Northern State University

Student Teaching Work Sample

Candidate Name:

Miranda Haugen

Candidate Phone Number:

Candidate ID Number:
Name of School where data was
collected:
Subject/Content Area of Unit:

Reading

Grade Level:

Kindergarten

Date Submitted:

12/07/14

My signature verifies that this TWS is my own authentic work. I understand that obtaining, or attempting to obtain,
a passing grade on a TWS by falsification or misrepresentation may result in a failing grade in a course or expulsion
from the teacher education program.

Signature of Candidate Submitting the TWS:

Miranda Haugen

I. Contextual Information and Learning Environment

Task: Candidates gather contextual information and discuss factors that may influence
the teaching and learning process.
1. Community and School District Information:
The rural community resides in the Midwest and has approximately 26,091
people. According to the 2010 census, the racial makeup of the community is
91.8% White, 3.6% Native American, 1.3% Asian 0.7% African American, 0.2%
Pacific Islander, 2.0% two or more races, and 0.5% from other races; the
percentage of people below the poverty level is 11.6%. The community is
industry based with plenty of jobs and opportunities. The school district consists
of five elementary schools, two middle schools, and one high school.
2. School and Classroom Information:
The two-floored title school consists of 448 students; 26 Kindergarten students
were in my cooperating teachers classroom. There are 3 same-grade
classrooms for K-1st and 3rd-5th, and 4 classrooms for 2nd grade. The school also
consists of 2 resource rooms, 1 title math room, and 2 reading intervention
rooms. There are no parent volunteers at this time, but the school does have 8
educational assistances. The classroom has a SMART Board, one desktop
computer, a projector, a telephone, and a document camera for available
technology. The school has a desktop computer lab and a 2-way intercom from
the office to each classroom.
3. Student Information:
There were twenty-six Kindergartners in the classroom I student taught in. The
students are 5 or 6 years old and consist of 11 females and 15 males. Eight
students live in a single-parent home, seventeen live in a two-parent home, and
one student lives with a guardian. Three students are identified as Native
American, one student is Hispanic, and twenty-two students are Caucasian. The
number of students identified with special needs is the following: 1 is other health
impairments autism, 2 are developmentally delayed, and 1 is learning disability.
The number of students that receive services is the following: 5 receive speech,
2 receive occupational therapy, and 7 receive reading intervention. No students
in my cooperating teachers classroom were identified as English Language
Learners. The percentage of students in the school that receive free and
reduced lunch is about 51%.
4. Instructional Implications:
The four students in my cooperating teachers classroom that are identified with a
disability receive reading and math instruction within the resource room.
Accommodations and modifications were unnecessary in my math and reading
lesson plans; it was still important to give assistance when needed during
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independent practice so frustration level would not occur with the students in my
classroom. Kindergarteners cannot sit long in one place so providing multiple
opportunities to stand up and move around was important to incorporate in my
lesson plans. Providing fun transitions with songs and cheers allowed the
students to stay motivated and interested in the next activity. By having more
than one grade level teacher, I frequently asked the other Kindergarten teachers
how they presented a certain lesson to gain ideas and learn of different teaching
methods.
II. Individual Student Information Case Study
Task: Candidates demonstrate understanding of how individual students physical,
social, and emotional development impacts his/her learning. Candidates are able to
identify research-based strategies to assist and support student learning.
The purpose of this case study is to determine a classroom students educational
perspective by gathering background information, observing the student, identifying the
main student learning issues, analyzing the main issues, and reflecting on effective
solutions and strategies to assist the student to reach his/her full potential. I observed
and assisted XX over the span of 5 weeks in my Kindergarten Education Student
Teaching Field Experience. I selected XX for my case study. XX was a quiet student in
the classroom whom seemed to lack confidence; she typically would not approach
anyone to tell them what she was currently doing or about her day. Understanding XXs
learning issues would allow me an opportunity to determine this students educational
perspective.
XX was born in the month of February and is currently 6 years old in
Kindergarten. Her Caucasian, low socioeconomic family consists of her father, mother,
and 3 sisters who are 12 years old, 4 years old, and 16 months old. XX did not attend
preschool before starting Kindergarten. According to school records, at the first week of
Kindergarten XX was unable to print her name, did not know the letters in her name,

and only knew 1 letter of the alphabet. XX was also hard to understand when she
verbally spoke, which contributed to her low confidence level.
When asked to write her name at the beginning of the year XX would leave the
space blank, or draw a squiggle line on the space. Since XX did not recognize her
name, the teacher provided a consistent visual sticker on her name plate of her cubby
and coat hook. This sticker allowed XX to identify her space in the classroom since she
could not recognize her name. XX speaks quietly and talks with missing sounds.
According to reading test results given the first week of school, XX struggles with letter
identification. During this district test, students have one minute to say as many letter
names correctly as they can. XX was only able to say 1 correctly. With XX unable to
identify the letters of the alphabet, XX was placed in a remedial reading program.
XXs reading intervention tutoring group meets daily for a half hour during literacy
centers in her general education classroom. XX goes to tutoring with two other
Kindergartners from her classroom. During tutoring the teacher has the student learn a
new letter each week, the sound the letter makes, performing handwriting skills with the
new letter, writing words by sounds, and utilizing high frequency words. The teachers
special training and the small class sizes make possible frequent ongoing assessment
and flexibility in adapting instructional techniques to individual differences (McCormick
& Zutell, 2011). The reading tutor tests the students weekly in letter identification to
document growth in learning.
After fourteen weeks of intense intervention tutoring group, XX has gone from 1
correct letter identification to 49 correct letters in one minute. Since XX met the
expected amount of correct answers for beginning Kindergarten, her reading tutor
4

changed the focus of her instruction to letter sounds. In XXs first reading test at the
beginning of the year, XX started out knowing none of the sounds of the alphabet. After
intense instruction, XX read 13 correct letter sounds by the 1st quarter of school.
Remedial tutoring has helped XX learn her letter identification and letter sounds, and
has taught her how to use her sounds to spell words when writing. XX will still receive
reading tutoring for the next quarter of school. It is predicted that XX will receive
reading instruction from her remedial tutoring throughout the rest of the school year.
XX qualified for speech due to her being unable to make certain sounds when
speaking out loud. She receives speech services for 20 minutes, 3 times a week. XX
goes to speech individually and there she is able to build her confidence. The speech
teacher has seen growth in XXs speech and confidence level. XXs confidence has
grown in the classroom as well. XX talks to her peers during social centers time, and
when she is called on in class.
It is relatively common for many Kindergartners to not know how to spell or
recognize their name the first week of school. For this common occurrence, my
cooperating teacher implemented an intense 3 week instruction of how to spell, write,
and identify the letters in their name. My cooperating teacher used repetition constantly
throughout these 3 weeks: students write/build their name multiple times throughout the
day with pencils, crayons, markers, magnet letters, paint, beaded bracelets, shaving
cream on their table, and many other ways. Repetition of the students writing/building
their names with various activities allows the students to focus and recall how to spell
their name. After the 3 week classroom intensive name instruction, XX could write and
spell her name.
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Understanding XXs learning issues allowed me the opportunity to determine this

students educational perspective. Throughout my teaching experience I was able to
best meet XXs educational needs and actively assist her to reach her full potential.
This proved to be a rewarding field experience for the student and student teacher.

III. Management and Motivation

Task: Candidates use an understanding of individual and group motivation and
behavior including effective verbal and nonverbal communication techniques to create a
positive learning environment. Write a paragraph for each of the following:
1. Description of classroom environmental factors you observed that affect learning.
My cooperating teachers classroom is filled with bright colors, seasonal
(thanksgiving) decorations, childrens artwork, helpful posters such as the
alphabet and numbers, and creative bulletin boards. These components in her
classroom generate the environment to be a positive, welcoming setting for
students to learn. The classroom is divided into 7 main areas. The biggest area
has 6 tables with 4 chairs per a table facing the SMART Board for whole group
instruction utilizing technology. Next to the tables is a jelly bean-shaped table for
small group instruction. Behind the 6 tables is a circle rug for morning and
dismissal meetings, along with whole group instruction. The rug has various
shapes that students are assigned to sit on. Next to the rug is a classroom
library with short book shelves that are labeled into common topics such as pets
and cars. Behind the library and circle rug is a single stall bathroom, a kitchen
play area, a drinking fountain, and the coat area. The restroom and drinking
fountain allow the students to take care of their needs without leaving the
classroom. Each student has a cubby and two hooks labeled with their name in
the coat area. The labeling provides ownership of space that the student
received on the first day of school.
2. Description of individual student motivation strategies used (e.g., giving choices)
My cooperating teacher uses a behavior chart to manage individual student
behavior. All students start with their clothespin on the green section of the
poster. If a student is exhibiting negative behavior after 3 consecutive warnings,
the students clothespin moves to the yellow section. If negative behavior keeps
persisting their clip moves to the orange section. The final negative section on
the poster is the red section. Once moved to the red section students lose time
during social center time and a note/email is sent home to the parent/guardian.
Students move to the blue section of the poster if they are showing exceptional
behavior. Students work hard to receive a blue section because of the
6

classroom recognition at the end of the day. At the end of the day, students are
given choices during social center time. Various activities are available for the
students to choose. Allowing students to choose what activity they want to do at
the end of the day offers the students a feeling of independence and control.
3. Description of group motivation strategies used (e.g., counting backwards, voice
level barometer, silent signals).
My cooperating teacher used a strategy called Earn a Letter to motivate the
whole class. Lines would be drawn on the white board to represent how many
letters are in the reward. Rewards could be a treat, a gift, extra recess, a guest
reader, and various other rewards. Each time the class was caught being good
the teacher would allow the students to earn a letter. If the students were caught
being bad, a letter could be erased from the board. Once all letters were earned
and the statement/word was finished, the students received the reward. Another
group motivation strategy was frequent praise. My cooperating teacher would
praise the class when they were on task, quiet, and following directions.
Students knew they were on the right path towards a letter if the teacher was
praising them frequently.
4. Describe verbal communication currently occurring in classroom interactions
among students and with the teacher.
Verbal communication in the classroom among students and the teacher are
positive. Students praise each other on classroom art projects and help one
another clean around their tables and during center time. One of the classrooms
rules is being respectful. The students say please and thank you after their
teacher hands out supplies/activities, and they also say excuse me when walking
past one another in a tight space. When a student becomes upset they go to the
teacher in a calm way and explain their problem. The classroom disagreements
are done in a calm and private manner. The teacher models appropriate verbal
communication to the students as well. She always says please when asking a
student to come to her for redirection or passing out papers. The teachers tone
of voice is constantly at an appropriate manner even when she verbally explains
why she is disappointed at the class.
5. Describe non-verbal communication occurring in classroom interactions among
students and with the teacher.
Nonverbal communication among the students and the teacher are positive as
well. If a student drops an object from his/her table a neighbor is always willing
to pick the object up without being asked. Students also push in each others
chairs if a student forgets. When a student or the teacher is talking the other
students are looking at the speaker and being quiet majority of the time. When a
student needs to be reminded of staying on task, the teacher will tap on his/her
activity/paper. For nonverbal feedback the teacher will give a thumbs up or a
smile to the student.
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6. Implement one management technique and reflect on its effectiveness.

Through observation of my first week of student teaching, I noticed students had
a difficult time of discontinuing their current activity to listen to the next set of
directions from the teacher. Students would still be coloring, cutting, or writing
while my university supervisor was explaining directions. I decided to implement
a management strategy called if you hear Ms. Haugen. When I said out loud to
the students If you hear Ms. Haugen put your hands on your shoulders, all
students would stop what they were doing and put their hands on their shoulders.
The first week of implementing this strategy went well, but was not perfect every
time. I then decided to do the strategy three times in a row with different actions
each time. The three times allowed the students three chances to stop what they
were doing and model what was said. Compliance was 100% before the end of
my student teaching experience.
7. Include your School-Home Communication artifact.
November 10, 2014

Dear Parents/Guardians:
My name is Miranda Haugen and I will be student teaching in your childs classroom
from November 10th to December 11th. I am thrilled to apply the knowledge that I have
accumulated through my educational courses to Mrs. ______________s classroom.
I am currently attending Northern State University and will complete my BSED on
December 13th with a major in Special Education and Elementary Education and a
minor in Reading. I was born and raised in Aberdeen, SD and have grown up in this
wonderful town all my life. My parents had 3 girls with me being the middle child. In my
free time I enjoy bowling, reading, spending time with my family, and attending Zumba
classes at the YMCA.
I chose to become a teacher because I had a teacher that inspired me at a young age.
My 5th grade teacher made every student feel welcomed, addressed each students
needs, and created a friendly atmosphere. I will do everything I can to make your child
feel the same way I did in my 5th grade teachers classroom.

If you have any comments, questions, or concerns please feel free to contact me
through the school office or through my email; _____________________________ I
am looking forward to these next 5 weeks and getting to know you and your child.
Sincerely,

Miranda Haugen
Teacher Candidate
8. Include your Classroom Management Plan.
I adopted the classroom management plan my cooperating teacher implemented
since the beginning of the year. The three classroom rules were be safe, be
respectful, and do your best. The behavior chart described above was used for
good and bad individual behavior after 3 verbal warnings. The whole group
classroom strategy of Earn a Letter was incorporated as well when I obtained
instructional duties.

IV. Instructional Design and Implementation - Unit

Task: Candidates design, implement, and assess a unit of study including a minimum
of five lessons. For ELED/SPED, it is suggested that the unit be designed for reading or
math; for all other areas, five sequential lessons in the content area.
Reading Unit Common Lesson Plan
Teacher Candidate: Miranda Haugen
Cooperating Teacher: Theresa Smallman
Grade Level: Kindergarten
Subject: Reading
Common Core:
K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).

d. Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*
(This does not include CVCs ending with /l/, /r/, or /x/.)
K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she,
my, is, are, do, does).
Learning Objective(s):

Students will be able to isolate the final sound in a CVC word to determine if the
word ends with an n or a b with 100% accuracy.
Students will be able to read the high-frequency words she, with and me, with
100% accuracy.

Describe how this lesson is developmentally appropriate:

Vygotsky believed that learning should be taught through a specific support
system. Teachers should give a great deal of support at the beginning of the lesson,
and then throughout the lesson decrease the support towards independence. In these 5
lessons, the teacher starts the lesson with modeling the daily activity. The students
then take some control of the lesson by participating in the check for understanding
portion. More independence is given when the students do the independent practice
activity. The student is in full control at the end of this unit through the postassessment.
[ Slavin, R. E. (2009). Educational psychology: Theory and practice. Upper Saddle
River, NJ: Pearson Education, Inc. ]
Pre-Assessment and Post-Assessment
The test given as the pre-assessment will be utilized as the post-assessment at
the end of the unit. The assessments will be read out loud to the students. The total
number of points possible in the assessments is 9.
Assessment:

10

Pre-/Post-Assessment

Name:_______________________________________________

Circle the picture that has the final n sound.

1.

2.

3.

Read the following words:

me

with

she
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Circle the picture that has the final b sound.

1.

2.

3.

Key Vocabulary:

Sight words she, with, me

Final sound /b/ and /n/

Technology needed:

SMART Board and projector

Other required materials:

12

Pieces of paper for letters

Final n and b worksheets
Booklets with she, with, and me in them
Index cards for sight words word wall
Crayons
List of CVC words
Pencils

Accommodations:
There are no students who are ELL/ESL in the classroom. Four students in the
classroom are students with disabilities. The four students leave during this time to
receive reading intervention through special education services.
If I see a student struggling during guided or independent practice I can provide
one-to-one assistance or positive reinforcement to motivate the student to finish. I will
also allow adequate time for all students to complete the independent practice at their
own pace.
Lesson 1 Sight word me
Lesson Opening:
Gather your students to the circle rug. Ask the students what new word was in
their morning message today (me). Then ask the students what the word me starts
with. After receiving the answer, staple the word me onto the word wall under the letter
m.
Instructional Input:
To help students remember how to spell me sing the following song twice, just
like this YouTube video https://www.youtube.com/watch?v=gKIf98QyYvE:
I can spell me
M-e, M-e
Me, me, me, me, me, me, me, me
M-e, M-e

13

To check for understanding have the students sing the song by themselves.
Then ask the students what their new word is on the word wall (me). Have the students
go back to their desk/table.
Guided Practice:
Pass out a me booklet to each student. Have the students take a crayon and
underline each me word in the booklet. Then flip through the whole booklet and read
the story together as a class.
Independent Practice:
As students are coloring the booklet pictures, have each student read the story to
you out loud one at a time. Make sure to check that each me word is underlined.
Lesson Closing:
Ask the students what new sight word they learned today. After receiving the
word me, sing the me song.
Lesson 2 Sight word she
Lesson Opening:
Gather your students to the circle rug. Ask the students what word they put on
the word wall yesterday (me). Then ask the students what new word was in their
morning message today (she); have students tell you what the word she starts with.
After receiving the answer, staple the word she onto the word wall under the letter s.
Instructional Input:
To help students remember how to spell she, sing the following song, just like
this YouTube video https://www.youtube.com/watch?v=RngDK9rSZSE:
Yippee ti yi yo! Spelling she is so easy!
Its S-H-E, S-H-E, S-H-E, she!
Yippee ti yi yo! Spelling she is so easy!
Its S-H-E, S-H-E, S-H-E, she!

14

To check for understanding have the students sing the song by themselves.
Then ask the students what their new word is on the word wall (she). Have the students
go back to their desk/table.
Guided Practice:
Pass out a she booklet to each student. Have the students take a crayon and
circle each she word in the booklet. Then flip through the whole booklet and read the
story together as a class.
Independent Practice:
As students are coloring the booklet pictures, have each student read the story to
you out loud one at a time. Make sure to check that each she word is circled.
Lesson Closing:
Ask the students what new sight word they learned today. After receiving the
word she, sing the she song.
Lesson 3 Sight word with
Lesson Opening:
Gather your students to the circle rug. Ask the students what word they put on
the word wall yesterday (she). Then ask the students what new word was in their
morning message today (with); have students tell you what with starts with. After
receiving the answer, staple the word with onto the word wall under the letter w.
Instructional Input:
To help students remember how to spell with sing the following song to the tune
Old-McDonald:
Old McDonald called his dog, W-I-T-H
And that old dog knew just one word: W-I-T-H
With a with, with here and a with, with there
Here a with, there a with, everywhere a with, with
Old McDonald called his dog, W-I-T-H
To check for understanding have the students sing the song by themselves.
Then ask the students what their new word is on the word wall (with). Have the
students go back to their desk/table.
15

Guided Practice:
Pass out a with booklet to each student. Have the students take a crayon and
put a box around each with word in the booklet. Then flip through the whole booklet
and read the story together as a class.
Independent Practice:
As students are coloring the booklet pictures, have each student read the story to
you out loud one at a time. Make sure to check that each with word is boxed in.
Lesson Closing:
Ask the students what new sight word they learned today. After receiving the
word with from the students, sing the with song.
Lesson 4 final sound /n/
Lesson Opening:
Gather your students to the circle rug. Start the lesson by holding up a piece of
paper with the letter N on it and singing the following song:
If you know the sound of N say it now /n/ /n/
If you know the sound of N say it now /n/ /n/
If you know the sound of N and youre really really sure, if you know the sound of
N say it now /n/ /n/.
Ask the students what sound the letter n says; then ask the students if they can
think of some words that start with the letter n.
Instructional Input:
Tell the students that the letter n can be at the beginning of a word, like their
examples, but it can also be at the end of the word. For example, say the word can.
Break the word apart for the students and then ask what sound they heard at the end of
the word. To check for understanding, have the students break apart the word pen
together and then ask what sound they heard at the end of the word.
Guided Practice:
Have a list of CVC words at hand. Tell the students if they hear the /n/ sound at
the end of the word to stand up, if the ending of the word is not /n/ they must sit down.
Go through a couple of words until you feel comfortable moving on to the next activity.
16

Independent Practice:
Have your students go back to their table/desk and get a pencil. Pass out the
final /n/ sound worksheet. Students are required to circle 5 pictures out of 11 that have
the final /n/ sound. Once the students have found the 5 pictures, they then can color
the 5 they circled.
Lesson Closing:
Ask students what final sound they worked on today. Then ask the students if
they can say some words that end with n.
Lesson 5 final sound /b/
Lesson Opening:
Gather your students to the circle rug. Start the lesson by holding up a piece of
paper with the letter B on it and singing the following song:
If you know the sound of B say it now /b/ /b/
If you know the sound of B say it now /b/ /b/
If you know the sound of B and youre really really sure, if you know the sound of
B say it now /b/ /b/.
Ask the students what sound the letter b says; then ask the students if they can
think of some words that start with the letter b.
Instructional Input:
Tell the students that the letter b can be at the beginning of a word, like their
examples, but it can also be at the end of the word. For example, say the word web.
Break the word apart for the students and then ask what sound they heard at the end of
the word. To check for understanding, have the students break apart the word cab
together and then ask what sound they heard at the end of the word.
Guided Practice:
Have a list of CVC words at hand. Tell the students if they hear the /b/ sound at
the end of the word to stand up, if the ending of the word is not /b/ they must sit down.
Go through a couple of words until you feel comfortable moving on to the next activity.
Independent Practice:
Have your students go back to their table/desk and get a pencil. Pass out the
final /b/ sound worksheet. Students are required to circle 5 pictures out of 11 that have
17

the final /b/ sound. Once the students have found the 5 pictures, they then can color
the 5 they circled.
Lesson Closing:
Ask students what final sound they worked on today. Then ask the students if
they can say some words that end with b.
V. Analysis of Student Learning
Task: Candidates analyze the assessment data, including pre/post assessments, to
determine students progress related to the learning objectives.
The following results were derived from my reading street unit, unit 3 week 1.
Five out of the twenty-six Kindergartners completed the same pre- and postassessment for this unit. Student profiles consisted of 2 girls and 3 boys with varying
levels of ability. This reading unit was designed with five lessons for 30 minute each, for
a total of five days. Two objectives were developed for my reading unit: isolate the final
sound in a CVC word to determine if the word ends with an n or a b with 100%
accuracy, and read the high-frequency words she, with, and me with 100% accuracy.
Both reading unit objectives were administered through an independent quiz. The
subsequent tables demonstrate student performance of each objective and objective
outcomes. The student or students meeting each objective are highlighted in blue.
Objective 1 final n sound
Student Pre-Assessment
Student
1
2
3
4
5

Q1
x
x
x
x

Q2
x
x
x
x

Q3
x
x
x

Student Post-Assessment
Student
1
2
3
4
5

Q1
x
x
x
x
x

Q2
x
x
x
x
x

Q3
x
x
x
x

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Objective 1 final b sound

Student Pre-Assessment
Student
1
2
3
4
5

Q1

Student Post-Assessment

Q2
x

Q3
x

Student
1
2
3
4
5

Q1
x
x
x
x
x

Q2
x
x
x
x
x

Q3
x
x
x
x

The independent quiz utilized for pre- and post-assessment consisted of six
multiple choice questions for objective 1, three for final n sound and three for final b
sound. Each question had 3 pictures. Students were to circle which picture had the
final n/b sound. Only 2 students answered the pre-assessment final n questions
correctly; none of the students answered all three questions for final b sound correctly.
According to the table above, all students passed objective 1 for final n and b except
student 5. Student 5 missed one question for both final n and b. For both questions the
student circled the picture that started with n and b, instead of ended with n and b. I feel
if I didnt have a picture that started with an n or a b the student would have completed
this objective. I purposively put question 3 in to see if students could differentiate what
beginning and final sound means. This was the first week of lessons the students have
heard of final sounds and isolated it.
Objective 2 high frequency words
Student Pre-Assessment
Student
1
2
3
4
5

me
x
x

with

she

Post-Assessment
Student
1
2
3
4
5

me
x
x
x
x
x

with
x

she
x
x
x
x
x

Objective 2 was read the high-frequency words she, with, and me with 100%
accuracy. None of the students completely met this objective on the pre-assessment;
only two students knew the word me ahead of time. According to the chart above one
student reached objective 2 on the post-assessment. Students 1, 3, 4, and 5 were
unable to read the correct word for with. The books given to the students for me and
she were found online, but the book with was printed from the reading street curriculum.
19

My cooperating teacher and I both agreed the with book was too hard for the students;
the difficulty level of the book took the focus away of reading the word with.
Students Combined Test Score Results
9
8

Test Scores

7
6
5
4

Pre-Assessment

Post-Assessment

2
1
0
1

Students

Examining the overall student test scores demonstrates that all students made
improvements. Only 1 student received a 100% on the unit quiz. It is noteworthy to add
that students increased the post-assessment scores by a group average of 4.2 points
from their pre-assessment score. The average post-assessment score is 7.8 out of 9
points.
Unit Reflection
Overall I believe my reading unit lesson went well. My students were actively
engaged in the lessons throughout the unit, I provided books for each student and the
concepts the students were learning were also hidden within fun activities. At the
beginning of each lesson I asked the students what we have learned during previous
days in reading class. The students were anxious to share with me what we have been
learning each time I asked. Throughout my lessons I provided quick transitions such as
modeling, checking for understanding, guided practice and independent practice. I also
had my materials prepared in advance of presenting the lesson. Subsequently
misbehavior was virtually nonexistent due to the structured lesson design and
presentation.
Though most of my reading unit lessons ran smoothly, I have contemplated a few
changes I would make for similar lesson plans. Since four students did not identify the
word with on the post-assessment and observing the book being too hard, I would
change the with book to the difficulty reading level I had for the books she and me. By
reducing the difficulty level, the students can focus on the new high frequency word, and
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not so much on decoding and learning other new words. The with book would have
been a great book to reinforce the word with, but to also teach other necessary skills
beforehand so the students could read it at a more instructional/independent level.
Secondly, in my final sound lesson plans I would incorporate more words that have
initial n and b in the guided and independent practice activity; this would require the
students to differentiate between initial and final sounds. Then when students take the
post-assessment they wont be tricked into finding the correct answer.
The data displayed in the tables above validates student learning for each
objective. Reviewing the overall combined test score results demonstrates that each
student increased their post-assessment score from their pre-assessment score; these
overall findings confirm that student learning was obtained.
VI. Reflection and Self-Evaluation - Goals
Task: Candidates reflect and evaluate progress toward personal and professional
goals. Write one goal with procedure and evaluation for each area of NSUs School of
Educations Conceptual Framework:

Knowledge of Self as an Individual

Knowledge of the Learner
Knowledge of Content
Knowledge of Pedagogy
Knowledge of Self as a Teacher and Member of a Learning Community

The Kindergarten Student Teaching Experience had a major impact on my

professional development. I analyzed an individual student, planned and implemented
numerous lesson plans including a unit lesson, attended IEP meetings, staff
development days and strived to reach my goals. Throughout my experience there
were several successes, challenges and components identified for future improvement
or redesign. Each one of these experience factors contributed to my growth,
development and goal achievement as a professional. At this time, I reflect on my
student teaching experience to determine goal accomplishment and ongoing goal
achievement.

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My first goal, categorized as knowledge of self as an individual, was stated as I

will maintain a safe and positive learning environment. To accomplish this goal I kept
the classroom organized and clean, reduced possible hazards such has tripping over
untied shoes, and adopted the classroom routine my cooperating teacher established.
When a schedule change occurred, I notified the students in the morning, the activity
before it, and right before the change occurred; this reduced anxiety by minimizing the
sense of the unknown for the students. Once I took over instruction and my cooperating
teacher left the room, some students seemed insecure and frequently asked where my
cooperating teacher was at. I told the students she had a meeting (which is common)
and she would be back after math or reading time was over. Letting the students know
she was in a meeting, when actually she was giving me space to teach alone, and
telling them when she would come back to the classroom provided them reassurance
that the situation was okay. Lastly, I provided positive comments to the class and each
individual throughout the day. Reflection was performed after each activity to ensure
positive comments were given. By keeping the classroom organized and clean,
adopting the classrooms routine, notifying students of a change in the schedule, and
reflecting on how often I have used positive feedback throughout the day. I believe this
goal was accomplished. My cooperating teacher agreed this goal was accomplished as
well. In the future I will continue to display concern, respect, a safe routine classroom,
and provide positive feedback for my students so they are all able succeed and reach
their potential.
My second pre-written goal categorized as knowledge of content, was stated as
I will include a Common Core Standard/State Standard to each lesson I create and
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teach. I modified this goal from my special education student teaching experience due
to the change of the classroom environment. In order to fulfill this goal I utilized the
South Dakota Department of Education website for each lesson plan to adopt a state
standard. One math curriculum unit was focused around students building patterns and
breaking the patterns into units. I discovered that building patterns was not a math
Common Core Standard. Though the school wanted the students to understand
patterns, I adopted a counting standard (K.CC.4a) for the pattern unit. I required
students to touch and count objects, one at a time, while saying the number name in
order up to certain numbers in their zone of proximity. By adopting standard K.CC.4a
and other state standards for each lesson plan, this goal is accomplished. In the future I
will maintain lesson alignment with the states standards.
The third goal, categorized as knowledge of learner, was I will adjust pacing to
pupil response and time constraints. For each lesson, I analyzed how my students
were reacting to the various components of my lesson plan by modeling, check for
understanding, guided practice, and independent practice. When students started
getting fidgety, but still knew the answers I knew that the students were ready to move
on to the next component of my lesson. When moving on to the next component there
was rarely questions about what to do or confusion. Taking into account your students
nonverbal and verbal actions allows a teacher to understand where the students are at
with understanding the material being presented. My lesson plans were developed for
the amount of time allotted for the subject matter being taught. The majority of the time
my lessons ended within the appropriate amount of time designated for that subject
matter. One time my math lesson ended 10 minutes earlier than initially planned.
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Demonstrating flexibility, I quickly set up the math center from the previous lesson and
students were excited to engage in measuring another students foot again. This also
allowed reinforcement of the previous lesson. This goal was accomplished. In the
future I will continue to analyze my students reactions to various lesson plan
components, adjust instruction based off of their verbal and nonverbal actions, and plan
lessons within the subject matter time constraints.
I will give directions clearly and accurately, was the fourth goal I wrote under
the category of knowledge of pedagogy. I comprised this goal from my elementary
education student teaching experience due to the goal being only partially completed.
To accomplish this goal I needed to have the full attention of the whole class. To focus
their attention I used my behavior management strategy of if you can hear Ms. Haugen.
Then I stated the directions out loud to the classroom in an appropriate volume for all to
hear. I then randomly chose a student to tell the directions back to me. Students were
aware that anyone could be chosen to retell me the directions, so all students made
sure to listen carefully. Students did not ask questions of what was to be done because
when I gathered their attention, I made sure I had everyones attention. Having a
student repeat the directions allowed the students listening to make sure they stated
them back correctly, as well as to hear the directions a second time. This goal was
accomplished. In the future I will continue to present directions clearly and accurately.
My fifth and final goal categorized as knowledge of self as a teacher and a
member of a learning community was I will use constructive criticism to improve and
refine my teaching skills. I compiled this goal from my elementary education student
teaching experience due to wanting more constructive criticism and to refine my
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teaching skills. Throughout each triad meeting and mini-meetings with my cooperating
teacher I took notes to better enhance my teaching skills. I would review the notes each
morning before I arrived to school. Through my evaluations by my cooperating teacher
and university supervisor and discussions throughout the meetings, they both felt I
displayed the majority of the components listed on the evaluation forms. When
constructive criticism was given, the suggestions were minimal and required only quick
fixes. Miranda welcomed constructive criticism. On one occasion, I mentioned placing
picture cards on the board to remind students the order of directions to follow when
completing an independent activity. During her next lesson, she implemented the
suggestion, stated my cooperating teacher. Both my university supervisor and
cooperating teacher believe I am ready for my own future classroom; this goal was
appraised as accomplished by all three individuals.
Overall the Kindergarten Student Teaching Experience impacted my professional
development by allowing me the opportunity to determine a students educational
perspective, adjust my instruction and implement effective strategies to best meet
students educational needs and actively assist them to reach their full potential. Over
the span of my Kindergarten Student Teaching Experience I was able to positively
impact students growth in learning and create a positive classroom environment. The
experience proved to be rewarding education for the students, teachers and student
teacher.

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References and Credits

McCormick, S. & Zutell, J. (2011). Instructing students who have literacy problems (6th
ed., p. 9). Boston, MA: Pearson Education, Inc.

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