Saint Mary-of-the-Woods College

Teacher Work Sample

Cover Page

Teacher candidate name _____Stacy Pie________________________

Licensure/program area _K-6 Elementary Education/MI___________
College Supervisor Mary-Margaret Rissler______________________
School/Center ____Edgewood Primary School______________________
Grade/age - K-2 Self-Contained_____________________________
Subject ____All ______________________________________________
Date _____January 6, 2015______________________________________
Course number ___ED 403 _____________________________________
Tier number (if applicable) _____________________________________
Score _______________________________________________________

School Profile
Edgewood Primary School
7700 W. Reeves Road
Bloomington, IN 47404
(812) 876-9600
Principal: Mrs. Brenda Whitaker

Community
Although Edgewood Primary has a Bloomington address, it is
actually located in the small town of Ellettsville, IN, which has 20, 167
residents. It services the surrounding rural areas as well as the
outskirts of northwestern Bloomington. Ellettsville was founded in
1837 and incorporated in 1866 and still maintains its proud heritage of
limestone quarrying and manufacturing. It is the most rapidly
developing area in Monroe County. The local community has strong
ties to all the schools and provides many resources to the schools in
the form if materials, manpower and awards. The Richland Bean
Blossom School Corporation includes an Early Childhood Center, two
Elementary schools, an intermediate school, a junior high, a high
school and an alternative high school. There is also a special
education coop with our neighboring corporation Spencer-Owen called,
Forest-Hills. We also share Hoosier Hills Career Center with all area
High Schools to help students that would like to follow a more technical
career path versus a more traditional college path.

School
Edgewood Primary School has 680 students enrolled in the 20142015 school year. The student body is represented by the following
ethnic diversity, 90.4% Caucasian, 2% Hispanic, 6% multiracial,
1%black, and .6% Asian. The numbers of families that qualify for free
and reduced lunches are as follows; 235 free and 35 reduced. 124
students have special education needs and there are no English as
second language learners.

Classroom Profile
For my student teaching I will be teaching in my own classroom.
I have 9 students with special needs ranging from mild to moderate.
There are 7 boys and 2 girls. 5 of the boys are nonverbal and in
diapers. I am lucky to have four wonderful ladies to help me everyday
with our day-to-day routines. Without them the job would be almost
impossible. All students are with there parents in their own homes with
the exception of one who lives in the homeless shelter with her mother
and siblings. One of the students was adopted from Russia at age 3
and has been with his parents here in Indiana since then.
Socioeconomics are split about evenly in in the middle with 5 students
being on the free and reduced lunch program. 4 students have Autism,
one is deaf and the others are all OHI with varying cognitive levels.

We use the STAR program as our base curriculum and it is what I

use to collect and keep data to form teaching strategies and set IEP
goals. I keep samples of their work in a binder so that I have references
to use throughout the year on their progress. I also keep samples from
their therapists that come in throughout the week. We have Speech
and Language on Mondays, PT on Tuesdays and OT on Fridays.
To help with classroom management, I have learning stations set
up. They are, STAR, reading, math, handwriting, TEACH deskwork, free
choice, OT station, and goal work. We do everything in 15-minute
rotations and after 3 rotations we go to the sensory room and take a
15-minute break. 5 students have picture schedule that they check
with each change to help them go to their next spot and work towards
their next goal. I also use a token board when they complete a task
correctly. And they receive a reward when the token board is full.
I keep in close contact with all parents through a nightly
communication binder as well as frequent phone calls, texts and
emails. I wanted to make sure all my parents felt like they could come
to me at anytime with any concern. Although many of my students are
on the spectrum they are highly social and all have siblings so the
parents like to know they are welcome in the room and on field trips
with us so they can be with other parents and kids. I also do a weekly
newsletter that I send home to my parents that keeps them informed

what we will be doing that week such as the letter of the week and our
spelling list. I also put in school announcement and upcoming events
and parenting tips and ways they can help use the skills we are
learning at school at home so their child has a better chance at
mastering it.
I also like to make sure they know that there are plenty of
community and family resources available to them. I was able to get 5
of my students on our Backpack Buddy Food Program. Every Friday
they get a backpack filled with food that they get to take home with
them so that they have enough to eat over the weekend. If there is a
holiday then we have another resource that we get a box of food for
them to go along with the backpack. We are also trying very hard to
potty train in the room, so I have gotten two of my moms on board by
getting them engaged in the Autism Center webpage. There are so
many great resources on there for potty training and they have sent
me things that I have been able to send home. I also am trying to get
them excited about The iCanBike program. It teaches kids with special
needs to ride a bike without training wheels and it is supposed to be
amazing. I am trying to get some donors for a couple of my kids so
they can go.

I have the best class I could ever ask for and I am so excited to
be a part of it! I cant ever imagine doing anything different and I cant
wait to see where the rest of the year takes us.

Teaching Context Description

1.
2.
3.
4.
5.
6.

Grade levels- Kindergarten, 1st, and 2nd

Ages in class- 5-8
Number of students enrolled in class- 9
Number of students typically present- 9
Time available each day to teach all students- 5.5 hours
Resources (equipment and supplies) available for this class
(mark one):
______Well equipped and supplied
___X____ Adequately equipped and supplied
_________ Poorly equipped and supplied

7. Community, district and school factors. Address geographic

location, community and school population, socio-economic
profile and race/ethnicity. Stability of community, political,
climate, community support for education, and other
environmental factors may also be addressed. Consult IDOE
website, school district website, Chamber of Commerce for
information.
-See above

Individual Differences
1.Number of students in class with diverse languages- 0
2. Number of students in class with IEPs- 9
3. Number of students in pull-out or supplementary programs- 2
go to general education rooms for 90-minute literacy
4. Patterns of development- 9 at Atypical

I will be measuring Bodie Steins ability to recognize

letters in the alphabet. I will administer a pretest by showing
him flashcards with each letter represented on one flashcard
in a random order and then mark the ones he doesnt know
on a clipboard that I will have a sheet that I will keep data
on. I will then form lesson plans that I feel will best help
Bodie learn and master the letters he is having trouble with.
By using the pretest in this way I will be able to
evaluate Bodies prior knowledge of letter identification.
This evaluation will help me learn his strengths and his

weaknesses and what strategies I need to use when I

develop lessons for him.
When I begin lessons I will begin each lesson by
reviewing and asking Bodie which letters he remembers and
asking if he knows any new ones. I will periodically check to
see if he has gained new knowledge and do informal
assessments.

Alphabet Test
Teacher/Tutor Name: Stacy Pie Student Name:
Bodie Stein
Number Correct: 39
Number Missed: 13
Confusions: b/d; p/q; x-said z
Unknown Letters: 7

Standard/Founda

Objective

tion

K.RF.1.d
Recognize and
name all upper and
lowercase letters of
the alphabet

K.SL.1a follow
agreed upon rules
for discussion (take
turns and listen to
others)

Learning

Assessment

Activities
The Student
will
successfully
identify all 26
uppercase and
letter of the
alphabet.

Student will play

games two learn
to identify letters
of the alphabet

Student will take a pretest

and posttest to assess
their knowledge of the
lesson

Student will
use active
listening and
take turns
while playing

Student will find

letter cards with
other students
and take turns
putting in ABC

Student will be assessed

on whether they are
successful at taking turns
and following directions
and rules of game.

K.SL.1.b
continue a
conversation
through multiple
exchanges

game.

order

Student
will
discuss
with
teacher
and
peers the letter
name
and
order of letter
in alphabet.

Student will
maintain
dialogue with
teacher and
peers concerning
letter name and
order.

Saint Mary-of-the-Woods College

Educational Department

Student will be assessed

on success of letter
knowledge of name and
ABC order

Lesson/Activity Plan Template

Teacher Candidate: Stacy Pie
Name of Lesson; UH OH
Subject: Literacy
Grade: K
Rationale for lesson:

To help students build letter recognition fluency. To help students

use visuals to hone memory skills

By learning letter names students will better understand letter

sounds later

By understanding letter sounds students will better understand

how putting letter sounds together you can make words and
learn to read

Becoming fluent in letter recognition students will be more

familiar and at ease with the alphabet

Allowing students to interact with letters in many different

instructional ways will help students build letter recognition

Learning outcomes:

Students will be able to successfully identify all 26 letters of the

alphabet

Students will successfully take turns in a partners games

By interacting with letters in a play like setting, students will

better understand letter name connection

Students will build their letter recognition through practice

Demonstrate

Assessment of student outcomes:

Informal assessment of student knowledge will occur by

observing students playing game with partner.

Teacher can carry clipboard with list of students and letters.

Teacher can cross out letters by students name that they observe
the student correctly identify.

Formal assessment can be the Alphabet Recognition test given to

student at beginning of unit. Give exact same test to student to
measure their progress.

Keep a checklist of the letters students consistently recognize

Note each childs participation

Related Foundations/ Standards:

K.RF.1.d- Recognize and name all upper and lowercase letters of

the alphabet
K.SL.1.aFollow agreed upon rules for discussions ;( e.g., listen to

others and take turns)

K.SL.1.b- continue a conversation through multiple exchanges

Materials needed:

set of small alphabet cards

set of 5 Uh Oh cards

bowl or container to put alphabet cards in

Lesson/Activity Presentation:

Anticipatory Set:

Get students attention with Classity Class!

They will respond with Yessity Yes!

Explain to students that we are going to play another game with

our alphabet cards

This game is called Uh Oh and they get to play with a partner

(most students will be partnered with a TA or teacher)

Model how to play the game by partnering up with a TA and take

turns picking a card out of the bowl.

Teaching Procedures:

Tell students they will take turns drawing a letter out of the bag
and say the letter name

If you say the name correctly you keep the card

If you miss the word your partner gets a chance to say the
correct name and keep the card

If the student draws an Uh Oh card they lose their turn

Whoever has the most cards at the end of the game wins

Guided and Independent Practice:

Have students play game several times with adult partner or

peer

Shuffle groups as needed to best benefit the student

Closure:

Talk to students to see if they liked the game

Differentiated instruction

Allow students to use communication device if needed or to use

sign

Technology:

Communication device as needed

Reflection:

The students loved this game, I think I will start out with the
alphabet scavenger and matching game again because they
really like that also and it is one more way to reinforce the letter
identification concept. This is another game I could modify for
many uses; number identification, sight word identification, life

lines, etc. I feel like this game is very versatile and can be used
successfully in many ways.

Reflect on each students ability to identify or not identify each

letter and think of ways to either extend their learning or ways to
help them be more successful in their learning.

Saint Mary-of-the-Woods College

Educational Department
Lesson/Activity Plan Template
Teacher Candidate: Stacy Pie
Name of Lesson: ABC Match
Subject: Literacy
Grade: Kindergarten

Rationale for lesson:

To help students build letter recognition fluency. To help students

use visuals to hone memory skills

To help students build alphabet organization and fluency

Learning outcomes:

Students will apply and build their knowledge of letters and

alphabet organization

By interacting with letters through visual aid students will be able

to connect letter with letter name

Assessment of student outcomes

Assessment of the student will be through alphabet recognition

and ability to match to same letter

Related Foundations/ Standards:

K.RF.1.d- Recognize and name all upper and lowercase letters of

the alphabet

K.SL.1.aFollow agreed upon rules for discussions ;( e.g., listen to

others and take turns)

K.SL.1.b- continue a conversation through multiple exchanges

Materials needed:

1 set of printed alphabet cards cut out with Velcro on back

1 alphabet list with Velcro fixed on each corner of each letter

box.

clipboards

Lesson/Activity Presentation
Anticipatory Set:

Before students come into class, hide alphabet cards around the
room.

Tell students they will be going on a letter hunt and they need to
look around the room and find the letter cards that match the
letter boxes on the page on their clipboards

Tell them it is important that they pay attention to each letter to

make sure it is the same letter they are matching it to.

Tell them that once they find their letter cards and match them
to bring them back to you to identify the name of the letter
and/or to put on clipboard depending on their level of
independence.

Begin by saying: ready,set,learn

Teaching Procedures:

Begin by telling students that you have hidden 26 letter cards

and it is their job to find them and match them to the letters on
their clipboards

Each student will only have 6 letters to find

As they find their letter cards they will match them to their clip
boards and bring them back to you and tell you the name of the
letter

Lay the cards out in the order they bring them to you

When all letters have been found have students

Guided and Independent Practice:

Allow students to play game as much as time allows

Allow students to take two sets of alphabet cards home to

practice at home

Closure:

Ask students what part of the lesson they liked the most; the
letter hunt or the memory game

Go through alphabet cards that they have matched, hold cards

up and ask students to say the letter name.

Tell students that we will be doing another letter hunt tomorrow

with a different activity after they find all the letters.

Differentiated instruction:

Already adapted but could further adapt for XG by having him

use his device by pressing appropriate letter matching it to the
one he finds.

Technology:

None used

Reflection:

This lesson went really well. Students enjoyed it and asked to

play again in the afternoon.

I plan on building on this lesson for future lessons with sigh

words, spelling words and math lessons

I plan on adapting to students with communication devices so

they can participate easier

Saint Mary-of-the-Woods College

Educational Department
Lesson/Activity Plan Template
Teacher Candidate: Stacy Pie
Name of Lesson: ABC Order
Subject: Literacy
Grade: Kindergarten
Rationale for lesson:

To help students build letter recognition fluency. To help students

use visuals to hone memory skills

To help students build alphabet organization and fluency

By learning letter names students will better understand letter

sounds later
By understanding letter sounds students will better understand
how putting letter sounds together you can make words and

learn to read
Becoming fluent in letter recognition students will be more
familiar and at ease with the alphabet

Allowing students to interact with letters in many different

instructional ways will help students build letter recognition

Learning outcomes:

Students will apply and build their knowledge of letters and

alphabet organization

By interacting with letters through visual aid students will be able

to connect letter name and alphabet order

Assessment of student outcomes

Assessment of the student will be through alphabet recognition

and ability to put alphabet in correct order

Can also do informal assessment by noting which letters

students know without help and that have successfully matched.

Informal assessment of student knowledge will occur by

observing students playing game with partner.

Teacher can carry clipboard with list of students and letters.

Teacher can cross out letters by students name that they observe
the student correctly identify.

Formal assessment can be the Alphabet Recognition test given to

student at beginning of unit. Give exact same test to student to
measure their progress.

Keep a checklist of the letters students consistently recognize

Note each childs participation

Related Foundations/ Standards:

K.RF.1.d- Recognize and name all upper and lowercase letters of

the alphabet

K.SL.1.aFollow agreed upon rules for discussions ;( e.g., listen to

others and take turns)

K.SL.1.b- continue a conversation through multiple exchanges

Materials needed:

1 set of printed alphabet cards cut out with Velcro on back

1 alphabet list with Velcro fixed on each corner of each letter

box.

clipboards

Lesson/Activity Presentation
Anticipatory Set:

Before students come into class, hide alphabet cards around the
room.

Tell students they will be going on a letter hunt and they need to
look around the room and find the letter cards that match the
letter boxes on the page on their clipboards

Tell them it is important that they pay attention to each letter to

make sure it is the same letter they are matching it to.

Tell them that once they find their letter cards and match them
to bring them back to you to identify the name of the letter and
put into alphabetical order.

Begin by saying: ready,set,learn

Teaching Procedures:

Begin by telling students that you have hidden 26 letter cards

and it is their job to find them and match them to the letters on
their clipboards

Each student will only have 6 letters to find

As they find their letter cards they will match them to their clip
boards and bring them back to you and tell you the name of the
letter

Lay the cards out in the order they bring them to you

When all letters have been found have students come back to
you and help you put letter cards in alphabetical order.

Make sure students say the name of each letter as they put it in
order

Have students try to tell you what letter comes next and allow
them to find the letter

Guided and Independent Practice:

Allow students to play game as much as time allows

Allow students to take two sets of alphabet cards home to

practice at home

Closure:

Ask students what part of the lesson they liked the most; the
letter hunt or putting the letters in alphabetical order

Go through alphabet cards that they have matched, hold cards

up and ask students to say the letter name.

Tell students that we will be doing another letter hunt tomorrow

with a different activity after they find all the letters.

Differentiated instruction:

Already adapted but could further adapt for XG by having him

use his device by pressing appropriate letter matching it to the
one he finds.

Technology:

None used

Reflection:

This lesson was successful. All students were able to participate

and were successful

The next time I do this lesson I will put BS and GB in a group by

themselves with their own set of cards and allow them to do the
activity with less supervision.

Students liked this lesson very much and I liked that they were
able to be moving and forced to interact with one another as well
as myself and the TAs.

Reflect on each students ability to identify or not identify each

letter and think of ways to either extend their learning or ways to
help them be more successful in their learning.

UH-OH! CARDS
Instructions: Pull cards out of a bag and say the letter name, the sound it makes,
or a word that begins with that letter. Once you say the name, sound, or word, you

get to keep the card. If you draw an Uh-Oh! Card, you have to put all of your
letters back in the bag. The player with the most letters at the end of the game
wins.

W X

v
Uh-

Uhoh!

oh!

Uh-

Uh-

Uh-

Uh-

Uh-

Uh-

oh!

oh!

oh!

oh!

oh!

oh!

A BC DE
F GH I J
K L M NO

P QR S T
U VWXY
Z

This goes along with alphabet flashcards that have the actual
letter on each card to go with a picture and action but the file was to

big to attach to this but it has been a valuable tool for helping Bodie
with letter recognition.

Post Test

Alphabet Test
Assessor:Stacy Pie__________ Student
Name:_Bodie
Stein_________Date:__10/6/14______
Number Correct:__50_______
Number Missed:____2_____
Confusions:_p for q and b for d
Unknown Letters:_NA
Q W E

R T

U I

O P

A S

D F

G H

K L

Z X C V B N M

w e

m n

BS Letter
Identifica
tion
pre-test
post-test

correct
letter
ID2

correct letter ID

Column
1

39
50

To update the chart, enter data into this table. The data is automatically saved in the ch

The graph demonstrates that through intense lessons,

Bodie made an overall gain of 11 letters that he could
identify. He was able to identify 39 out of 52 before the
instruction and at the end of the time period; he had made
gains of 50 out of 52 letters, both lowercase and uppercase.
He was given the same test both times. He still confuses p
for q and b for d. The data collected was able to show that
the interventions in place were effective. Based on this
data I feel that my interventions were successful and I can
continue with them and continue to increase their difficulty
until he has mastered all 52 upper and lower case letters. A
wonderful side note that happened as we went through this
process is that Bodie was able to not only identify letters
and put in correct ABC order, he was able to identify letter
sounds and is becoming proficient in first sound fluency. I
have added a nonsense word component to his literacy
block time and that will also help him with his overall letter
fluency. We do several things using the Smartboard and
iPad and he really enjoys that and gives him a sense of
independence when he can use the iPad. The Smartboard
is done in a group setting but he is very engaged and likes
to go up to the board and play the games such as Guess
My Letter.

Bodie has made huge gains and I am very proud of him.

We will continue to work hard so he can master all his goals
and hopefully be able to go into a general education
classroom.