EED-470 Practicum Teacher Work Sample Benchmark Assessment and Rubric Targeted Essential Learning Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7) Assessment Tool Selected Data-based lesson plans Intervention activities Specific Performance/Task(s) · Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning. · Select and utilize best practice implementation strategies appropriate to different developmental levels. · Collect, maintain, and use records of student work and performance/achievement to monitor student progress. · Analyze assessment outcomes to inform instructional methodologies. · Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities. Relevancy of Task to Teacher Candidate By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels. General Practicum Information · Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual. · Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. · Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor. · Practicum Observations/Teaching Lessons · In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans: · Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students. · Topic 2: Phonemic Awareness and Phonics · Topic 3: Word Study and Fluency · Topic 4: Vocabulary Development · Topic 5: Comprehension · Lesson Plans and Teaching Lessons · In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom. · After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test. · Teach the lessons to the one student you assessed previously. · Administer assessments as a post ...

1. EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies
and utilizes student assessment data in order to plan instruction
that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools
that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies
appropriate to different developmental levels.
· Collect, maintain, and use records of student work and
performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional
methodologies.
· Collaborate in the design, implementation, and support of
learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers
are able to create more effective literacy instruction that is
tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity
and number of required hours for this course are specified in the
College of Education Teacher Preparation Programs
Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and

2. Activity Log including the names of the schools and grade
levels where the observations took place and document the
hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor
know that you are working on developing assessment skills.
Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of
literacy development. For each of these categories, observe a
classroom (grades 1-3) as the teacher and students focus on one
of the four areas. Keep notes on activities used by the teacher.
Suggested practicum schedule for observations and teaching the
lesson plans:
· Topic 1: Observations only; look for differentiation techniques
for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments
available in the classroom, administer a pre-test to one student
in your practicum classroom.
· After you have administered the pre-test, confer with the
mentor teacher and prepare lesson plans to address the four
areas of literacy development. These lessons should be based on
the direct instruction model. The lessons should reflect the
areas of need identified through the data analysis collected from
the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post-test to the same student.
Analyze the data to see if learning has improved from the pre-
test to the post-test.
Assessment: Student Prompts/Teacher Directions
(Benchmark Assignment) Practicum Teacher Work Sample

3. · Write a 1,000-1,250-word reflection essay summarizing:
· Your learning experience during the practicum.
· Assessment administration- the pre and post assessment data,
challenges and strengths.
· Data analysis. Include a chart or graphic organizer.
· Specific activities with the student during instruction.
· Progress made to be notated in the chart.
· Collaboration with the classroom teacher.
· Your reflection on how assessment guides instruction. Explain
how data was used to target the needs of the student and to plan
instruction.
Prepare this assignment according to the APA guidelines found
in the APA style guide, located in the Student Success Center.
An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to Turnitin.
Combine all of your assessment data, copies of your lesson
plans for each of the literacy areas, and the reflection paper
under one APA-style title page.
Complete and include the applicable Practicum/Field
Experience Observation and Activity Log located in the
practicum manual.
Scoring Rubric
Practicum Teacher Work Sample (Benchmark Assignment)
Levels/Criteria
1: Unsatisfactory
2: Less than Satisfactory

4. 3: Satisfactory
4: Good
5: Excellent
Score/Level
0%
65%
75%
85%
100%
Applying ACEI Standards 15%
1.0 Development, Learning, and Motivation (2%)
Candidates do not know, understand, or use the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
Candidates know and understand some of the concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation but rarely use them
effectively.
Candidates know, understand, and effectively use the major
concepts, principles, theories, and research related to
development of children and young adolescents to construct
learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
Candidates know, understand, and carefully use the major
concepts, principles, theories, and research related to
development of children and young adolescents to construct
learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
Candidates know, understand, and methodically use the major
concepts, principles, theories, and research related to

5. development of children and young adolescents to construct
learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
2.1 Reading, Writing, and Oral Language (2%)
Candidates do not demonstrate competence in use of English
language arts, nor do they know, understand, or use concepts
from reading, language and child development, to teach reading,
writing, speaking, viewing, listening, and thinking skills and to
help students successfully apply their developing skills to many
different situations, materials, and ideas.
Candidates demonstrate a limited level of competence in use of
English language arts and they know, understand, and use few
concepts from reading, language and child development, to
teach reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully apply their
developing skills to many different situations, materials, and
ideas.
Candidates demonstrate an adequate level of competence in use
of English language arts and they know, understand, and use
concepts from reading, language and child development, to
teach reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully apply their
developing skills to many different situations, materials, and
ideas.
Candidates demonstrate a high level of competence in use of
English language arts and they know, understand, and use
concepts from reading, language and child development, to
teach reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully apply their
developing skills to many different situations, materials, and
ideas.
Candidates demonstrate a comprehensive level of competence in
use of English language arts and they know, understand, and use
concepts from reading, language and child development, to
teach reading, writing, speaking, viewing, listening, and

6. thinking skills and to help students successfully apply their
developing skills to many different situations, materials, and
ideas.
3.1 Integrating and Applying Knowledge for Instruction (2%)
Candidates do not plan or implement instruction based on
knowledge of students, learning theory, connections across the
curriculum, curricular goals, or community.
Candidates rarely plan or implement instruction based on
knowledge of students, learning theory, connections across the
curriculum, curricular goals, and community.
Candidates plan and implement instruction based on knowledge
of students, learning theory, connections across the curriculum,
curricular goals, and community.
Candidates skillfully plan and implement instruction based on
knowledge of students, learning theory, connections across the
curriculum, curricular goals, and community.
Candidates methodically plan and implement instruction based
on knowledge of students, learning theory, connections across
the curriculum, curricular goals, and community.
3.2 Adaptation to Diverse Students (2%)
Candidates do not understand how elementary students differ in
their development and approaches to learning, nor do they
create instructional opportunities that are adapted to diverse
students.
Candidates do not completely understand how elementary
students differ in their development and approaches to learning,
and rarely create instructional opportunities that are adapted to
diverse students.
Candidates understand how elementary students differ in their
development and approaches to learning, and create
instructional opportunities that are adapted to diverse students.
Candidates understand how elementary students differ in their
development and approaches to learning, and skillfully create
instructional opportunities that are adapted to diverse students.

7. Candidates understand how elementary students differ in their
development and approaches to learning, and methodically
create instructional opportunities that are adapted to diverse
students.
3.3 Development of Critical Thinking and Problem Solving(2%)
Candidates do not understand or use a variety of teaching
strategies that encourage elementary students’ development of
critical thinking or problem solving.
Candidates understand but rarely use a variety of teaching
strategies that encourage elementary students’ development of
critical thinking and problem solving.
Candidates understand and use a variety of teaching strategies
that encourage elementary students’ development of critical
thinking and problem solving.
Candidates understand and efficiently use a variety of teaching
strategies that encourage elementary students’ development of
critical thinking and problem solving.
Candidates understand and meticulously use a variety of
teaching strategies that encourage elementary students’
development of critical thinking and problem solving.
4.0 Assessment for Instruction (2%)
Candidates do not know, understand, or use formal and informal
assessments strategies to plan, evaluate or strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary student.
Candidates know, understand, but rarely use some formal and
informal assessments strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary student.
Candidates know, understand, and use formal and informal
assessments strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary student.
Candidates know, understand, and effectively use formal and

8. informal assessments strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary student.
Candidates know, understand, and strategically use formal and
informal assessments strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary student.
5.1 Professional Growth, Reflection, and Evaluation(2%)
Candidates are not aware of and do not reflect on their practice
in light of research on teaching, professional ethics, and
resources available for professional learning; they do not
evaluate the effects of their professional decisions and actions
on students, families and other professionals in the learning
community or actively seek out opportunities to grow
professionally.
Candidates are rarely aware of and scarcely reflect on their
practice in light of research on teaching, professional ethics,
and resources available for professional learning; they seldom
evaluate the effects of their professional decisions and actions
on students, families and other professionals in the learning
community and do not seek out opportunities to grow
professionally.
Candidates are aware of and reflect on their practice in light of
research on teaching, professional ethics, and resources
available for professional learning; they occasionally evaluate
the effects of their professional decisions and actions on
students, families and other professionals in the learning
community and seek out opportunities to grow professionally.
Candidates are aware of and reflect on their practice in light of
research on teaching, professional ethics, and resources
available for professional learning; they typically evaluate the
effects of their professional decisions and actions on students,
families and other professionals in the learning community and
seek out opportunities to grow professionally.
Candidates are aware of and reflect on their practice in light of

9. research on teaching, professional ethics, and resources
available for professional learning; they continually evaluate
the effects of their professional decisions and actions on
students, families and other professionals in the learning
community and actively seek out opportunities to grow
professionally.
5.2 Collaboration with Families, Colleagues, and Community
Agencies (1%)
Candidates do not know the importance of establishing or
maintaining a positive collaborative relationship with families,
school colleagues, and agencies in the larger community to
promote the intellectual, social, emotional, physical growth and
well-being of children.
Candidates know very little about the importance of
establishing and maintaining a positive collaborative
relationship with families, school colleagues, and agencies in
the larger community and do not know how to use that
knowledge to promote the intellectual, social, emotional,
physical growth and well-being of children.
Candidates know the importance of establishing and
maintaining a positive collaborative relationship with families,
school colleagues, and agencies in the larger community but
know very little about how to use that knowledge to promote the
intellectual, social, emotional, physical growth and well-being
of children.
Candidates know the importance of establishing and
maintaining a positive collaborative relationship with families,
school colleagues, and agencies in the larger community and
effectively know how to use that knowledge to promote the
intellectual, social, emotional, physical growth and well-being
of children.
Candidates know the importance of establishing and
maintaining a positive collaborative relationship with families,
school colleagues, and agencies in the larger community and
know how to comprehensively use that knowledge to promote

10. the intellectual, social, emotional, physical growth and well-
being of children.
Content: Lesson Plans: (70%)
Vocabulary: (14%)
The vocabulary lesson plan is missing many of the required
components. Attention to prior knowledge and essential
vocabulary is weak or missing.
The vocabulary lesson plan consists of most of the required
components. Attention to prior knowledge and essential
vocabulary is minimal or underdeveloped.
The vocabulary lesson plan consists of all the required
components. The lesson activates prior knowledge and teaches
essential vocabulary that enhances comprehension.
All lesson plan components are addressed. Prior knowledge is
surveyed and built to support new learning. Essential
vocabulary is thoughtfully developed and meaningfully
connected to prior knowledge.
All lesson plan components are addressed. Exceptionally
organized activities that create depth of understanding through
connecting old knowledge with new knowledge and predictions.
Phonemic Awareness and Phonics: (14%)
The phonemic awareness and phonics lesson plan is missing
many of the required components. Attention to phonemic
awareness and phonics is weak, missing, or incomplete. Skills
and activities are not grade appropriate.
The phonemic awareness and phonics lesson plan consists of
most of the required components. Attention to phonemic
awareness and phonics is minimal or underdeveloped. Skills and
activities are mostly grade appropriate.
The phonemic awareness and phonics lesson plan consists of all
the required components. The phonemic awareness and phonics
activities are grade appropriate and teach students to actively
analyze word parts in an effort to generalize to new word.
All lesson plan components are addressed. The phonemic

11. awareness and phonics skills and activities are thoughtfully
developed and meaningfully connected to grade appropriate
academic standards.
All lesson plan components are addressed. Exceptionally
organized activities that create multiple and meaningful
opportunities to learn word parts that aid in segmenting and
blending phonemes and letters. There is a strategic balance
between word sounds and word letters.
Word Study and Fluency: (14%)
The word study/ fluency lesson plan is missing many of the
required components. The word study/fluency activities are
missing, weak, or incomplete. Skills and activities are not grade
appropriate.
The word study/ fluency lesson plan consists of most of the
required components. Attention to word study/fluency is
minimal, underdeveloped, or inappropriate for teaching word
study/ fluency. Skills and activities are mostly grade
appropriate.
The word study/ fluency lesson plan consists of all the required
components. The word study activities develop ways to build
fluency (speed and accuracy) with text. Activities are
appropriate for grade level and encourage participation.
All lesson plan components are addressed. The fluency skills
and activities are thoughtfully developed and provide
meaningful practice with familiar text. The fluency activities
are fun, interactive, and creative. All lesson plan components
are addressed. The word study skills and activities are
thoughtfully developed and provide meaningful fluency practice
with familiar text. The word study/ fluency activities are fun,
interactive, and creative.
All lesson components are addressed. Exceptionally organized
activities create multiple and meaningful opportunities to
practice word study skills while reading whole text with
smoothness, accuracy, speed, and prosody. Activities are
engaging and focus on fluent decoding/ processing of whole

12. text.
Comprehension: (14%)
The reading comprehension lesson plan is missing many the
required components. Attention to reading comprehension is
weak, missing, or incomplete. Skills and activities are not grade
appropriate.
The reading comprehension lesson plan consists of most of the
required components. Attention to reading comprehension is
minimal or underdeveloped. Minimal or no attention is given to
quality “before, during, and after” reading activities to develop
comprehension. Skills and activities are mostly grade
appropriate.
The reading comprehension lesson plan consists of all the
required components. The reading comprehension activities
address “before, during, and after” reading stages. The learning
activities are high quality and strategically selected.
All lesson plan components are addressed. The reading
comprehension activities are thoughtfully developed and focus
on building understanding of text and extending learning
beyond the text.
All lesson plan components are addressed. Exceptionally
organized activities that create multiple and meaningful
opportunities to create and extend learning of the text. There is
a variety of useful strategies in activity selection. The specific
comprehension strategies teach student independence.
Assessment Instruments: (14%)
Assessment instruments are inappropriate and/or do not focus
on the required areas. Data is weakly analyzed. The selected
learning experiences are at the wrong level or are inappropriate.
Most of the assessment instruments are skill appropriate and
focus on the required areas. Data is minimally or incorrectly
analyzed. Most of the learning experiences are at the right level.
Assessment instruments are skill appropriate and focus on the
required areas. Data is thoughtfully analyzed to select

13. appropriate learning experiences at the right level.
Multiple assessment instruments are used for each skill area.
Triangulation of data is used to support the analysis/
conclusions. Data analysis strongly supports the selection of
lesson choices.
Graphs and tables are used to represent the data. Strong
justifications are provided to explicate the direct connections
between activity selections and the student assessment data.
Assessment results clearly indicate student achievement level.
Paper Content: (15%)
Reflection (10%)
The reflection portion is superficial and/or lacks quality
attention to areas for self-improvement. Weak or no connections
are made between the assignment and the text readings.
Suggestions are unrealistic and impractical.
The reflection portion identifies several areas for self-
improvement, but with minimal depth. Some connections are
made between the assignment and the text readings. Most
suggestions are realistic and practical.
The reflection portion has depth and identifies areas for self-
improvement. Connections are made between the assignment
and the text readings. Suggestions are realistic and practical.
There is a thorough reflection that involves input from the
classroom teacher and demonstrates self-reflection that is
directly supported with examples. Suggestions for
improvements incorporate clear steps that are logically based on
the examples provided in paper.
The reflection is exceptionally organized and strongly supported
by many concrete examples from the data and lesson events.
The candidate demonstrates a solid self-reflection that
incorporates classroom teacher’s comments and that offers
superb suggestions for improvement.
Mechanics of Writing (includes spelling, punctuation,
grammar): (3%)

14. Surface errors are pervasive enough that they impede
communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly
distracting to the reader.
Prose is largely free of mechanical errors, although a few may
be present.
Writer is clearly in control of standard, written American
English.
APA Format and Style Requirements: (2%)
APA format and style are not evident.
Title page is present, though missing APA elements; in-text
citations, where necessary, are used but formatted inaccurately
and not referenced.
All key elements of an APA title page are present; in-text
citations and a reference section are present with few format
errors. Mechanics of writing are reflective of APA style.
Plan elements are theoretically supported with accurate citations
and references.
A broad understanding of APA format and style is evident in
use of level headings and lists, for example.
© 2014. Grand Canyon University. All Rights Reserved.
© 2014. Grand Canyon University. All Rights Reserved.