Sara Phelps Teacher Work Sample Contextual Factors

TASK 1: CONTEXT FOR LEARNING INFORMATION Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching 1. In what type of school do you teach? (Type an “X” next to the appropriate description; if “other” applies, provide a brief description.) Elementary: _____ Middle school: _____ High school: __X___ Other (please describe): _____ 2. Where is the school where you are teaching located? (Type an “X” next to the appropriate description.)1 City: _____ Suburb: _____ Town: __X___ Rural: _____ 3. List any special features of your school or classroom setting (e.g., supporting English language learners in English-only classrooms, focused on the socialization of recent immigrants as well as on language skills) that will affect your teaching in this learning segment. [ Accommodating Academically Gifted Students] 4. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. [ Textbook and test generator provided by school, required chapter tests for department, state standards, pacing as a department]

About the Class Featured in this Learning Segment 1. What is the name of the course? [ Honors Spanish 1 ] 2. What is the length of the course? (Type an “X” next to the appropriate description; if “other” applies, provide a brief description.) One semester: _____

One year: _X____ Other (please describe) 3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? [50 minutes every day] 4. Is there any ability grouping or tracking in world language? If so, please describe how it affects your class. [Yes, students are seated in groups of four. For the most part, their groupmates are in a similar place, academically. I have certain pockets of the room that have an IEP for being Academically Gifted. These students sometimes require an extra challenge. Other groups seem to struggle and need more support] 5. Identify any textbook or instructional program you primarily use for language instruction. If a textbook, please provide the title, publisher, and date of publication. [Realidades, Prentice Hall, 2011] 6. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) you use for language instruction in this class. [Duolingo Application on each student’s device, Google Voice for recording messages of students speaking]

About the Students in the Class Featured in this Learning Segment 1. Grade level(s): [9th and 10th grade] 2. Number of

 students in the class: __35___  males: ____16__ females: __19___ 3. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need. Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with Individualized Education Programs [IEPs] or 504 plans, students with specific language needs, students needing greater challenge or support, students who struggle with reading, students who are underperforming or those with gaps in academic knowledge, students who are heritage-language speakers of the target language [e.g., Spanish-speaking students in Spanish classes). For Assessment Task 3, you will choose work samples from 3 focus students. At least one of these students must have a specified learning need. Note: California candidates must include one focus student who is an English language learner. 2

Students with IEPs/504 Plans IEPs/504 Plans: Classifications/Needs Example: Visual processing

Number of Students 2

Academically Gifted

9

Supports, Accommodations, Modifications, Pertinent IEP Goals Close monitoring and the use of video and pictures to represent new concepts and ideas in the target language Occasional “Challenge Assignments,” higher expectations

Students with Specific Language Needs Language Needs Example: English language learners with only a few words of English

Example: Students who speak a variety of English other than that used in textbooks

Number of Students 2

5

Supports, Accommodations, Modifications Pre-teach key words and phrases through examples and graphic organizers (e.g., word cluster, manipulatives, visuals) Have students use pre-taught key words and graphic organizers to complete sentence starters Make connections between the language students bring and the language used in the textbook

Students with Other Learning Needs Other Learning Needs Example: Struggling readers in their first language Students on Autism Spectrum

Number of Students 5

2

Supports, Accommodations, Modifications Provide oral explanations for grammar in the students’ first language; provide clear prompts as well as simplified text for cultural information Students are checked up on and reminded of assignments more often, students are provided lists of missing assignments, students are encouraged to type assignments that are to be written

Learning Goals The learner will be able to say where different people are going and what someone is going to do. - 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. The learner will memorize the names of places and locations in Spanish. - 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. The learner will be able to ask questions in Spanish with and without interrogative words. - 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions The learner will be able to pronounce words in Spanish with the correct emphasis on the correct syllables. - 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own. The learner will compare what they do in their free time with what Latin Americans do in their free time. -2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Bloom’s taxonomy This chapter will cover almost every level of understanding. The memorization of vocabulary words and verb forms is at the lowest level. They will then be asked to read a short passage from the textbook that talks about what a few young people do in their free time, using the words that they have learned so far. They will have to answer questions based on their understanding of the text. When covering the information about what young people do in their free time in Latin America, students will have to analyze and compare their culture and the Latin American culture. As a final project for this chapter, students are being asked to create a map of city from their imagination, using their vocabulary learned in this chapter. Scope and sequence These goals align with the standards of engaging in the target language, understanding and interpreting the target language, and comparing the culture studied to that of the students. In order for students to be prepared for their next level of Spanish, all of the Spanish teachers at McMinn County High School teach through the textbook chapters at a similar pace. The next level of Spanish will pick up where we leave off. The students are prepared for this chapter in that they have already learned a lot of basic vocabulary that wi ll allow me to teach this vocabulary almost completely in Spanish. They understand sentence structures and verb conjugations so they are now ready for irregular verbs such as “ir.” Each chapter has mentioned a question, so there has been confusion about questions and interrogative

words. This chapter will answer many of their questions. In this chapter they are learning to say where they are going. In the next chapter they will be using the same vocabulary to say how they go to different places. Assessment Plan Pre-test: Their first assessment will be the pre-test. I am giving them the same test that they are taking at the end of the chapter minus the writing questions. Daily Assessment: I already have a habit of assessing a lesson the following day with my bell ringers. This however does not allow me to inform my instruction for that day. I will sometimes review if I notice that the lesson was not grasped from the day before. Instead of relying solely on the bell ringers the following day I would like to also check their comprehension by the end of the class period. I will be doing this with various simple methods such as walking through the room to check work in passing, or using individual whiteboards to give me the correct word or form of a verb. I will give a vocabulary quiz partway through the chapter to cover the names of places and interrogative words. This class is advanced so they will be asked to recall more information than my regular classes. Post-test: I will give them their post-test on the 10th day, adding the writing questions to the back of the test. The additional questions will not be used in my data analysis. Design for Instruction Day 1 Learning Goal(s): Students will memorize the names of places and locations in Spanish. Lesson Objective: The learner will complete a preassessment for Chapter 4A. Day 2 Learning Goal(s): Students will be able to say where someone is going and what someone is going to do. Lesson Objective: The learner will memorize all forms of the verb “ir.”

Pre-test Vocabulary Packet

Assessment/Academic Feedback: Grading of pre-test Review of vocab packet the following day

-Bellringer over Days of the week -“Ir” powerpoint slides -Speaking activity: pg. 178 Act. 8

Assessment/Academic Feedback: Whole class recital of all forms of “ir”

Day 3 Learning Goal(s): Students will be able to say where someone is going and what someone is going to do. Daily Objective: The learner will use the verb “ir” in the context of a paragraph.

- Bell ringer over “ir” -Pg. 180 Act. 11 -pg. 180 Act. 12

Assessment/Academic Feedback: Grading of bookwork

Day 4 Learning Goal(s): Students will memorize the names of places and locations in Spanish. Daily Objective: The learner will write down and use place vocabulary in Spanish.

- Bell ringer over “ir” -Write down each word from powerpoint - fill in map in interactive notebook -Practice activity: Pg. 173 Act. 1

Assessment/Academic Feedback: Walk through check of practice

Day 5 Learning Goal(s): Students will memorize the names of places and locations in Spanish. Daily Objective: The learner will read a passage that contains place vocabulary.

-Bell ringer over place vocab -Pair Reading Activity: pg. 174-175 - pg. 175 questions 1-6

Assessment/Academic Feedback: Grading of questions 1-6

Day 6 Learning Goal(s): Students will be able to ask questions in Spanish with and without interrogative words. Daily Objective: The learner will write down the rules for asking questions in Spanish.

-Bell ringer over vocab -Asking Questions powerpoint slides -Practice formulating questions: pg. 184 Act. 15

Assessment/Academic Feedback: -Individual whiteboards

Day 7 Learning Goal(s): Students will be able to ask questions in Spanish with and without interrogative words. Daily Objective: The learner will practice using the appropriate interrogative words.

-Bellringer over questions -Quiz -Questions Practice worksheet

Assessment/Academic Feedback: -Quiz -worksheet

Day 8 Learning Goal(s): Students will be able to pronounce words in Spanish with the correct emphasis on the correct syllable. Daily Objective: The learner will write down the rules for placing stress and accents on words in Spanish.

-bell ringer over questions -Stress and accents powerpoint slides - practice reading unknown words aloud

Assessment/Academic Feedback: listen to each student pronounce a word correctly

Day 9 Learning Goal(s): Students will compare what they do in their free time with what Latin Americans do in their free time. Daily Objective: The learner will watch a video about pass times in Old San Juan.

-bell ringer over stress and accents Culture- Old San Juan - book reading - video

Assessment/Academic Feedback: short comparison in Spanish between free time here and there in notebook

Day 10 Learning Goal(s): Students will compare what they do in their free time with what Latin Americans do in their free time. Daily Objective: The learner will look at images of structures in Spain and write down facts about them.

-Bell ringer over San Juan -Culture- Spanish religious structures - powerpoint slides - pictures

Assessment/Academic Feedback: students will place a sticker on a map over the structure they would most like to visit

Post-test

Assessment/Academic Feedback: post-test grading

Day 11 Learning Goal(s): Students will be able to say where different people are going and what someone is going to do. Students will memorize the names of places and locations in Spanish. Students will be able to ask questions in Spanish with and without interrogative words. Daily Objective: The learner will complete a postassessment over Chapter 4A.

Instructional Decision Making The instruction of this chapter had to be pushed back and delayed due to various interruptions. It was meant to last about two and a half school weeks and ended up being three weeks long. We had ACT preparation classes every Tuesday during these weeks, so our class periods were condensed on those days. I was also evaluated during this class period, during the second week, so I provided more practice for my students on one aspect of this chapter rather than continuing on to the culture lessons. I fel t that the review would be a stronger lesson than the culture lesson would be. Because of these reasons, we did not cover all of the content that I had intended to teach during this chapter. They missed a lesson on placing the correct stress on the correct syllables to pronounce words in Spanish correctly. I had my students jot down the rules quickly and I asked them to go over them at home on their own. There were two culture lessons that they missed as well; one on the city of Old San Juan in Puerto Rico and one on the various monuments of Spain that contained both Muslim and Christian heritage. I did not feel that any of these three lessons were necessary to be able to succeed on the summative assessment. I decided to omit them rather than extending the chapter on into another week. We were approaching the long weekend for Easter and I was afraid that they would lose too much information during those three days.

Day 1

Today I gave my students a pre-test over this chapter. It was the exact same questions that will be on the post-test. Once they finished the pre-test, they were to begin working on a packet over their new vocabulary.

Day 2

Today’s class was abbreviated by 20 minutes due to the ACT preparation activities. Instead of beginning the notes on “Ir” we went over the vocabulary packet from the previous day and I explained their project that is to be completed for this chapter.

Day 3

Instead of doing activities 11 and 12 to practice “Ir,” today we went over the last page of the vocabulary packet and we took notes over the verb “Ir.”

Day 4

Today we were not able to begin using the vocabulary for this chapter because we needed a day of practicing with the verb “ir.” Yesterday we were not able to get much practice in.

Day 5

Today we began using the vocabulary words in this chapter by using a map of Athens to talk about the names of different locations that the students knew. The students were also assigned a worksheet in which they had to use the verb “ir” with their new vocabulary.

Day 6

Every lesson has been pushed back a day since last Tuesday. Today my students read a medium length conversation from the text book with partners and were not required to answer the questions with the text due to lack of time.

Day 7

Today was another abbreviated class period. I decided to give my students a work day for their chapter projects today. I provided them with worksheets that broke the project down into stages. Today they were required to finish the first three out of five phases. I walked around and took participation grades for everyone that had completed what they were supposed to by the end of the class period.

Day 8

This class is no two days behind schedule. Today we started a lesson on asking questions. We went over question words and the proper structure for questions in Spanish.

Day 9

Today I had an announced formal evaluation over my planning. I had intended to continue on to the next lesson and not provide practice for the chapter from yesterday but I felt that my practice lesson would be more successful than the lesson over the new content.

Day 10

Today I gave my students a quiz over the verb “ir,” vocabulary words, and question words. The quiz was difficult so it took a majority of the class period.

Day 11

As a review, I decided to have my class help me to grade my other Honors Spanish 1 quizzes. Plus my stack of things to grade was growing rapidly. We graded the quizzes and then I had my students quickly jot down the rules for pronouncing words with the correct stress on the correct syllables. I asked them to teach themselves this lesson and then let me know if they had any questions.

Day 12

Today was another abbreviated class period so I gave my students the 30 minutes to finish up their projects if they needed to do so.

Day 13

Today we reviewed for the exam for this chapter by playing a game that involved our bellringer questions. I would display the question on the board and then ask one student to go to the board to answer the question. The first student to write the correct answer and then drop got the point.

Day 14

Today my students completed their summative assessment over the chapter. It took a majority of the class period.

Analysis of Student Learning In my analysis of this group of students I decided to divide the assessment into two parts. I identified all of the questions that were used to test the vocabulary for this chapter and averaged each student’s performance on both the pre and post-test for only these particular questions. I did the same thing with the questions targeted to test grammar for both the pre

and post-test. I also compared their overall averages on both assessments. My goal was to find growth for each student from the pre-test to the post-test.

Overall Percentage 100 90 80 70 60 50 40 30 20 10 0

100 90 80 70 60 50 40 30 20 10 0

DA

KD

MD

ED

JE

TH

JK

MK

Post-Test Overall

CK

CL

ChL

KM

GO

KS

AW

KW

Pre-Test Overall

This graph represents a comparison of each student’s overall averages on both tests. The students are identified by their initials along the bottom of the graph. The purple bars are the pre-test averages and the blue bars are the post-test averages. Every student achieved higher on their post-test than they did their pre-test.

Vocabulary Questions 100

100

90

90

80

80

70

70

60

60

50

50

40

40

30

30

20

20

10

10

0 DA

KD

MD

ED

Post- Test Vocab % JE TH JK MK

Pre-Test Vocab % CK CL ChL KM

0 GO

KS

AW

KW

This graph represents each students averages on only the questions that were intended to test knowledge of vocabulary. Both tests are compared again. The purple is once again the pre-test and the blue is the post-test. Students are identified by their initials at the bottom of the graph. All students demonstrate growth though a couple of students only show a small amount of growth (Student KS and Student KW).

Grammar Questions 100 90 80 70 60 50 40 30 20 10 0

100 90 80 70 60 50 40 30 20 10 0 DA

KD

MD

ED

JE

TH

JK

MK

Post- Test Grammar %

CK

CL

ChL KM

GO

KS

AW KW

Pre-Test Grammar %

The data here shows a lower level of achievement than in the areas of vocabulary and overall performance. The fact that there were significantly fewer grammar questions than vocabulary questions may have skewed the results. I maintain that there is still a deficit in the grammar knowledge that was obtained in this chapter.

1. What does this tell you about your students? The information gathered from the pre- and post-tests inform me that my students are learning. It also points me to certain students in comparison to their peers who might need some support. I found that student KW is perhaps in need of work that is more challenging. Her amount of growth was small compared to her classmates because she had already scored highly on the pre-test. My attention is also drawn to students who may need some additional practice, especially on the questions pertaining to grammar. Students DA, CK, and KS all scored significantly lower than their peers. They might benefit from tutoring after school. 2. What does this tell me about my teaching? I can see that my teaching is effective for the most part. There was growth in every area for every student, even it was only a small amount of growth. 3. What does this tell me about my lessons? Adjustments may be necessary to ensure that my students are grasping the grammar points as well as they are retaining the vocabulary. There may need to be more practice and review of the grammar lessons than there has been. 4. How will I use this information to inform future instruction? Based on the lower performance in the area of grammar, I will most likely teach such information later in the chapter next time that I teach it. I found that most of my students had already forgotten the information by the time we were reviewing for the test because I taught it at the very beginning of the chapter.

Reflection and Self-Evaluation 3 Things I Learned About Teaching

1. It is much less stressful when things are planned out, copied and prepared in advance. a. For this chapter, I was able to plan out the entire unit during my Spring break. I had my lessons planned for each day including the activities and homework that were to go along with them. All I had to do was make copies along the way. 2. Not to give myself too many things to grade. a. There have been times when I have assigned homework and classwork too often and I get very behind on grading. I started to do that again in this chapter but decided to stick with a few worksheets. 3. Giving students deadlines to complete small portions of a project along the way helps to ensure that most students actually complete them and turn them in. a. My colleague across the hallway gave me a copy of her version of the project for this chapter. She had broken it down into five very simple steps. Each step was explained on one sheet of paper. These steps made the project seem less overwhelming for my students. 2 Things I Learned About Myself

1. I actually have the ability to impart knowledge on young people and maybe help broaden their world view. a. Based on the data that I gathered from the assessment in this chapter, it is obvious that my students improved from start to finish of this chapter. 2. I can better command the attention of the classroom if I use transitions as a time to give instructions. a. One of the pieces of constructive criticism that my principal gave me after my evaluation was to use times of transition or passing out materials as an opportunity to ignite prior knowledge or give instructions. I’ve tried it since then and it really does help to keep the attention of my students throughout the class period. 1 Event That Really Made an Impact The event that I believe has made the largest impact on me this year did not happen during my ten days of teaching, although it was a only a few weeks earlier. I had an unannounced evaluation given by the secondary education supervisor of the district. I did not have a full lesson planned for that day. I had only intended to give my students a worksheet to practice the lesson from the prior day. That certain class tends to be challenging and on this day they were great. There were a couple boys that were talkative, but they were much better than usual. At the end of the class period, the only thing that my evaluator said was “you need to get these two boys in line.” I felt terribly about how I had done. I was really nervous about my post-conference conversation. When the evaluator came

back to my classroom to talk, I was pleasantly surprised. He spent about 30 minutes talking with me. He reassured me in my value to the school. I had begun to doubt that I was even going to be rehired for next year. He gave me so many pieces of advice and wisdom. I still run some of the things that he said through my head as I am making decisions in my classroom. The time that he took out of his busy schedule was so meaningful to me. I left the conversation feeling refreshed and ready to continue in my career.