Missouri Pre-Service Teacher Assessment (MoPTA)
Library of Examples – Task 3
Example Task 3, Step 1, Textbox 3.1.3
Below are two examples of written responses to Textbox 3.1.3 as excerpted from the portfolios of two different
candidates. The candidate responses were not corrected or changed from what was submitted. One response was
scored at the Met/Exceeded Standards Level and the other response was scored at the Did Not Meet/Partially
Met Standards Level. This information is being provided for illustrative purposes only. These excerpts are not
templates for candidates to use to guarantee a successful score. Rather, they are examples that candidates can
use for comparison purposes to see the kinds of evidence that they may need to add to their own work.
The work you submit as part of your response to each task must be yours and yours alone. Your written
commentaries, the student work and other artifacts you submit, and your video recordings must all feature
teaching that you did and work that you supervised.
Step 1: Planning the Lesson
Textbox 3.1.3: Learning Activities
Met/Exceeded Standards Level
a. During the lesson, the students will play a game called “Find the Factor Family.” In the game the students
will be given a strip that has four numbers, three of which are related facts. The students had to explain
the relation by writing number sentences. The students must refer to properties of multiplication and
division in order to make the commutative and inverse number sentences. With the number sentences
they wrote their own word problems. Having the students engage in the related factor game and writing
their own word problems will provide review for some students and further instruction for other
students. Using the analysis of the related factors from the assessment, I planned for the students to
engage in an activity that would further instruct students on problem solving with multiplication and
division in addition to engaging the students with the relation of factors.
b. The learning activities address the students’ strengths and needs by furthering the instruction of the
those students that need more time with problem solving in multiplication and division and relating
factors while acting as a review for the students that have demonstrated strengths in the specified areas.
For the students that demonstrated their strengths in problem solving in multiplication and division and
were able to identify and explain how and why facts are related, the learning activities served as a review
to help them better their skills and help their classmates that may need the help from a peer.
c. One characteristic included in my class demographics was the students on an IEP or 504 Plan. There are
19 students in the class and 9 of the students are on an IEP or 504 Plan because of special needs or
behavioral needs. These students require differentiated instructions to ensure that they get the most out
of planned lessons. To ensure that the needs of these students were met I chose a learning activity that
would engage them. I worked through an example with them which allowed them to be involved in the
© 2015 MoDESE. The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national
origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities
that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil
Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone
number 573-526-4757 or TTY 800-735-2966; email [email protected]
process and build their understanding. I worked one-on-one with this group and facilitated them as they
worked through the learning activity.
Refer to the Task 3 Rubric for Textbox 3.1.3 and ask yourself:



What rationale does the candidate provide for each learning activity included in the lesson?
How does the candidate show that the learning activities address the students’ strengths and needs and
the class demographics?
Why is the analysis of learning activities thorough?
Step 1: Planning the Lesson
Textbox 3.1.3: Learning Activities
Did Not Meet/Partially Met Standards Level
a) Before the lesson begins, students will have three sticky notes. On each of the notes, they will choose an
object that they would measure with a ruler, yardstick, and a measuring tape. Before we discuss the
students’ answers, I will give the students examples of objects I would use. The students will then come
to the carpet and place their notes on a chart in the correct column. We will discuss the answers. If the
answers are right, the students give it a thumbs up and some of the students will explain why they chose
the object. If an answer is wrong, students give a thumbs down. Then we will discuss which column that
object belonged in. Then, I will model to the students how to choose the most beneficial tool to measure
each object. Next, the students and I will work together to choose a tool that would be the most effective.
When they have shown that they are competent in the skill, they will begin the assessment.
b) The students are on varying levels and these activities are effective for the students on every level.
Students will be working together with my guidance. These learning activities allow them to find their
answers in their own ways and then they have to explain how they arrived at the answers. The class as a
whole struggles with discussing how they have done something. Their responses usually sound like “I just
know,” but with these activities, students aren’t allowed to answer without a discussion.
c) The students’ needs and strengths are addressed through the variation of activities.
Refer to the Task 3 Rubric for Textbox 3.1.3 and ask yourself:
 What rationale does the candidate provide for each learning activity included in the lesson?
 How does the candidate show that the learning activities address the students’ strengths and needs and
the class demographics?
 Why is the analysis of learning activities ineffective?
Suggestions for Use
After writing your own rough draft response to the guiding prompts, ask the question, “Which parts of these
examples are closest to what I have written?” Then read the 4 levels of the matching rubric (labeled with the
textbox number) and decide which best matches your response. Use this information as you revise your own
written commentary.
Lastly, using your work and/or these examples as reference, consider what you believe would be appropriate
artifacts for this textbox.