Cheryl Bunch 1

EDPG 6

Saint Mary-of-the-Woods College

Teacher Work Sample

Cover Page

Teacher candidate name ___Cheryl Bunch _______________________________

Licensure/program area ___P-3/Mild Intervention ___________________________

College Supervisor _Sheila Conder ______________________________________

School/Center ___Brickie Kidz Preschool _________________________________

Grade/age ___Prekindergarten _____________________________________________

Subject _N/A____________________________________________________________

Date ____January February 2017 ___________________________________________

Course number ____ED 417 Supervised Teaching: Early Childhood ____________

Tier number (if applicable) ________________________________________________

Score __________________________________________________________________
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Classroom Context/Community and Family Engagement

Overview:

Brickie Kidz Preschool is a prekindergarten program that is the most unique preschool in

Hobart. The preschool program has 15 children in the morning class and 15 children in the

afternoon class. They are strictly a prekindergarten program in that they only take children who

are 4-years-old on or before August 1st. The focus is preparing the students for kindergarten by

helping them to develop cognitively, socially, emotionally, and physically. For the preschool

children, it is a one-year program, unless the parents and teacher feel that particular child would

benefit from another year of prekindergarten. They have been a preschool since Hobart High

School was built in 2009. Three years ago, they added another Brickie Kidz Preschool at the

Early Learning Center at George Earle which houses the rest of their early childhood programs,

including all of Hobarts Kindergarteners.

However what makes Brickie Kidz Preschool stand out from other programs is that they

are also located in Hobart High School and are affiliated with Porter County Career and

Technical Center. The vocational program is for juniors and seniors who are enrolled in the

Early Childhood Education classes at the high school. These students are not just Hobart

students, but also students from other Porter County high schools. It is a dual credit class and

they can earn college credit through Ivy Tech for successfully completing the program.

Family and stakeholder communication and collaboration:

Family and community resources: Hobart has many resources that would be useful for family

engagement, including the following:

1 Building Brickies Parents as Teachers approved user

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Provides support for Hobart families from pregnancy until kindergarten. This program is

located inside the Early Learning Center at George Earle. They provide playgroups,

home visits and developmental screenings.

2 Hobart YMCA
They offer family activities such as swimming, summer camps, before and after school

care, and safe sitter.

3 Guest speakers such as the Fire Prevention Director, Josh, the School Resource Officer

Simon with his dog, Scout, and visits from the school nurse, Ms. Regina.

Family communication:

1. Brickie Kidz Preschool Facebook page

2. Monthly calendars

3. Notes home in the daily folders

Family involvement:

I would host special events such as:

Thanksgiving Pie Celebration

Donuts with Dads
Mothers Day Tea
Graduation Celebration

Family involvement:

A couple home activities for families would be:

1. Sending weekly library books home to encourage parents to read with their child.
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2. Incorporating a Little Brickie of the Week where this child brings home Clifford

the Big Red Dog along with a journal for the family to write down how Clifford spent

his week with the family.

TEACHING CONTEXT DESCRIPTION

Class/Classroom Information
1. Grade levels in class (list all that apply): __Prekindergarten __________________________
2. Ages in class (list all that apply): __4- and 5-year olds ______________________________
3. Number of students enrolled in class: _15 in the AM and 15 in the PM _______________
4. Number of students typically present: __29 rarely is there more than one absent _______
5. Time available each day to teach all students (in this class): __8:15-10:45 and 11:45-2:15 ___
6. Resources (equipment and supplies) available for this class (mark one):
_X__Well equipped and supplied (for example, multiple technologies, sufficient paper and
supplies)
____ Adequately equipped and supplied (access to technology and appropriate paper and supplies)
____ Poorly equipped and supplied. (limited technology and supplies or rationing of supplies)
7. Community, district and school factors:

Hobart High School is home to over 1277 high school students and 30 preschoolers.

Hobart is a working class community about 38 miles from Chicago, Illinois and about 8 miles

from Gary, Indiana. Hobart students, along with the Hobart community, are known

affectionately as Brickies. They were named after the local brickyards that were located in

Hobart, which was Hobarts most important industry back in the nineteenth century. Even

though the gristmill and brickyard is a thing of the past, Hobart has continued to grow through

the years from the help of the steel mills and more recently, some major annexations from local

townships. Hobart is populated by middle class people, composed of a typical age distribution.
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A typical school in Hobart is made up of 62.1% Caucasian students, with 22.1% Hispanic

population.

Individual Differences
1. Number of students in class with diverse languages: __3 to 4______________________
2. Number of students in class with IEPs: _____NA_________________________________
3. Number of students in pull-out or supplementary programs:
_NA_Title I ____Gifted ____RTI ____ Other:
4. Patterns of development (number of students typically at each level)
_6_ Atypical _17_ Typical _7__ Advanced

Step 2 Assessment of Prior Knowledge

The students have been introduced to capital and lowercase letters by their teachers. By

observing the students say their letters and sounds as a whole class, I determined which students

I would utilize for my work sample. I chose four students with varying abilities. Prior to

teaching the lessons on letter recognition, I will determine what the group of four students

already know by pre-assessing them on capital and lowercase letter recognition. I will use the

alphabet assessment form below as a baseline pre-assessment and again when comparing the

students final performance. I will assess them by checking the capital and lowercase letters that

they are able to recognize without any assistance.

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Name: ______________________________ Date: __________________________

Alphabet Assessment

Uppercase Letter Recognition

A E I M Q U Y
B F J N R V Z
C G K O S W
D H L P T X
Lowercase Letter Recognition

a e i m q u y
b f j n r v z
c g k o s w
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d h l p t x
PreKinders.com
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Step 3 Planning Instruction

Connect Standards/Foundations

Standard/Foundation Objective Learning Activities Assessment

ELA2.1: Match the capital Spoonful of Letters Observe while the
Demonstrate letter with the child matches the
awareness of the lowercase letter. correct lowercase
alphabet letter with the capital
letter.
ELA2.1: Match 12 capital Brush Away Alphabet Observe while the
Demonstrate letters with the Game child uses the correct
awareness of the correct 12 lowercase toothbrush to brush
alphabet letters. away the plaque.
HG3.1: Demonstrate
development of fine
and gross motor
coordination
ELA2.1: Sort capital and Tooth Fairy/Pillow Determine which
Demonstrate lowercase letters Letter Sort letters they do not
awareness of the know according to
alphabet how many are left in
M3.1: Demonstrate the mouth.
understanding of
classifying
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EDPG 6

Saint Mary-of-the-Woods College

Education Department

Lesson/Activity Plan Template

Teacher Candidate: Cheryl Bunch

Name of Lesson: Spoonful of Letters

Subject: English/Language Arts Grade: Prekindergarten

Rationale for lesson:

This small-motor activity will allow the children to find the matching capital and lowercase

letters.

Learning outcomes/objectives: By seeing the capital letters on the white spoons, the child will

locate the matching lowercase letters on the clear spoons.

Assessment of student outcomes:

Once completed, all the spoons will be stacked with the lowercase on top of the correct capital

letter.

Related Foundations/Indiana Academic Standard:

ELA2.1: Demonstrate awareness of the alphabet

Materials Needed:

26 White spoons
26 Clear spoons
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Sharpie marker
On the white spoons, write a capital letter toward the top of the round part of the spoon. On the

clear spoons, write a lowercase letter toward the bottom of the round part of the spoon. Do this

for every letter in the alphabet. When you put the clear spoon on top of the white spoon, you

should be able to see both the capital letter and the lowercase letter.

Lesson/Activity Presentation:

Anticipatory set:

Boys and girls, today we are going to play a game of letter spoons.

Teaching procedures:

1 Begin by placing all of the capital lettered white spoons on the table randomly.

2 Give the child the lowercase clear spoons.

3 Have them match up the spoons by placing the correct clear spoons on top of the

white spoons.

Guided & independent practice:

I will let them do this independently, unless someone seems to be struggling, in which

case, I will group the spoons in smaller sets so it will not be as overwhelming.

Closure:
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They will be finished when all the spoon are in sets. I will encourage them to set up the

game for the next child. As they are taking the spoons apart, the child can review the

letters.

Differentiated instruction:

For one of my students, I will only use about 12 of the letters to keep the game shorter to aid

with his attention span.

Cultural diversity emphasis (if appropriate): NA

Technology (if appropriate): NA

Reflection on lesson:

The lesson worked well. There were no other adaptions needed. For my one student, 12 letters

were more than enough for him. He started losing interest around the 8th or 9th letter.
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Saint Mary-of-the-Woods College

Education Department

Lesson/Activity Plan Template

Teacher Candidate: Cheryl Bunch

Name of Lesson: Brush Away Alphabet Game

Subject: English/Language Arts Grade: Prekindergarten

Rationale for lesson:

Along with utilizing small motor skills, the children will have a fun way to identify 12 capital

and lowercase letters.

Learning outcomes/objectives:

Recognition of capital and lowercase letters

Utilizing small motor skills

Assessment of student outcomes:

The children will have identified all 12 matches once the ice cube tray has been completely

erased.

Related Foundations/Indiana Academic Standard:

ELA2.1: Demonstrate awareness of the alphabet

HG3.1: Demonstrate development of fine and gross motor coordination

Materials Needed:
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Ice cube trays

Expo markers
Felt
Popsicle sticks

Lesson/Activity Presentation:

Anticipatory set:

Before the lesson:

1. Write a different capital letter on all 12 teeth of the ice cube tray.

2. On 12 popsicle sticks, write the same 12 lowercase letters on the bottom of each stick as on
the tray.
3. On the other end of the stick, glue a little piece of white felt on each stick. This could
represent toothpaste.

Since we are discussing how to take care of our teeth, lets play a game and pretend that

the ice cube tray is our teeth. The black capital letters can be the plaque. Lets see if we can find

the correct toothbrush, which would be the one with the matching lowercase letter, to brush away

the plaque.

Teaching procedures:

1 Have the child name the first capital letter on the ice cube tray.
2 Have the child find that lowercase letter popsicle stick.
3 Have the child use the felt end (toothpaste) and brush away the letter on the tray.
4 Have them complete each one until they have brushed off all the letters.

Guided & independent practice:

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For most children, you may let them rewrite the capital letters on the ice cube tray for the

next child.

Closure:

I think you removed all the plaque and reviewed your letters. Can you say the letter as

you rewrite it for your classmate?

Differentiated instruction:

There should not be any differentiated instruction needed with this lesson.

Cultural diversity emphasis (if appropriate):

NA

Technology (if appropriate):

NA

Reflection on lesson:

This was cute and they loved the brushing. No adjustments needed.
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Saint Mary-of-the-Woods College

Education Department

Lesson/Activity Plan Template

Teacher Candidate: Cheryl Bunch

Name of Lesson: Tooth Fairy/Pillow Letter Sort

Subject: English/Language Arts Grade: Prekindergarten

Rationale for lesson:

This lesson allows the children to recognize and sort capital and lowercase letters.

Learning outcomes/objectives:

The children will correctly identify each letter as a capital or lowercase letter and put it in the

right container.

Assessment of student outcomes:

By observing how many teeth are left, we will determine which letters we need to review.

Related Foundations/Indiana Academic Standard:

ELA2.1: Demonstrate awareness of the alphabet

M3.1: Demonstrate understanding of classifying

Materials Needed:
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52 Teeth (made from white cardstock), and write one letter on each tooth. Be sure to

use all letters of the alphabet.

Make 3 simple containers and label: mouth, pillow, tooth fairy

You can make these as simple or complex as you wish. I used 3 baskets and taped a

picture of a mouth, pillow, and a tooth fairy on the baskets.

Lesson/Activity Presentation:

Anticipatory set:

Today to go along with the Tooth Fairys visit, we will play a sorting game.

Teaching procedures:

1 Put all 52 teeth in the mouth basket.

2 Have the child sort the teeth by giving the tooth fairy all the capital letter teeth and

placing the lowercase letters teeth under the pillow.

3 If the child does not know an answer, place the letter back into the mouth basket.

Guided & independent practice:

Have the child name the letters that were sorted once the game is complete. Review any letters

that were incorrect.

Closure:
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Review with the child on any letter that he/she missed. Work with the child to see if he/she can

try it again on the ones he/she missed.

Differentiated instruction:

This game may be too long for some children, if so:

Make it shorter by only using some of the letters

Pair up the children and let them collaborate as a team

Cultural diversity emphasis (if appropriate):

NA

Technology (if appropriate):

NA

Reflection on lesson:

The only thing I need to rethink is some of the children kept getting confused on which basket to

place the tooth. Next time, I will use different visuals. Perhaps instead of a picture of a pillow

and a tooth fairy, I may try using a picture of an adult, for the capital letters and a picture of a

child for the lowercase letters.

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Step 4 Implementation: Teaching & Learning

Describe an assessment plan to monitor student progress toward learning

outcomes/objectives.

While the students played the three lesson plans, I monitored student progress through

observations and student records, compared them to the learning objectives.

Describe how technology will be used in the planning and/or instruction. If there is no
plan to use any form of technology, provide a clear rationale for its omission.

The only technology that was used was the use of Pinterest and the use of online

assessment tools. The children at the preschool do not utilize much technology. Part of the

philosophy behind this is the two and a half hours the class spends together should used for the

social development of children. This objective is best met through play-based activities and

social interaction with each other.

Describe the assessments that you will conduct before, during, and after instruction.
The assessment should be aligned with the outcomes/objectives, contain both qualitative
and quantitative data. These assessments should authentically measure student learning
and may include performance-based tasks, paper-and-paper tasks, or personal
communication.

The assessments that I will conduct before and after instruction will be the alphabet

assessment to measure where they started, as well as the finished outcome. This will accurately

compare both qualitative and quantitative data. I will use observations and notes to assess

progress during instruction.

Discuss how you changed your instruction based on what you learned from your
assessments.

I changed instruction and objectives for Alexander after assessing him. He does not have

the ability to stay focused for the entirety of most lessons.

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Show evidence of re-teaching and adapting lessons/activities beyond the original lessons.
How is student performance affected by re-teaching or adaptation, please refer to the
baseline.

I believe I showed evidence of re-teaching and adapting lessons by having the children

review their letters and/or setting up the game for the next student at the closure of the activities.

In addition, the student performance was increased by making adaptions for my student

who could not focus during the entirety of the lesson because this adaption made him feel

successful and not frustrated as he often would in the past.

Step 5 Assessment Results and Analysis of Student Learning

Letter Assessment

52
47
44
39
34 35

28

Grace Uriah Gabriella Alexander

Pre-Assessment Final Assessment

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The pre-assessment showed that two of the students knew over half of the capital and

lowercase letters, that one student knew half of the letters, and one student was really struggling

just to recognize 4 of the letters in his name.

Grace knew 18 capital letters and 10 lower case letters when I first assessed her on

January 12th. I was actually surprised that she did not know more than she did because she

always seemed attentive and would say the letters along with the rest of the class when they

reviewed them. On the final assessment, Grace knew 19 capital letters and 15 lower case letters.

Uriah started by knowing 22 capital letters and 17 lower case letters. By the final

assessment, Uriah could rattle off all of the capital and lower case letters without hesitation!

Good job, Uriah!

Gabriella, started by knowing the most letters at 44. She knew all of the capital letters,

except U and H. However, she made the least improvement. In the end, she knew the final two

capital letters. She added g and d; however, she forgot j.

Alexander started by only knowing capital A, E, and X, and lower case x. Those four

letters are in his name. When I did the final assessment on him, I was completed surprised! He

knew 21 capital letters and 14 lower case letters! However when I assessed him, it took three

different times to complete the assessment because he would start to get agitated and wanted to

leave. I made note on where he left off and continued at later times.

The final assessment showed that every student improved, at least some, over the course

of these lesson plans. Uriah made substantial improvement by ended these lessons with knowing

every single letter without hesitation! However, what amazed me the most was the most drastic
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improvement by Alexander. He went from only know 4 letters to knowing over half of the

letters!

Outcomes/Objective Assessments Format of Adaptions

s Assessments
The student will Pre-Assessment Letter Assessment For one student,
correctly identify all break down the
the capital and lower assessment. Stop
case letters when he loses focus.
Continue later that
day or the next.
Formative Capital and lower Observe the children
Assessment case letter games, while they play the
matching, and activities. Correct
sorting. and review any
mistakes.
Final Assessment Letter Assessment For one student,
break down the
assessment. Stop
when he loses focus.
Continue later that
day or the next.

Step 6 Reflection and Self-Analysis

Reflective practice helps a teacher think about how students learn and enables those teachers to
make decisions about how to best support student development and learning. [Morrison, G.
2010. Fundamentals of early childhood education. (6th ed.). Columbus, OH: Pearson.]

Respond to the following:

Since the conclusion of the work sample, what have you done to help students
accomplish the objectives and improve their learning?
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I am continuing to review letter recognition as a whole class during the meeting center

for all the children.

What was the original expected outcome of the lesson taught?

My original expected outcome was to ensure that the children recognize their capital and

lowercase letters. I think I have reached that outcome for the most part. Not every child knows

every letter, but every child made some kind of improvement.

What were your assumptions of the students knowledge prior to teaching the lesson?

I correctly assumed that many students know many of the letters at this stage in their

preschool experience. I based this assumption on my many years of working with young

children.

Based on the result you obtained and your experience with this body of instruction, what
will you do differently in planning, teaching, and assessing the next time you teach this
content or concept?

I will probably not do much different in the planning and implementing of the lessons

taught.

What did you learn about your own teaching and assessment skills?

I learned to be willing to adapt to meet the needs of every student.

What adaptations did you need to make based on the formative assessment you did
during the lessons? How did you adapt your instruction for individual needs?

I needed to adapt the lessons to meet the attention span of students who were not able to

focus as long as others. I used less letters for the child to match in some of the lesson plans.

Does the evidence support actual student learning?

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Yes, the evidence supports actual student learning according to my observations, as well

as my pre-assessments and final assessments.

Evaluate the strengths and weaknesses of your own teaching.

I think my strengths are that I am comfortable with working with children of that age, and

that I am able to adapt to meet students needs. I believe my biggest weakness is that I have

many years of experience in teaching, but I do not retain a lot of the teacher verbiage to

explain the outcomes on formative assessments.

Identify some areas for your future professional growth.

Working on my above weakness by increasing my knowledge in early childhood

education beyond getting my degree and license.