Baker Anna Cws

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CANDIDATE WORK SAMPLE
Candidate Work Sample: Tavelli Elementary School
EDUC 425 Early Childhood Education I
Spring 2022
Anna Baker
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Introduction:
The core values of the early childhood profession consist of acknowledging and appreciating each childhood as a valuable
steppingstone. Always taking child development into consideration and basing work around it. Support, build, and acknowledge child
and family relationships. Include every aspect of a child’s life and support all relationships in their lives. Acknowledge and appreciate
each child’s individuality. Support full potential through relationships. Build trust, mutual respect, and support a positive environment.
To ensure a developmentally appropriate classroom there are things that need to be taken into account consisting of; creating a
community of caring learners inside and outside of the classroom, maintaining the goal to enhance learning and development, basing
curriculum around specific and important achievements and goals for the students within the classroom, performing assessments to
determine children’s development and milestones, and establishing reciprocal, trusting, and open relationships with families.
The curriculum that Tavelli Elementary uses in Creative Curriculum that was first released in 1978 and is currently in its 6th
edition. The aim and focus of the creative curriculum are to look at and support children through their development. The teacher’s role
within creative curriculum is to be a part of an ongoing cycle of observing, guiding, learning, and assessing children’s progress. This
cycle allows teachers to interact with children and progress through their development by meeting their individual and group needs. At
Tavelli, the teachers use informal forms of assessment daily through observation, on top of that they conduct formal assessments
periodically throughout the week to assess specific areas of development and they conduct more formal assessments at specific times
of the year to assess overall development. Within teacher there are five fundamental principles that are important to remember and
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implement and they consist of; positive interactions and relationships with adults are a critical foundation, social-emotional
competence plays a major role in school success, constructive and personal play in essential to learning, the physical environment
affects learning interactions, and teacher-family relationships and partnerships promote strong development. These five fundamental
principles are things that I think about every time I step foot into a classroom, and I make a conscious effort to implement and practice
these principles.
This semester I set three goals for myself for in and out of the classroom: ask more clarifying questions. I will be more
confident in the questions that I have and not be worried about asking them. Maintain confidence in my abilities. I will do this by
believing in myself and listening to the people around who have confidence in my abilities and my skills. I will not worry about the
PRAXIS. I will do this by studying the available materials, not stressing about it more than necessary and doing all the work to be
prepared and confident in taking the test and the knowledge that I have. I believe that I achieved these goals to the best of my ability in
the ways that I could.
Description of the Group:
Description of the Group
At Tavelli Elementary, the preschool class is divided into morning and afternoon programs. The morning class has 16 students
with six girls and ten boys with two teachers. In the class, there is one ELL boy; his first language is Spanish. In the afternoon class,
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there are 16 students: 13 girls, three boys, and the same two teachers as the morning class. In the morning class, the student's ages
range from 3-to 5 with the oldest student being five years old and the youngest student being three years and six months old.
Of the students in the morning preschool program the socioeconomic status of the students is similar; 12 of the 16 students are
funded by head-start which means that those families meet the federal guidelines for living below poverty. One of the students attends
school by paying tuition, one of the students has special education funding, and two students are a part of the Colorado preschool
program, which could mean that there could be economic factors in place where the families need help, but it could also mean that
there are potential risk factors surrounding the child. The cultures of the classroom consist of basic cultures that one would find in a
classroom.
My role in the classroom is to support the teachers as needed and to observe and learn anything and everything that I can. My
mentor teacher had me jump right in with the students. After breakfast, I clean the tables and sweep the floor before helping the
students get dressed to go outside. While outside on the playground, I am encouraged to play with the students, while also walking the
playground and monitoring the student’s play ensuring their safety. Coming back into the classroom, I am encouraged to help the
students undress and make their way into the classroom where the students get ready for work time. During work time I take
observation notes and join the children in their work areas to help foster relationships.
Teaching, Learning & Development Context
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During work time, the students made valentine’s day hearts for the art show in the classroom and took home to their parents. The
students would select the color paper that they wanted their heart to be, and their teacher would then fold the paper in half and draw
half of a heart. Afterward, the students were encouraged to trace the line of the half heart by themselves and then unfold the heart and
color it as they wished. Some of the students needed assistance with the cutting, so the teachers used hand over hand to assist the
students in cutting out their hearts. Two of the students however were proficient in cutting out their hearts and their teachers decided
to scaffold and challenge them a little by having those two students cut out a double heart. The beginning process was the same, only
this time around those two students had more cutting to do starting with the smaller heart on the inside. When they completed their
cutting, both students were excited about their double hearts.
At Tavelli Elementary, there is clear culturally relevant, anti-bias education at hand. There is one student in the classroom who is
an ELL and when he is having difficulty listening or understanding, I have heard his teachers use Spanish (his first language) to grasp
his attention and clarify his understanding. The teachers are aware of the language barrier and adjust as needed to support the student’s
learning and understanding. I am not proficient in Spanish but seeing this has helped me to see the importance and understand the
benefits of being able to speak (even minimally) a common language presented in our world and classrooms.
Child Guidance & Culturally Responsive Care
In my classroom at Tavelli Elementary, there are very clear classroom routines that the students can navigate on their own. During
circle time after outside time, the students find their seats either on the edge of the carpet or on a color based on the teachers’
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instructions. During large group, the class reviews lessons from the week and discusses the centers (work time) for the day and the
expectations for that time. When moving through work time, the students understand the expectations and work through small group
which is often just a one-on-one activity with their teachers working on their handwriting and their names.
During work time, there was a student who did not want to share their toys and was yelling at his friends. His teacher said to him
“I see that you do not want to share your toys”. Once his teacher identified what the issue was, she said to him “Can we find a way to
share our toys with our friends?”. After the student’s feelings were identified, the teacher said, “We need to find a way to share our
toys with our friends to allow everyone to play and have a good time”. The result of this conversation was that the students played
together with the toys calmly and safely for the rest of the work time. Next time, I would allow the student to lead the conversation so
that they could express their feelings more openly and the student and I could establish a relationship.
Family, Culture, and Community Engagement
At Tavelli Elementary, I have seen administration come into the classroom a few times for minimal and quick communication
regarding a student who will be out for the day or meals for the day. Unfortunately, due to COVID-19 regulations, family and
community volunteers are unable to come into the classroom for the safety of the students and teachers. This has played a factor in the
support that the teachers feel they have.
Three family engagement strategies that I will use to strengthen my teaching are establishing relationships with families, keeping
families informed, and establishing two-way communication. Having open communication with parents is a vital part to a child’s
success both in and out of the classroom. To help mediate these kinds of conversations, I would send home newsletters and emails. As
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well having bulletin boards posted in the classroom and outside the classroom to keep parents informed of what is going on in the
classroom, what we are working, volunteer opportunities in the classroom, and upcoming events that parents may be interested.
Including parents in day-to-day conversations about what is going on in the classroom helps keep parents informed and involved in the
classroom and their child’s education.
Students Learning English
Children who are learning English and are dual language learners fall within five different levels. Level one is the beginning where
the students are new to English, have little to no exposure to English, and are typically literate in their first language. Level two
students are developing students with some prior English instruction, limited English proficiency, and usually have previous schooling
and age-appropriate literacy in their first language. Level three students are in the expanding category which includes the students who
may have studied English in their home country or had some schooling. Level four is bridging which is where students listening and
speaking skills are approaching native English speakers in conversational English, however academic oral proficiency is still
developing. Level five is extending where students may have studied English for several years, they may appear fluent in the oral
language or may be less fluent orally and more competent in reading and/or writing, as well as requiring support and instruction to
understand literature and cultural references, word choices, and sophisticated grammatical structures (2012). Children who are English
language learners need focused support on Language development.
Students who are learning English are supported throughout the entire day. The student is rather proficient in English but has a few
issues with pronunciation occasionally. When that is the case, however, his teachers can decipher what he was trying to say when they
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are not though, they simply ask him to repeat himself. If he is having a hard time understanding instruction or the teachers are having a
difficult time drawing his focus, they speak to him in his native language. The teacher knows enough words in the student’s native
language to be able to communicate and maintain brief conversations. When it comes to the physical environment, I have not seen any
accommodations made. There are not any labels in the classroom in the child’s native language or anything of that nature. Due to
COVID, there is little to no collaboration among professionals and families. Within the classroom, the teachers are very aware of the
ELL student and try to help him remain engaged, included, welcome, and heard.
Access, Participation, Supports
There are several services and plans in place for children who struggle with learning and have different disabilities whether
that be physical, mental, or learning. The Individual with Disabilities Act (IDEA) is one of the supports in place for children. IDEA is
a law in place that makes public education free for eligible children with disabilities while ensuring special education and necessary
support are available to children with disabilities (2022). Another support in place is the Individual Family Service Plan (IFSP). An
IFSP is a legal plan in place to support children who are experiencing developmental delays in their learning and need support
catching up and being on track (Morin, 2014). Having an IFSP includes family support outside of the school and classroom. An
Individual Education Plan (IEP) is another system in place to benefit children who need support. To receive an IEP a student must
meet certain qualifications and then the building of the IEP can begin. An IEP is offered for free to families of children in need within
a public school and it is determined that families are major supporters of the child and should be included as part of the team listed on
a child’s IEP. (O’Shea, 2022). A 504 plan is support for children that can is a part of the Rehabilitation Act of 1973. It is designed to
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help students with mental impairments in both public and privately funded schools and they ensure legally that students will be treated
fairly at school despite any mental impairments. (Bachrach, 2016). All of these supports in place are to help students achieve their best
education level as well as make them feel included and welcome in the school setting.
IFSPs and IEPs are learning supports for children who are having trouble in their learning for a variety of reasons. An IFSP is a
legal plan in place to support children who are experiencing developmental delays in their learning and need support catching up and
being on track (Morin, 2014). Having an IFSP includes family support outside of the school and classroom. To identify what will be
included in each child’s individualized IFS plan there is a variety of assessments administered to identify the child’s strengths and
weaknesses and these plans can include things like; physical development support, cognitive development support, communication
development support, social and emotional development support, adaptive development support, fine and gross motor skills support,
vision, hearing, and overall health support (2021). To collaborate with general education teachers and special education teachers, there
needs to be open communication between all parties to identify clear goals and outcomes for the student to support their outcomes.
This includes communicating and facilitating a students’ social and emotional well-being by sharing ideas, questioning, planning,
problem-solving, and negotiating. (Lombardi, 2022). This is for both IFSP and IEP students. Services included within an IEP, speech-
language pathology and audiology services, interpreting services, psychological services, physical and occupational services,
recreation, including therapeutic recreation, early identification, and assessment of disabilities in children, counseling services,
orientation and mobility services, medical services for diagnostic or evaluation purposes, school health services and school nurse
services, social work services in schools, and parent counseling and training. Not every child is going to need all the services listed
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above, but they are all options that can be included within the IEP (2017). Children with IEPs and IFSPs have a support system to
ensure their development and education are effective and if there are changes or adjustments that need to be made, then the student's
team has a meeting where those things can be discussed, and conclusions can be drawn with everyone involved. For either of these
plans to be fully effective, all members of the team need to be on the same page and collaborate to ensure communication and
understanding.
Classroom Environment
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Based on the anti-bias checklist, overall, the classroom does a rather good job at incorporating an anti-bias environment. There are
several incorporations throughout the classroom that reflect an anti-bias environment, however, there are still some areas that require
some work. For example, there are no posters around the classroom reflecting different cultures, familial styles, physical abilities, etc.
I think that these posters are important to have in the classroom for students to be able to recognize diverseness in others as well as
similarities to themselves.
Can children move from one part of the room to another without interfering other children?
Based on the location of the centers, there is much space for the students to move from center to center with minimal
interference. However, there is not necessarily a designated spot for the center of the blocks, and it tends to run onto the large group
carpet where other students tend to do floor puzzles or use other manipulatives. Due to this fact, there is a chance for interference
between the students and their centers.
Are areas arranged to encourage active child choice?
All the centers have multiple activities for the students to choose from based on what their interests are and what they desire to
play with. The students have their choice of buckets to choose from within a few centers. There are 2-3 centers that are set out for the
students to complete their work based on what the curriculum is for the week, but in the other centers, there is free range and choice.
Is storage nearby and labeled so children can put things away?
From what I have seen there are no specific spots for manipulative and toy buckets, but there are labeled shelves for the centers
and the students to know which buckets go on which shelves.
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Are centers placed so that quiet areas are separate from more active noisy areas?
Unfortunately, the library center is directly next to the block center and the large group carpet so that does not allow for much
quiet away from the noisier centers. There is however a cozy cube that the students can go to if they need a few moments to
themselves or some quiet.
Are there places where children may work alone?
There are no designated places for the children to work alone, it is mostly up to the children to find a spot that is unoccupied to
work alone.
Are there places where children may work with a small group?
To work in a small group, the children have the option to sit at one of the tables and work as well as with one of their teachers
when they are holding small group activities. The small group activities held by their teachers consist of working on writing skills and
everything that entails (holding pencils properly, spelling one’s name, etc.).
Are there places where children may work with a large group?
The most realistic place for the children to work in large groups is on the large group carpet. There is not enough space to have
large group activities in other spaces in the classroom, unfortunately. The main organized large group activity that I have witnessed in
the classroom consists of whole-class discussions and readings.
Are temporary centers adjacent to core centers to which they are related?
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Temporary centers are adjacent to core centers which are related for the most part. The big factor being is there is enough room
based on the size of the temporary center and the location of the core center. The main temporary center that I have seen out of place
were the blocks; they were set off to the side of the music center next to the large group carpet.
Can adults see the children all the time?
There is only one blind spot in the classroom due to an extended wall that blocks children who are on the other side of the wall
if a teacher is across the classroom. Due to this blind spot, the teachers strategically place themselves in a way that the blind spot does
not present a problem.
Is the large group big enough for adults and children to gather with comfort?
The large group carpet is plenty big for all the students to sit comfortably, and the adults can sit around the outside of the
carpet next to the children and still be close and engaged in the activity. If not all the children in the class do not show up for school,
then the teachers can sit on the carpet with the students with plenty of room.
Are furnishings child-sized?
Aside from 3 chairs meant for the adults all of the furnishings in the classroom are child sized. There are plenty of chairs in the
classroom that is appropriately sized as well as the tables.
Do the decorations reflect the specific backgrounds, experiences, and identities of the children?
There are few background decorations in the classroom. Most of the decorations in the classroom are works of the students
There are no posters in the classroom, but the artwork in the classroom does represent the identities of the children very well.
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Is the environment filled with culturally relevant words, books, and symbols?
The environment is filled greatly with culturally relevant books on all matters. The books in the classroom bring awareness and
acknowledgment to different cultures, races, people, and scenarios. These books offer the students the ability to see a new perspective
and see people, situations, etc. that are like them.
Is there a convenient place for children to keep their personal things?
The children have cubbies and backpack holders outside of the classroom in the hallway and a spot for their water bottles
inside the classroom on coasters with their pictures. This allows the children to have constant access to their water and supervised
access to their backpacks and other belongings in the hallway. If the children need to place something in their backpacks throughout
the day, they simply place that item by the classroom door until the teacher can escort the children to place their things in their
backpacks.
Lesson Plans:
Teacher: Anna Baker Date: 04/07/2022
School: Tavelli Elementary Grade Level: Preschool
Content Area: Social and Emotional Development/ Language Development
Title: Same Sound Sort Lesson #: 1 of 2
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Lesson Idea/Topic The lesson that I am going to teach is called Same Sound Sort and the
and lesson is a part of the classroom curriculum and is aligned to TS Gold
Rational/Relevance: Standards. This lesson focuses on words with the letter ‘T’ and it is
relevant because the students need to be able to know and pronounce
‘T’ words in kindergarten.
Student Profile: My students are on different levels of learning. Some of them are
receiving speech-language therapy and other forms of therapy to assist
their development and learning. They are all engaged and excited to
learn. I have 1 ELL student who may require extra assistance.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Social and Emotional Development: 1. Relationships with Adults and Peers: The healthy relationships and interactions with
adults and peers.
Language Development: 2. Communicating and Speaking: The ability to use language.
Language Goal:
English Language Development: 2. Expressive English Language: The ability to speak or use English.
Understandings: (Big Ideas)
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Social and Emotional Development: Application: Ability to use knowledge effectively in new situations and diverse, realistic
contexts.
Language Development: Self-knowledge: The wisdom to know one’s level of understanding and how one’s patterns of
thought and action inform understanding.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from
standard)
Social and Emotional Development: How can you engage with your peers and adults in a positive way?
Language Development: How can you use language to express your abilities? *Expressive*
Entering: What letter sound did we work on today?
Developing:
Bridging: What was your favorite part of the activity?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard using student voice)
I can (content standard):
Social and Emotional Development: I can engage and maintain positive interactions with adults and peers.
Language Development: I can use language to express my abilities.
This means (language standard): This means that I can use English to engage and maintain interactions with adults and my peers.
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List of Assessments: (Write the number of the learning targets associated with each assessment)
Social and Emotional Development: Social Skills Rating Scales
Language Development: KWL Assessment
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Planned Lesson Activities
Name and Name: Same Sound Sort
Purpose of Purpose of Lesson:
Lesson The purpose of the lesson is to support the students in developing their ‘T’ sounds in words.
Co-Teaching Which model(s) will be used?
Will co- One teach/ One assist
teaching Why did you choose this model(s) and what are the teachers’ roles?
models be If I was co-teaching, I would use the one teach/ one assist co-teaching model, because both
utilized in this teachers have a role to play in conducting the lesson. I would be the one to teach while my
lesson? co-teacher assisted and would scaffold if I was working with another student and someone
Yes _ No x else needed assistance. This gives students more of an opportunity to ask questions to
multiple people, as well as allowing teachers to collaborate and work through any issues
together.
Approx. Time Approx. Time: 10-15 minutes per small group. (4 groups of 4 = 60 minutes total)
and Materials Materials:
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 Teaching Card LL12
 ‘T’ toys tub
 Chart paper
 Markers
Anticipatory The strategy I intend to use is: calling attention by saying “look up, look down, look at
Set me. We are going to begin small group now, and I need (names of children) to join me
please”.
I am using this strategy here because: I am using this strategy because it is an attention-
getter that is already embedded into the classroom (their teacher uses it every day) and the
children know what it means and are aware that it means learning is going to begin.
Procedures The strategy I intend to use is: Demonstration
I am using this strategy here because: Giving a demonstration often allows students to
better grasp the lesson and activity because they can see what is expected from them and it
offers the opportunity for them to ask questions regarding the lesson before it starts.
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Teacher Actions Student Actions Data Collected
When the students arrive at The students will engage in  Students are
small group, we will begin interactions with their peers and engaged and
with the KWL chart (Know myself during the small group by participating
&Want to know) (3-4 asking questions and participating during the
minutes). I will provide in the filling out of the KWL chart. KWL chart
demonstration of the lesson The students will use the language fill out.
before the students begin (2 that they know and the new  Students are
minutes). We will then work language that they are learning to asking
together to complete the ‘T’ show engagement and questions
lesson (5-6 minutes). During understanding. throughout
the lesson, I will check for the lesson
understanding after each step when
of the lesson using questions. necessary.
After everyone has completed  Students can
the lesson, we will refer to the answer
KWL chart and fill out the questions
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remaining L column about relating to
what the children learned (1-2 the lesson.
minutes). After the KWL chart
has been completed, the
children will be dismissed to
work time and then next group
will be called over. 15 minutes
total.
Closure The strategy I intend to use is: calling attention by saying “look up, look down, look at
me. We have completed the small group now, thank you for joining me. Please go to work at
a center.”
I am using this strategy here because: It is similar to the attention-getter so the children
will know the beginning of it and it will grab their attention.
Differentiation Modifications: Content Language Process Product Environment
For which Students who Social and Repeat word or Aligns to teacher and Aligns to or Materials
students are haven’t met the Emotional phrase to self, such as
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you standard… Development: “bus” while group student actions student actions
differentiating Engage in and sings the “Wheels on If a student needed more Limit the number N/A
(refer to maintains positive the Bus” or “brush support with the lesson, I of 'T' word toys
student profile relationships and teeth” after lunch. would allot more time for being used and
as well as interactions with the lesson and work one- focus on just 2-3
assessment adults. on-one when all the small of them until the
data to Language groups have been student has
determine Development: completed. mastered those.
individualized Vary the amount of
student information provided
learning need): to meet the demands
of the situation.
Extensions: Social and Construct sentences, Have the students name, For the students N/A
Students who Emotional such as “The apple is list, or draw their own who need more
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have met the Development: round,” or “I see a ‘T’ words. challenge, I
standard and Use basic problem- fire truck with lights would have the
are ready to solving skills to on.” students fill out
move on… resolve conflicts with their own KWL
other children. chart on their
Language own at the start
Development: of the lesson and
Speak in sentences of have them
five or six words. present it to me at
the end of the
lesson to
demonstrate what
they have
learned.
Assessment Social and Emotional Development: Social Skills Rating Scales to evaluate how the
students interact and communicate with each other and me throughout the lesson. I will
know that the students have met the learning targets if they are able to score a 3 or 4 in the
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areas of focus. This will inform my instruction to see if the lesson is effective and helpful to
the students and they are understanding.
Language Development: KWL Assessment to assess what the students know about the
letter ‘T’ sounds, what they want to know, and then at the end of the lesson before the
students are dismissed, we will fill in the learned section to evaluate the effectiveness of the
lesson. This will inform my instruction by reviewing what the students can answer in the
‘Learned’ column and if they are able to describe what they learned. That will help to adjust
the lesson accordingly if the ‘Learned’ column was not filled out in a way related to the
lesson.
Teacher: Anna Baker Date: 04/12/2022
School: Tavelli Elementary Grade Level: Preschool
Content Area: Creative Arts Expression (Visual Arts)/ Physical Development and Health
Title: The Very Hungry Caterpillar Retelling Lesson #: 2 of 2
Lesson Idea/Topic The lesson that I am going to teach is called The Very Hungry
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and Caterpillar Retelling and the lesson is a large group activity. As a large
Rational/Relevance: group, we will read The Very Hungry Caterpillar by Eric Carle after
coming inside. After reading the story, the students will lay on the
large group carpet and the students will draw pictures of food that the
very hungry caterpillar ate or other things that they can remember from
the story on large paper.
Student Profile: My students are on different levels of learning. Some of them are
receiving speech-language therapy and other forms of therapy to assist
their development and learning. They are all engaged and excited to
learn. I have 1 ELL student who may require extra assistance.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Creative Arts Expression (Visual Arts): 1. Observe and Learn to Comprehend: Identify art in daily surroundings
Physical Development & Health: 3. Fine Motor Skills: The control of small muscles for such purposes as using utensils, self-
care, building, and exploring.
Language Goal:
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English Language Development: 3. Engagement in English Literacy Activities: Understanding and responding to books,
storytellings, and songs presented in English.
Understandings: (Big Ideas)
Creative Arts Expression (Visual Arts): Explanation: sophisticated and apt theories and illustrations, which provide
knowledgeable and justified accounts of events, actions, and ideas.
Physical Development & Health: Application: ability to use knowledge effectively in new situations and diverse, realistic
contexts.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from
standard)
Creative Arts Expression (Visual Arts): How can you explain why you made your art?
Physical Development & Health: What can we use our finger muscles to build? How can we control our utensils?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard using student voice)
I can (content standard):
Creative Arts Expression (Visual Arts): I can know and explain my art.
Physical Development & Health: I can use my fingers to build and explore during work time.
This means (language standard): This means that I can use English to respond to storytelling and books.
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List of Assessments: (Write the number of the learning targets associated with each assessment)
Creative Arts Expression (Visual Arts): Portfolio Contents at Grade Level
Physical Development & Health: Anecdotal Record
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Planned Lesson Activities
Name and Name: The Very Hungry Caterpillar Retelling
Purpose of Purpose of the Lesson:
Lesson The purpose of this lesson is to challenge children
Co-Teaching Which model(s) will be used?
Will co-teaching One teach/ One Observe
models be utilized Why did you choose this model(s) and what are the teachers’ roles?
in this lesson? If I was co-teaching, I would use the one teach/ one observe co-teaching model, because one teacher is
Yes __ No _X_ conducting the lesson and the other teacher is there to perform informal observations. I would be the one to
teach while my co-teacher observed and would collect data while I was conducting the lesson.
Approx. Time Approx. Time: 20-30 minutes for large group
and Materials Materials:
 The Very Hungry Caterpillar Big Book
 Butcher paper (1 piece big enough for all students)
 Markers/ colored pencils
Anticipatory Set The strategy I intend to use is: calling attention by saying “look up, look down, look at me. We are going
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to begin large group now, please show me that you are ready by sitting on your circle crisscross.
I am using this strategy here because: I am using this strategy because it is an attention-getter that is
already embedded into the classroom routine (their teacher uses it every day) and the children know what it
means and are aware that it means learning is going to begin.
Procedures The strategy I intend to use is: Storytelling Time
I am using this strategy here because: Storytelling time allows me to read the book to the whole class and
gives them the opportunity to retell the part of the story that they remember best by using drawings that
work best for them.
Teacher Actions Student Actions Data Collected
When the students arrive from coming back The students will  Students will be
outside, they will go about their normal routine of listen to the book and observed on their fine
washing hands, drinking water, and going to the ask questions as motor skills using
bathroom before large group begins. Once all the needed and answer anecdotal records.
students have sat down and are showing that they questions as needed.  Student’s drawings
are ready to begin, I will begin the book and Once the book is will be added to their
engage the students by asking questions and using completed, the portfolios to show
expressions while reading. Once the book is students will scoot to progress throughout
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completed, I will have the students move to sit on the edge of the paper the year.
the edge of the carpet and lay the butcher paper and lay on their
out on the carpet. Once the paper is laid out then bellies, I will pass out
the students will scoot to the edge of the paper markers to the
and lay on their bellies, I will pass out markers to students and they will
the students and they will begin to draw their begin to draw their
favorite part of the story or the part that the favorite part of the
remembered the best. While the children are story or the part that
working on their drawings, I will conduct an the remembered the
informal assessment and fill out an anecdotal best. When the
record to assess the student’s fine motor skills. students have
When the students have completed their drawings completed their
and are done describing their pictures, I will take drawings are
pictures of their work and add them to their completed they will
portfolios. have the option to
describe their pictures
to their teachers and
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peers.
Closure The strategy I intend to use is: calling attention by saying “look up, look down, look at me. We have
completed the large group now, thank you for joining me. Please go to work at a center.”
I am using this strategy here because: It is similar to the attention-getter so the children will know the
beginning of it and it will grab their attention.
Differentiation Modifications: Content Language Process Product Environment
For which Students who Creative Arts Demonstrate Aligns to teacher Aligns to student Or Materials
students are you haven’t met the Expression (Visual eagerness to and student actions N/A
differentiating standard… Arts): Use age- participate in actions Limit the student’s
(refer to student appropriate songs, rhymes, If a student needed choice of drawings to
profile as well as communication to and stories in more support with 3 things from the
assessment data describe works of English. the lesson, I would book that the
to determine art. sit next to that caterpillar ate to still
individualized Physical child with the big allow them a choice,
student learning Development & book for them to but also leading them
need): Health: reference while in a direction to help
performing their decide what to focus
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Develop hand drawings. on when drawing.
strength and
dexterity.
Extensions: Creative Arts Tell a story in Have the students For the students who N/A
Students who have Expression (Visual English with a talk me through needed more of a
met the standard Arts): beginning, their drawings and challenge, I would
and are ready to Recognize basic middle, and end explain how they encourage them to
move on… language of art and from a book or are holding their draw the parts of the
design in relation to about a personal materials. story (or just the food
daily surroundings. experience. eaten) in order of
occurrence.
Physical
Development &
Health:
Manipulate writing,
drawing, and art
tools.
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Assessment Creative Arts Expression (Visual Arts): Portfolio contents at grade level to evaluate
the students’ progress through the school year. Adding this picture to the student’s
portfolio informs their teachers of how they are progressing and where the students
could use extra support. This will inform my instruction to see if the lesson is
effective and helpful to the students and their understanding and ability to identify and
explain their artwork.
Physical Development and Health: Anecdotal Record to assess the student’s ability
to use their fine motor skills. This will inform my instruction to see if the lesson is
effective and helpful to the students and their ability to properly hold and write using
their fine motor skills.
Evidence of Assessment:
Lesson 1: KWL Charts:
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Lesson 1: Social Skills Rating Scale:
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Lesson 2: Portfolio Contents:
When teaching, the educator’s goal is to ensure that what is being taught is being absorbed and applied. One of the most
important ways for educators to identify if their students are absorbing what is being taught is through transferability. Transferability
is the long-term aim of all education, and it means that students can take what they learn in one lesson and apply it to related, but
different situations, in other words, students understand what skills to use and when (Lewis, 2022). Transferability is about helping
students to transfer their learning to many other settings, issues, and problems. Transferability is how educators can ensure their
students understand information and apply it to other parts of their learning. Both formal and informal assessments are a tool that
educators use to identify and determine how children are progressing through their learning. At Tavelli elementary there is a range of
assessments conducted ranging from everyday observations as informal assessments to sit-down assessments four times a year.
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After speaking with my mentor teacher Susan Aronson, she explained the day-to-day informal assessments that take place
during interaction in the classroom consisting of assessing; physical development such as who can run with control (which is a TS
Gold standard), literacy skills such as retelling stories with props, writing skills which consist of letter matching and name writing, and
social and emotional development consisting of cooperating and interacting with peers. On top of that, Susan observes students who
can sit during group without assistance, clean up from snacks with simple one-step instructions and no assistance, and need step-by-
step instructions. Susan also collects samples of artwork to monitor progress and make comparisons throughout the year.
As far as formal assessments, Susan sits down with students four times a year; at the beginning of the year for a baseline,
before each TS Gold assessment due which consists of who can do alliteration, who can rhyme, and who’s retelling stories, and before
the last gold scoring period assessing pencil grip and finger strength when writing. On top of those assessments, Susan also sits down
with students and assesses formal ABC sounds and who can clap out syllables. These assessments help Susan to understand where her
students are developmentally, and she can adjust her teachings accordingly to provide support where each need it.
After speaking with Susan regarding the assessments that take place in the classroom, I was able to determine that I wanted to
use a more informal type of assessment for my lesson plans as they tend to be easier and less time consuming. Informal assessments
can be done on the fly and that makes it so there is no interruption in the student’s routine or learning. The assessments that I
conducted allowed me to see what areas the students were thriving and where they could use extra support and that information can
help their teachers for future lessons as well based on the assessments that I collected information from.
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Reflection:
For the first lesson that I taught, I used a KWL chart before the activity began to assess what the students knew about the letter
‘T’ and what they were interested in learning. The lesson did go as planned and I did not have to make modifications on the fly to
continue. Based on the results of the chart, it seemed to me that the KWL chart was too advanced for the children. When filling out
the charts, the students did not seem to grasp what I was asking of them for the ‘want to know’ section and this was for all the
groups not just one of them. During this first lesson, I did not encounter very many problems and the students seemed to enjoy the
activity especially when they got to assist their peers when they were struggling. I honestly did not have any issues getting the
children involved in this activity they were excited to work with me in small groups which made me feel good and equally excited.
The thing that I would change about this lesson would be to have a wider variety of toys for the children to identify and using a
different starting assessment tool rather than the KWL chart. If I was to teach this lesson again, I would also change up the
children in the small groups to try for better and different engagement and cooperation.
The second lesson that I taught was the large group retelling of ‘The Very Hungry Caterpillar’ and this lesson went according
to plan as well. The idea behind the lesson was based around the unit that the students were studying which was insects. The
students had received caterpillars and were watching them grow and turn into butterflies which is why I picked this activity. I was
able to keep the students engaged during the large group reading by using voices to keep them entertained. The students had
clearly read the book before, because they were reading the story with me, saying the lines, and telling me what was coming next.
It was encouraging for me to know that I had chosen a book that the children were familiar with and that would help them to
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remain engaged. Once the book was over and the students began their drawings, they were discussing the story, what they were
drawing, giving each other ideas, and telling me about their drawings as they went. The students were clearly enjoying themselves
and were excited to share their drawings when they were completed. The assessments that I conducted for this were informal
observations and anecdotal notes regarding how the students were doing with their fine motor skills and how they were able to
discuss their drawings. If I was to teach this lesson again, I would challenge the students to work together and draw the story in
chronological order (at least the things that the caterpillar ate). It would promote teamwork and social and emotional development.
I was informed by my mentor teacher that they used my lesson and activity for the afternoon preschool class that I do not attend
and hearing that boosted my confidence in the activity that I selected and the way that I conducted the lesson. Overall, during this
experience I learned a lot about myself as an educator and the way that I wish to run my own classroom one day. I enjoyed my
time at Tavelli with Susan, Jennifer, and the students.
Conclusion:
Learning targets are the ultimate goals that teachers want students to achieve. Throughout my time at Tavelli Elementary I
have not noticed one routine or curriculum theme that has supported the children’s learning about the learning targets. However, my
social and emotional development learning target was “I can engage and maintain positive interactions with adults and peers”, and
during work time and large group time, I have noticed that those learning targets are more noticeably being worked toward. When the
children get overwhelmed with their feelings, I have noticed that the teachers step in only when necessary, trying to allow the children
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to try and identify and work through their feelings on their own. This allows the children to grow their development on their own in a
way that is best for them individually. My other learning target for language development was “I can use language to express my
abilities”, and this learning target I have seen supported during small group activities when the children are working with their
teachers. One of the guidance strategies that I have seen in action that has supported the children in their learning targets has been
encouraging the students to remain persistent and continue to put in the effort. This guidance strategy has helped the children to
achieve their learning targets because they understand that their teachers are there to support them.
Throughout this experience, I have learned quite a bit about myself as a teacher. I strive every time I step into the classroom to
present myself professionally and to have a positive impact on the children, from the way I talk, the way I dress, and the tone of voice
that I use to the activities that I plan. At a certain point in these children’s lives, their teachers spend more time with them than they do
at home, and due to that fact, I try to remind myself every day that I can make as much of an impact on their lives as their parents do. I
have learned that teaching is not just about helping the children to gain certain knowledge that is required to move on to the next
grade. It runs so much deeper than that; it is about their ability to be kind, express their feelings, and demonstrate and transfer the
information that they have learned. My teaching philosophy consists of ensuring that every child who walks through the door feels
welcome, valued, and included in every aspect of the classroom and learning. I want to become a teacher so that the children can feel
comfortable coming to talk about important things and concerns that they have. This experience has been eye-opening and
enlightening into whom I want to be as a teacher and how I can achieve those goals.
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Appendix:
Unpacking Standards Lesson 1:
Unpacking Standards Lesson 2:
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References:
Bachrach, S. J. (Ed.). (2016, September). 504 education plans (for parents) - nemours kidshealth. KidsHealth. Retrieved April 15,
2022, from https://kidshealth.org/en/parents/504-plans.html
Center for Parent Information and Resources. (2017, November). Specifying related services in the IEP. Center for Parent Information
and Resources. Retrieved April 17, 2022, from https://www.parentcenterhub.org/iep-relatedservices/
Enrollment and demographics. Enrollment and Demographics | Poudre School District. (n.d.). Retrieved February 2, 2022, from
https://www.psdschools.org/your-district/about-psd/enrollment-demographics
FamilyConnect. (2021, August 13). Individualized Family Service Plan (IFSP): Early intervention services for families raising a blind
child. FamilyConnect. Retrieved April 17, 2022, from
https://familyconnect.org/education/your-childs-iep-or-ifsp/individualized-family-service-plan-ifsp/
Lewis, A. (2022). EDUC 425 Week 8: Module 3: Week 8: Assessing, Evaluation, & Planning for Children’s Learning [PowerPoint
slides]. Colorado State University Early Childhood Education: https://canvas.colostate.edu/
Lombardi, P. (2022). Collaboration and communication. The Roles and Responsibilities of the Special Educator. Retrieved April 17,
2022, from https://granite.pressbooks.pub/edu606-701/chapter/collaboration/
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Morin, A. (2014). IFSP: What is an individualized family service plan? Understood. Retrieved April 15, 2022, from
https://www.understood.org/en/articles/ifsp-what-it-is-and-how-it-works
Organizing for instruction. Characteristics of English Language Learners – Organizing
For Instruction. (2012). Retrieved April 9, 2022, from
https://www.learnalberta.ca/content/eslapb/organizing_for_instruction_characteristics.html
O'Shea, C. (Ed.). (2022, March). Individualized Education Programs (IEPS) (for parents) - nemours kidshealth. KidsHealth.
Retrieved April 15, 2022, from https://kidshealth.org/en/parents/iep.html
Tavelli history. Tavelli History | Tavelli Elementary. (n.d.). Retrieved February 2, 2022, from
https://tav.psdschools.org/about-us/tavelli-history
US Department of Education. (2022, February 15). About idea. Individuals with Disabilities Education Act. Retrieved April 15, 2022,
from https://sites.ed.gov/idea/about-idea/
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CANDIDATE WORK SAMPLE

Candidate Work Sample: Tavelli Elementary School

EDUC 425 Early Childhood Education I

the ways that I could.

Description of the Group:

Description of the Group

Teaching, Learning & Development Context

cutting, both students were excited about their double hearts.

Child Guidance & Culturally Responsive Care

Family, Culture, and Community Engagement

support that the teachers feel they have.

classroom and their child’s education.

Students Learning English

language learners need focused support on Language development.

Access, Participation, Supports

between the students and their centers.

Are areas arranged to encourage active child choice?

Is storage nearby and labeled so children can put things away?

and the students to know which buckets go on which shelves.

themselves or some quiet.

Are there places where children may work alone?

the classroom consists of whole-class discussions and readings.

Can adults see the children all the time?

not present a problem.

Are furnishings child-sized?

classroom that is appropriately sized as well as the tables.

and see people, situations, etc. that are like them.

Is there a convenient place for children to keep their personal things?

Teacher: Anna Baker Date: 04/07/2022

School: Tavelli Elementary Grade Level: Preschool

Content Area: Social and Emotional Development/ Language Development

Title: Same Sound Sort Lesson #: 1 of 2

and lesson is a part of the classroom curriculum and is aligned to TS Gold

relevant because the students need to be able to know and pronounce

‘T’ words in kindergarten.

receiving speech-language therapy and other forms of therapy to assist

learn. I have 1 ELL student who may require extra assistance.

adults and peers.

Language Development: 2. Communicating and Speaking: The ability to use language.

Understandings: (Big Ideas)

thought and action inform understanding.

Entering: What letter sound did we work on today?

Bridging: What was your favorite part of the activity?

Evidence Outcomes: (Learning Targets)

I can (content standard):

Language Development: I can use language to express my abilities.

Social and Emotional Development: Social Skills Rating Scales

Language Development: KWL Assessment

Name and Name: Same Sound Sort

Purpose of Purpose of Lesson:

Co-Teaching Which model(s) will be used?

Will co- One teach/ One assist

and Materials Materials:

 ‘T’ toys tub

Procedures The strategy I intend to use is: Demonstration

&Want to know) (3-4 asking questions and participating during the

together to complete the ‘T’ show engagement and questions

lesson (5-6 minutes). During understanding. throughout

the lesson, I will check for the lesson

understanding after each step when

of the lesson using questions. necessary.

After everyone has completed  Students can