scores
POST ASSESSMENT
SPELLING SCORES
1414
1414
14
14
1414
1414
13
1212
12
1414
1414
13
12
1111
11
10
10
9 9
9
8
8 8
7
1
2
3
4
5
6
7
Spelling Counts
8
9
10
11
12
13
14
15
16
Spelling DOES NOT Count
Displayed in blue is the students’ score based on spelling counting towards them on their post
assessment exam. The bar in blue represents what the student could have scored if spelling all words
correctly. The score in blue solely reflects spelling and does not reflect wrong answers. It is apparent
TEACHER WORK SAMPLE
36
that a number of students would have done better if spelling was not a factor. This includes Student #6
who was the only student to not improve on this section.
In regards to improvements, some of the biggest improvements came from the female students.
Besides Student #6 who was previously the highest scorer, each of the remaining females scored
significantly higher than they had previously scored on the pre-assessment. Below, Figure 4.3 shows the
post-assessment scores for both male and female versus their pre-assessment scores.
Figure 4.3 Post Assessment (Male vs. Female)
POST ASSESSMENT
MALE VS. FEMALE SCORES
MALE
FEMALE
Pre
16
14
STUDENT SCORES
12
10
8
6
4
2
0
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
STUDENT ID NUMBER
The male students are represented by the gray marker while the female students are represented by the
blue marker. Pre-assessment scores are show with the pink markers. With the exception of Student #6,
the female students had at least a 5 point increase between exams. Student #13 increased her score by
100% by scoring a perfect score on the post assessment after failing to answer any questions correctly
on the pre-assessment.
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37
While Student #14 had the largest increase of the class, she was not alone in her endeavors.
Some of the most impressive jumps from students can be noted in Figure 4.4 below.
Figure 4.4 Post assessment vs. Pre-assessment (Native Haitian Creole vs Non-native)
Post assessment vs Pre-assessment Scores
Native Haitian Creole vs Non-native
Haitian
Non Haitian
Pre
16
14
STUDENT SCORE
12
10
8
6
4
2
0
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
STUDENT ID #
Figure 4.4 displays the difference in comprehension between Native Haitian Creole speakers and those
who are not. Each of the native Haitian students reached or surpassed my original unit goal of receiving
a 79% or better on the post assessment. While not all of the non-native Haitian students surpassed my
goal, they each improved from their original score. It is clear that French is a much more natural
occurrence to those who speak Creole due to the similarities between vocabularies.
The students in my class are all very bright young boys and girls. The patterns mentioned above
all contribute to the success of each individual. Although I believe that many of my student could have
done better if he/she had studied accordingly. In this class, students rarely receive homework because
TEACHER WORK SAMPLE
38
of the lack of at-home help. Due to the socioeconomic standing of many of the families of which these
students come from, parents are not always available to help with homework or check if completed. In
effect, most of the students do not complete their assignments outside of the school day. Regardless of
what I thought could have helped many of the students, I am very proud of their academic
improvements. In Figure 4.5 below, the students’ achievements are detailed.
Figure 4.5 Student Learning Chart
Student ID
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Average
PreAssessment
(14)
9
5
7
9
7
13
6
11
3
11
5
11
0
2
7
3
6.8
Post
AssessmentPart 1 (14)
11
12
14
14
9
12
10
13
7
14
11
14
14
9
14
8
11.6
Increase
(Points)
2
7
7
5
2
-1
4
2
4
3
6
3
14
7
7
5
4.8
Increase (%)
14%
50%
50%
36%
14%
-7%
29%
14%
29%
21%
43%
21%
100%
50%
50%
36%
34.4%
Total Post
Assessment
score (30)
24
28
25
30
20
28
24
28
20
30
26
30
30
17/25
26
13
25.3
Final
Grade
(%)
80%
93%
83%
100%
67%
93%
80%
93%
67%
100%
87%
100%
100%
68%
87%
43%
83.8%
In the chart above, the scores of each student from pre-assessment to post assessment can be viewed.
Each student improved at a minimum of two points. Referring back to Figure 4.3, the comparison chart
between male and female scores, we are able to notice that the five lowest improving students were all
male. In my experience, I have found that it is common in male students at this age to not prepare for
class accordingly. Although each avid participators during class as well as preforming well on their
formative assessments throughout the unit, the students only improved a few points. Although I cannot
TEACHER WORK SAMPLE
39
ensure that this is the reason for their small improvements, I am lead to believe that this factors plays a
key role.
In total, eleven of my sixteen students surpassed my original unit goal of scoring at least seven
out of eleven points. (Please remember that this goal refers strictly to the first fourteen questions of the
post assessment.) The second and third part of the test were calculated into the table as part of the
Total Post Assessment scores. I used these numbers to gauge how far each of my students had come
based on have little to no knowledge of the new action verbs. Although the students did not have to
write original sentences, I was able to test their knowledge of comprehension in a more concise manner.
The pictures on the assessment allowed me to know if the students knew the correct structure or not.
Located in the third part of the post assessment, this section showed the most impressive scores. As
Figure 4.6 shows below, each objective and goal were associated throughout different parts of the
assessment.
Figure 4.6 Student Results for Each Objective (Post Assessment)
Question #:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Related Objective:
1
1
2
1
2
1
1
2
2
2
1
2
2
1
1
1
# of Students with
Correct Answer:
Pre-Assessment
11
13
1
10
6
10
11
3
10
5
10
5
2
12
N/A
N/A
# of Students with
Correct Answer:
Post Assessment
13
16
12
14
13
16
15
13
16
11
15
15
13
16
12
12
TEACHER WORK SAMPLE
17
18
19
20
21
22
23
24
25
26
27
28
29
30
1
1
1
2
3, 4, 5
3, 4, 5
3, 4, 5
3, 4, 5
3, 4, 5
3, 4, 5
3, 4, 5
3, 4, 5
3, 4, 5
3, 4, 5
40
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
9
11
9
8
15
15*
16
14*
16
14*
15
13*
15
14*
Visible in Questions #21-30, students showed the most consistent scores. Many of these answers were
close or at 100% correctly answered. Please note that the questions which have an asterisk were
completed by only fifteen of the sixteen students due to Student #14’s IEP guidelines.
The results above were very similar to what I had expected to see from the students overall
based on their formative assessments throughout the unit. Although I hoped that a few of the students
would have performed better, there was no prior indication to their uncertainty of any of the topics.
Each student participated and completed each assessment sufficiently. Worksheet #1 provided an idea
of what words the students were struggling with while the sentences which students wrote on the back
hinted at how many students were ready to advance to the next grammatical structure. The sentences
on the back of this worksheet focused on the grammatical structure “est dans” meaning “is in.” the
majority of the students proved to have a proficient understanding of it. Few students misplaced words
and/or forgot words. However, to ensure this topic was covered completely and entirely before the next
topic, students completed the next formative assessment, “Ou est Wally?” By building on the previous
assessment allowed me to ensure that students were ready for the new topic. I believe that this proved
true as students succeeded in Part 3 of their post assessment.
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As for the following formative assessments throughout the unit, students strengthened their
knowledge of the vocabulary while deepening their comprehension of French grammatical structures.
Vocabulary was focused and reviewed with each formative assessment. The new grammatical structures
were focused on through oral discussion as well as in Worksheet #2 (a,b,c). The reasons for three
separate versions of the assessment was to ensure that students were working independently. I was
able to see that each student was grasping the concept as each paper was different.
Overall, the results in figure 4.6 proved that the students’ comprehension and knowledge
deepen from the pre-assessment to the post assessment. As I stated earlier, the results I found were
very similar to how I expected the students performed. I liken this to the fact that I was able to monitor
student growth within the unit through mini assessments each lesson. Although not all students reached
my unit learning goal, each student improved. The students could have performed better had they
reviewed spelling before handing in their work. I also suspect that students could have improved their
scores had they taken the time to study prior to the exam. It was clear as the students entered that not
all students prepared themselves properly. As stated before, the students were given a few minutes to
study prior to taking the exam. It was obvious that many students were stressing to review as much as
possible because they had not studied previously. However, with the time restraints on how often I see
these students and the fact that many of the students do not complete work outside of school, I am
proud to see improvement across the board.
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Chapter 5: Reflection and Self-Evaluation
Over the past few weeks, while completing the previous Teacher Work Sample, I learned an
immense amount of information regarding teaching and the importance of understanding the needs of
your students. By completing this assignment, I learned to look at students at individuals and target
their needs in order to reach each students’ learning potential. Before completing this work I did not
research the contextual factors of the school. I made assumptions on the school based on rumors which
I had heard. When I began my student teaching experience, my views of the school and district changed
completely. Although I knew the school was in an urban setting with a low economic average, I did not
take into consideration the impact this had on the students. Each student at Rosa Parks Community
School has a passion for learning, however, this is greatly impacted by the surrounding factors. It was
within exploring the contextual factors of the city of Orange and Rosa Parks itself that I realized the
intense need the school has. As a teacher, you are a vital role model in the students’ lives. Many of
these children come from broken families and/or parents that cannot be around due to having to work. I
always knew that as teacher, it was part of your role to invest time into your students. I did not know
what that meant until I came to Rosa Parks. Each of these students comes from a completely different
home life; many where trust is an issue. I learned quickly that in order to engage the students, you
needed to build a loving and caring relationship with them. These students have a desire to learn but
often find it hard to connect with someone new, such as myself. I chose to devote myself to making sure
I spoke with as many of the children as possible on a personal level. I learned to talk to the children as
equals not as a dictator. This classroom was just as much theirs as it was mine. Students grew to respect
me and in turn, I found that I had an increase in participation. An increase in participation lead to what I
figure to be an increase in test scores. I found that the more students were engaged and active in class,
the better the students would perform on the mini-assessments and ultimately the post-assessment.
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43
The data retrieved from the pre and post assessments allowed me to understand what parts of
the material exactly that the students needed and still need improvement on. With the pre-assessment
scores, I was able to develop my following assessments accordingly. My post assessment showed me
that my students did in fact learn throughout the past few weeks. However, it also showed me things
that I could have had more work on. Looking back on the unit, I feel that it could have been longer in
length. The issue that arises is that I did not give the students enough exposure to the material.
Although the unit lasted three weeks, the students only received less than a total of four hours of
instruction without the help of homework and reinforcements. I learned the importance of not rushing
student learning and that full comprehension takes time.
If I were to improve upon the unit and change some aspects, I would add time spent on the
topic. Although I completed the unit successfully and saw great improvements within my students, I
think that I could have delve deeper into the material and pushed the students a bit further. After
completing the post assessment, I began a new topic on household furniture. I feel that if I had waited
to give the post assessment until after this, I could have seen more of an improvement across the board.
I suspect that I would have seen higher numbers in vocabulary due to an increase in exposure. I also
would have been able to see students make more connections between topics. Had I known what I
know now in regards to student learning, I would have planned the unit differently. I was proud in my
endeavors for the circumstances. However, knowing how planning effects student growth, I would plan
the unit with more time for student oral production. This unit lacked student oral production because I
chose to focus on writing.
Each day I ensured students were saying the vocabulary, however, looking back, I would have
hoped to see the student create more strings of words by themselves. I have learned the importance of
student oral production because it forces the students to think in a different manner. Because the
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students are thinking in a different way, the words and information will become further engraved in
their memory and knowledge.
Another impact on student learning is the performance of the teacher. As this unit was in the
beginning of my student teacher experience, I can certainly see an immense growth in my own
confidence. I strongly believe that student success is a direct outcome of how effective and engaging the
student is. From my own experience in the classroom, I learned more while I was engaged. I believe
having the ability to connect to students is a strength of mine. I take a great passion in seeing kids’ light
up when they are able to successfully participate, especially in a subject that often does not come easy
to many. I feel that although I confident in my presence and effect as a teacher, there is always room for
improvement. In certain occasions I find myself using more English than I should within a fifth grade
class. Although explanations in English can be helpful for many students, it holds back others from
advancing their comprehension. The biggest leading factor in this struggle to find balance between the
two languages is that prior to teaching the fifth grade classes, I teach kindergarten. Transitioning from
kindergarten to fifth grade creates an internal struggle within my own head because I have to gauge
how much French is appropriate. When I speak French, because I am a second language learner and not
native, my brain works in either one language or the other. I have yet to master the ability to switch
languages without hesitation. Therefore, transitioning from one level to another is very difficult for me.
During this unit, I would have liked to see myself teach completely in French or close to it. The
unit did contain a large amount of French but it was strongly monitored by myself in order to prevent
confusion. Looking back, I find that I focused too strongly on what the students would not know over
what the students did know. For example, in certain instances throughout each lesson I would use every
day phrases such as “I need your attention” or “sit down.” However, I often just blurted them out in
English in hopes they would listen and react. In these instances, I should have said these phrases in
TEACHER WORK SAMPLE
45
French because these types of everyday phrases can be easily incorporated into their vocabularies. By
keeping the lesson in French as much as possible, the students are forced to think in French; ultimately
aided their growth in the unit and in the language as a whole.
The most successful activities within the unit were the activities involving as much French as
possible. One of these successful lessons was the lesson involving “Ou est Wally?” As explained
previously, “Ou est Wally” took the well-known books of “Where’s Waldo” and applied it to learning
rooms of the house and the grammatical structure “est dans.” In this lesson, I was able to use French a
majority of the time because it was rooted in classroom phrases which they already knew. I structured
the PowerPoint so that I built upon the phrases the students were familiar with. First, vocabulary was
reviewed. Following vocabulary was the essential question, “Ou est Wally?” The students had previously
learned this phrase while learning the unit on schools. Because the students knew the phrase I did not
feel the need to explain in English. This small decision not to explain in English proved the ability of the
students. Students were able to complete the needed sentences in accordance with the PowerPoint
without my help in English. Although this was a great success, I was not the one who originally taught
“est dans.” The students had already known the structure but were learning to apply it in a different
setting. The struggle I have with this in my own teaching is conducted lessons in French including
completely new information, especially grammar.
As I complete my Teacher Work Sample I find myself reflecting on ways I could improve my
teaching in order to better my students and truly push them to their potential. One of my future goals as
a teacher is to embrace the fact that students can only progress as far as they are pushed. It is within my
role as a teacher to challenge the students on a daily basis not just with content but also with
comprehension, application and the ability to make connections between the three. As I have become
increasingly aware of this since completing the unit, I have worked consistently to motivate my students
TEACHER WORK SAMPLE
46
and push them mentally. I have seen a dramatic growth in my students from just simply using more
everyday French. However, this is something I will need to continue to work on. For that reason, it is one
of my primary professional learning goals as it will be a continual and gradual adaptation.
A second goal I have for myself is to develop a better way to adjust and modify activities for
students within the same class. Although I am confident in my ability to adjust activities for different
class levels, I find myself struggling to extend activities on such a broad spectrum. In particular, within
this fifth grade class, I have students who continually finish their work in a timely fashion while others
struggle to finish even with extra time. I hope to develop a system in which I would be able to continue
to push those students who are ready to move on while still challenging the students who struggle. In
particular, I hope to learn and improve my ability to help those students who are succeeding at a faster
rate. I found that those students often ran out of work while others were struggling to finish. By
improving my ability to differentiate within a class, I will ultimately be improving the quality of each
students’ classroom experience.
In order to achieve these goal I need to continue to observe; observe other teachers and
observe students. By studying the relationship between teachers and students I have realized the
importance, especially in the Rosa Parks Community, of the teacher-student trust. As for my first goal of
teaching solely in French, I, as a language learner, need to become more comfortable speaking
continuously without hesitation. I must continue to deepen my own understanding and comprehension
of the French language in order to better the outcome of my students. I also must begin with everyday
phrases on a smaller scale. If I had more time with my students, I would be able to gradually introduce
more French so that it is less of a sudden switch and more of a transition.
Although some students would be able to understand a large amount of French if I were to
make a sudden transition, I have many students who would shut off completely. In order to be able to
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47
balance the difference in ability within the same class, I need to develop my activities further. I need to
create ways in which students can explore more if they are ready, after completing an activity. I think
the best way to develop this is to speak with other educators who find the same challenge as well as
examine concrete examples of successful differentiations.
Although I can acknowledge that my unit certainly had room for improvements, I can also
acknowledge that I have grown as a teacher. I have seen my students grow tremendously throughout
my time teaching them. The most valuable feature I think that student teaching and completing the
teacher work sample provide is that of knowing how you can advance as an educator. I was confident
and still am confident in my teaching ability, however, I know that I can and will improve. I must
continue to learn from my students and use my students to better my own understanding of their
learning ability.
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APPENDIX A
TEACHER WORK SAMPLE
Figure 1.1 NJ ASK English Language Literacy Scores- Grade 3
Figure 1.2 NJ ASK English Language Literacy Scores- Grade 5
49
TEACHER WORK SAMPLE
50
Figure 1.3 Classroom Layout
KEY
Teacher desk
Student desks
Desktop computer
White board
SMART board
Storage/resources
Window
Door
TEACHER WORK SAMPLE
51
APPENDIX B
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52
Unit Plan: La maison
Grade: 5
Lesson 1 : Pre-assessment/Introduction
February 24, 2014
Objective :
-
SWBAT recall and identify seven of the house exterior vocabulary which was previously learned.
Standards :
-
7.1.NM.A.2
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.C.3
Activities :
-
-
-
-
Introduction : (5 min) Write the date using a complete sentence. Remind students what we
studied before Winter Recess, inform students what new information we will be covering in the
next weeks.
Review: (10 min) Using the poster of the outside of the house, have students recall the names of
each part from their previous knowledge. Different students will be called on to name each part.
Students will then be asked to create complete sentences telling what color each part of the
house is.
o Example: La porte est bleue.
Pre-assessment : (15-20 min) After having reviewed the previous subject, students will be asked
to complete a short pre-assessment assignment which will include the previously learned
vocabulary as well as the new vocabulary which will be learned. The purpose of this is to get an
idea of where the students are with this information and how to focus the following lessons.
o The pre-assessment will consist of labeling different rooms within the house.
New vocabulary: (10-15 min) Students will be introduced to the new vocabulary. A poster
displaying the words will be created. Students will repeat the words after me 2-3 times each.
o In the remaining time, students will be expected to copy each word with the English
definition into their French notebook.
Lesson 2 : New vocabulary
Objective :
February 26, 2014
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53
SWBAT properly label a blank house blueprint using the new and old vocabulary learned (15
words total).
SWBAT create three-five original sentences describing where certain family members are
located throughout the house pictured on the provided worksheet.
Standards :
-
7.1.NM.A.2
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.5
7.1.NM.C.3
Activities :
-
-
Do Now: (5 min) Open notebook to new page, write the date using a complete sentence. Review
new vocabulary words silently until all students are ready. Review the date as a class.
Review: (10 min): Using isolated images of each room within the house, I will ask students to
identify the proper vocabulary term for each image. Once all the images are completed twice,
students will be asked to show the correct room for each vocabulary word by approaching the
poster when called upon.
Activity: (30 min): Students will be distributed a blank blueprint of a house with various family
members located throughout.
o 1. Students will work in groups (according to their seats) to complete the labeling
portion of the activity. (10 min)
o 2. Once fully labeled, students will work individually to complete 3-5 sentences
describing where the family members pictured are located throughout the house. (20
min)
Lesson 3 : Review inside of house, introduce actions
February 28, 2014
Objective :
-
SWBAT locate and identify where Wally is located within the house based on the PowerPoint
slide shown.
SWBAT write 8 original sentences correctly based on the location of Wally within the house.
Standards :
-
7.1.NM.A.4
7.1.NM.B.1
7.1.NM.B.5
7.1.NM.C.3
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54
Activities :
-
-
Do Now: (5 min) Open notebook to new page, write the date using a complete sentence. Review
new vocabulary words silently until all students are ready. Review the date as a class.
Activity: Where’s Wally? PowerPoint (30 min)
o Students will number 1-8 in their notebooks.
o Students will be shown an image of the house which will feature “Wally” in one room.
o The PowerPoint will then zoom into that one particular room in which they will need to
produce a complete sentence describing Wally’s position.
o A student will be selected to read the sentence aloud. The sentence will then appear on
the screen in which all students will read together.
o This is will repeat for the following sentences.
Action verb introduction: (10 min) After the students become fully comfortable with describing
where people are within the house, students will be introduced 5 action verbs of things to do
within the house.
o Students will brainstorm various actions in English as a class.
o Students will be shown a poster displaying the 5 new verbs in the infinitive form.
o Students will repeat each word twice after me.
o Students will then copy each word in French and it’s English definition into their
notebooks.
Lesson 4 : Action verbs
March 4, 2014
Objective :
-
SWBAT answer simple questions aloud regarding what action is being performed with 80%
accuracy or better.
SWBAT act out and prove their knowledge of the new vocabulary by demonstrating the meaning
in front of the class in which the class will state what action is being performed with 80%
accuracy or better.
Standards :
-
7.1.NM.A.2
7.1.NM.B.3
7.1.NM.B.5
7.1.NM.C.3
Activities :
-
Do Now : (5 min) Open notebook to new page, write the date using a complete sentence.
Review new vocabulary words silently until all students are ready. Review the date as a class.
Activity : (15 min)
TEACHER WORK SAMPLE
55
o
-
-
Using pictures of each verb, I will describe the activity using different forms such as 'elle
dort’, 'la femme dort’, 'elle aime dormir’
o I will then ask simple questions such as 'est-ce qu'elle dort?' (with yes/no answers)
about each picture to the whole class, going through the pictures at least twice.
Game : Charades (20 min)
o 5 Students will be selected to represent the 5 different verbs we will be learning
o One at a time, one of the five students will be secretly given one of the verbs. That
student will then need to act out the verb for the other students to guess.
o Students will need to raise their hand to create a complete sentence using their new
vocabulary.
o Each student will need to then transcribe the sentences produced into their notebooks.
o As a class the sentence will be repeated.
o This will occur for each vocabulary word.
Exit ticket: Test preparation
o What do you need improvement on?
o Are there any points that you feel you need to practice more?
Lesson 5 : Review Activity
March 6, 2014
Objective :
-
SWBAT describe the action and location of 5 different people located within the provided house
blueprint worksheet correctly writing 4 out of 5 sentences.
Standards :
-
7.1.NM.A.4
7.1.NM.B.5
7.1.NM.C.3
Activities :
-
-
Do Now : (5 min) Open notebook to new page, write the date using a complete sentence.
Review new vocabulary words silently until all students are ready. Review the date as a class.
Review Part 1: (5-7min)
o Using image cards of individual rooms, ask students to identify the proper vocabulary
room.
 Repeat 2x
o Using image cards of activities, ask students to identify the proper vocabulary term for
the action.
 Repeat 2x
Activity: (15 min)
TEACHER WORK SAMPLE
56
o
-
Students will be distributed a blue print of a house with family members located in
various rooms completed various activities.
o There will be a total of 3 different variations of the house blue print.
o Students must pick 5 people located within their house.
o Students will then need to describe the action and location of those 5 selected people.
 Example: La mère regard la télévision dans le salon.
o Students will hand in completed work upon leaving.
Review Part 2: Game
o After completing the oral and written review of the unit, students will be divided into
groups of 3-4 students.
 These groups will become the students’ teams for the following review game.
Each team will be given an “egg” buzzer to be used with “Eggspert” review tool.
o Projected on the SMARTboard will be a table including different categories of
information which will appear on their post assessment the following week.
 Categories will in both new learned this unit as well as review words that
students are expected to know.
Lesson 6 : Final Assessment- Test
March 10, 2014
Objective:
-
SWBAT score 80% or higher on their post-assessment test given the entire time period to
complete.
Standards:
-
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.4
7.1.NM.B.5
7.1.NM.C.3
Activities:
-
-
Students will be given a post-assessment test based on the information learned in the previous
lessons. The pre-assessment will also be given as part of this test in order to note students’
improvement.
Students will be given the entire time period to complete.
When finished, students will be able to color their previously completed worksheet of family
members within the house.
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APPENDIX C
TEACHER WORK SAMPLE
Pre-assessment:
58
TEACHER WORK SAMPLE
Worksheet #1:
59
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“Où est Wally?” PowerPoint:
60
TEACHER WORK SAMPLE
61
TEACHER WORK SAMPLE
Worksheet #2a:
62
TEACHER WORK SAMPLE
Worksheet #2b:
63
TEACHER WORK SAMPLE
Worksheet #2c:
64
TEACHER WORK SAMPLE
Post Assessment:
65
TEACHER WORK SAMPLE
66
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Works Cited
Christie, C. (2010). State of New Jersey Department of Education. Retrieved from:
http://www.state.nj.us/education/archive/abbotts/web.htm
Joseph-Charles, D. (2014) Rosa Parks Community School. Retrieved from:
http://c2.orange.schoolwires.net//site/Default.aspx?PageID=2878
Lee, R. C. (2014). Orange Public Schools. Retrieved from:
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