Artifact 1

DOMAIN I: LEARNERS
Artifact 1.1 – Teacher Work Sample
Savannah Bakker
Bon Air Elementary School - 5th Grade
Teaching Scenario
The students in my 5th grade class have a wide range of abilities. Three students in the
class have IEP’s. Two of the students have already been diagnosed with specific
learning disabilities, and a few other students in the class are in the process of being
tested now, since next year they will be going to middle school. A few students in the
class get an accommodation to have tests read aloud to them. Overall, the class
sometimes struggles with motivation and focusing. Many of the students do not try
their hardest on assignments and tests because they are not motivated to be
successful or simply cannot stay focused long enough to thoroughly read the
questions. Earlier in the school year, the students were tested over their reading
standard about story elements. The class averaged around 32% on that test. Due to
this, my cooperating teacher and I decided that I should reteach story elements for my
teacher work sample, specifically focusing on plot and how the plot affects the story. I
implemented four mini lessons about story elements and a review station during my
reading block for a week in order to help the students improve their understanding of a
tricky topic.
Day 1: Back to the Basics…
On the first day of my teacher work sample lessons, the

students took their pre-test on Study Island (testing website
on Clever). I was able to build my own tests with passages
and questions from the website. After the students finished
testing, we did a mini lesson about plot structure. We went
back to the basics. I made an anchor chart to define the
different elements of plot structure, and we walked through
them step by step, giving examples and discussing it as a
class. This class always benefits from having the visual of an
anchor chart while we are having discussions, so I made
sure to implement this throughout my TWS.
Day 2: Review and Practice!
For day two, I did a read-aloud of the book,
“Henry’s Freedom Box.” My students love
nonfiction books and books that are based on
true stories, so I kept this in mind when
choosing a book to read. After the read aloud,
we quickly reviewed our plot structure anchor
chart from the day before and its components.
Next, the class discussed the events that took
place in “Henry’s Freedom Box” and
determined where they would fall in the
structure of the plot. We decided on the events
as a class and students turned and talked to a
partner for a few parts of the discussion. We
placed each event onto our plot organizer and
talked through why each answer made sense.
This activity gave students the chance to

recognize plot in a real story and they were
responsible for helping to pick out the key
details and events, which reinforces their
reading skills and allows them to practice story
elements.
Analyzing and Deepening Understanding
Day 3: Day 4:
For the third day of this TWS, in For the last lesson of the
small groups, we talked through teacher work sample, we
each question from the plot pre- went through an anchor chart
test that the students took. We and talked about character
talked about test-taking traits, as a few of their test
strategies and worked through questions looked at the
each problem as a group. characters and how their
Students were able to ask actions/attitudes had an
questions and deepen their impact on the story. We
understanding of plot. By focused on the story “Henry’s
analyzing each question and its Freedom Box” that we read
answers, the students also earlier in the week and came
became more familiar with the up with character traits to
test structure itself, which helped describe Henry, along with
them be more successful on the evidence from the text.
post-test.
Results and Student Growth
The graphs below show student growth. The graph on the left shows that as a class, the students
averaged 66 % on the pre-test, and grew to an average of 85% on the post-test. The graph on the
right shows the percentage of each individual student. After gaining additional understanding and
test-taking skills, almost all students made significant improvements in their scores.
Rationale
When planning for their pre and post-tests, I
chose to create their tests on Study Island, which
This artifact shows the decisions that I made on my
is a testing website through Clever. The students
teacher work sample in order to benefit my specific group
are familiar with this website and take
of learners. I made decisions based on my understanding
tests/quizzes on it regularly, so I was eliminating
of the students and their needs. I created learning
a barrier by using testing formats they were
experiences that made the content accessible to all of my
familiar with. Additionally, by having the students
students (1.8). By holding class discussions, using
take these tests online, I was able to implement
visuals, and using books that would engage my students,
their IEP accommodations (1.7). A few students
I was able to help them deepen their understanding of
have the accommodation to have their tests read
plot structure and story elements. I know that my
aloud to them, and by having these tests online,
students benefit from discussion-based learning, it keeps
the assistive technology that has the computer
them on-task, encourages participation, and allows me to
read the text is available to those students with
help clarify the topics for them more thoroughly. When
the accommodation (1.6). By implementing
planning my lessons, I kept my students in mind and
developmentally appropriate lessons and
designed activities that would reflect their learning styles
modifying the curriculum to meet my students’
(1.4).
needs, I was able to help them grow and be
successful (1.5).
Domain Indicators Addressed
1.4 The candidate designs learning opportunities that reflect student differences in approaches to
learning and appropriately challenge all learners.
1.5 The candidate identifies and implements appropriate modifications and accommodations to enable
all students to reach their potential. (I-2; IDS2)
1.6 The candidate identifies and implements appropriate assistive technologies to meet individual
learning needs.
1.7 The candidate articulates legal rights and needs of students as outlined in IEP’s, Section 504
plans, and another documents. The candidate’s teaching shows evidence of intentional promotion of
students’ rights and needs.
1.8 The candidate designs and implements developmentally appropriate and challenging learning
experiences, making appropriate content accessible to all learners. (I-1; IDS1)

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DOMAIN I: LEARNERS

Artifact 1.1 – Teacher Work Sample

On the first day of my teacher work sample lessons, the

This activity gave students the chance to

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