Teacherworksample Headstart Lauramabry

Saint Mary-of-the-Woods College
Teacher Work Sample

Cover Page
Teacher candidate name: Laura Mabry

Licensure/program area: Preschool through Grade 3/Mild Intervention
College Supervisor: Mrs. Mary Margaret Rissler
School/Center: Parke/South Vermillion Head Start
Grade/age: 4 years
Subject: Language Arts
Date: February 19, 2015
Course number: ED 401
Tier number (if applicable): Not applicable
Score: _____________________________
Step One
Classroom Context/Community and Family Engagement
Classroom Context:
Parke/South Vermillion Head Start in Rockville is located at 112 East York St., Rockville, Indiana. The
a.m. class consists of 16 children between the ages of 3 and 5. The numbers of students that are
typically present are 14 to 15 students a day. The number of students in class with diverse languages is
two. There are three students in the classroom with Individual Educational Plans. There are three
students in supplementary programs. The numbers of students developing Atypical are 3, Typical 11, and
Advanced are 2.
Classes are in session from 8:30 a.m. to 12:00 p.m. Monday through Thursday. Fridays are for the
teachers to make home visits. PSVHS is a well-supplied facility complete with multiple technologies,
sufficient paper and supplies. The walls have calendars, number charts, word wall, shapes, and drawing
of the childrens previous work. There are eleven centers for the children to play in: math, science, dress-
up, art easel, art table, writing table, block area, sensory table, library, puzzle area, and the computer
station. The bathroom consists of two child-sized toilets and sinks that are low enough for the children to
wash their hands comfortably. There is a large 20 X10 stage area for the children to perform on. The
center has three rooms full of games, books, dress-up costumes, puzzles, music cds, videos, Leap Frog
activities, and wooden furniture that is rotated for the children throughout the year.
Children must have at least 45 minutes of free choice and 30 minutes of gross motor skills a day.
Small group is 10 minutes long and is added where it is convenient for the day and when the weather is
nice, small group is based on the weather. Going outside is preferred. The daily schedule is as follows:
8:30
Arrival
Discuss schedule
Put coats away
Wash hands
Job chart
8:45
Walk-downstairs to breakfast
Self-serve
Clear tables, line up, walk upstairs
Sit on rug for free choice (15 min.)
Sign-in
Brush teeth
9:30
Group meeting (listen to a story) (learn something new)
9:45
Gross motor skills (1/2 hour)
10:15
Free Choice (30 min.)
10:45
Wash hands
11:00
Lunch
11:30
Brush teeth, free choice (15 min.)
11:50
Sign-out (move name tag over) Get ready to go home
12:00
Board bus
Community Context
Community Action Program (CAP) of Western Indiana Head Start and Early Head Start serves seven
counties: Benton, Boone, Fountain, Montgomery, Parke, Vermillion, and Warren. The main office is located
at 418 Washington Street, Covington, Indiana, 47932. The director is Robin Curry-Shumaker and the
phone number is 765-793-4881.
Parke/South Vermillion Head Start is a program that offers center and home based services for
children and their parents. It has a preschool that serves children ages 3, 4, and 5. The Head Start
Program prepares children for kindergarten. The school serves children whose familys economic status is
low.
The 2015 Poverty Guidelines for the 48 Contiguous States and the District of Columbia is in the
table below:
Persons in family/household
Poverty guideline
1
$11, 770
2
15, 930
3
20, 090
4
24, 250
5
28, 410
6
32, 570
7
36, 730
8
40, 890
For families/households with more than eight persons, add $4,160 for each additional person.
Parke/South vermillion Head Start works with families in many different ways. At the beginning of
the year, Head Start has a screening day. The screening consists of many things:
-the teachers do a dial
-shot records are updated
-the health department comes in to give free immunizations
-a doctor is there to check the children out physically and socially
-disability services are offered
-the Lions Club provides free eye exams
-speech and hearing tests are performed on each child

-lead checks are given
-hemoglobin checks are done
-height and weight are recorded once a month
Head Start pays for dental checkups if children do not have Hoosier Health Wise or other
insurance. The Rockville Elks Club gives food bags to children every Thursday for the weekend all year
long. Meals and transportation are provided for the children and if a parent wishes to join their child at
school, they are welcome anytime.
Family Engagement:
Head Start also provides information to parents that will increase their parenting skills. Parent
groups are twice a month on Tuesday evening. The parents and children come and free child-care if
provided. First, supper is served, and then the children and parents split up. The director and parents go
into the parents room and the director gives a presentation to the parents. The presentation consists of
ways parents can help their children, for instance: smoking cessation and fire prevention presentations
are a few that are given. The children and teachers go into a different room and play games.
Breakfast with Dads is another type of family engagement PSVHS offers to its families. Once a
month, the center fixes breakfast on a Friday and invites all dads to bring their children for breakfast.
After the family eats, everyone goes into the Family Room and the dads do an activity with their children.
For example, one Friday, they made Ooooeeey Goooeeey and played with it. Parents are allowed to ride
the bus with the students and spend the day with their children anytime. Parents can eat breakfast and
lunch when they come.
In addition to the many things Parke/South Vermillion Head Start (PSVHS) does for its students and
their parents, it also has accomplished some very important goals in the early childhood education field.
PSVHS is an accredited school and is a level 3 in Paths to Quality. The Paths to Quality Program is
designed to help child-care providers demonstrate their ongoing efforts to achieve higher standards of
quality. PSVHS is also in the Indiana Five Star Environmental Programs, which is a program designed to
proactively protect children from environmental health risks.
Step 2
Assessment of Prior Knowledge/Establishing a Baseline
I have been working with two students for my Teacher Work Sample, Aiden and Jaden. The
cooperating teacher is concerned the students will not know how to write their first name before they go
to kindergarten. First, I looked at the daily sign-in sheets for all students and looked at how the children
wrote their names. Next, I presented the two students with a pretest by asking them to write their
names on a blank piece of paper. I realized they could not write their name without looking at their
written name. Next, I wrote their names on their pretest. I told the boys to copy their first name. I used
the pretest to gain informative knowledge for lesson planning. I have determined that the boys need
other lessons to practice their handwriting skills, develop the small motor skills and build their muscles
that are needed to hold a pencil and write letters. The pre-tests will be the baseline to compare the
students final performance.
Step 3
Planning Instruction
I have several thoughts in mind from my assessment. I gathered from their pretest that they did
not enjoy writing letters because Jaden asked me, Do I have too? and Aiden shook his head. With that
in mind, I came up with a plan to teach the boys how to write their names and remember the letters of
their names.
Connect Standards/Foundations
Foundations
Objective
Learning
Assessment
Activity
F.1.16 Identify
first letter of
own name.
F.1.24
Recognize own
name in
isolated print.
Pre-Test
Tracing name
To learn the letters
in the students
names. Recognize
name after it is
written.
The boys will

practice tracing
their names and
identifying
letters.
The boys needed

hand-over hand
instruction every
time they wrote
their name. I
gradually let
them control the
marker as we
wrote. Aiden
could recognize
the first letter of
his name. Jaden
could not. Jaden
and Aiden both
have weak finger
muscles. Aiden
understands what
the pencil grip
(pincer grasp) is.
Jaden is not able
F.6.5 Copy a
circle.
F.1.16 Identify
first letter of
own name.
Guided writing
worksheet
To strengthen
finger muscles, use
a pincer grasp;
become more
flexible in using
fine motor skills. To
learn the letters of
their names.
The boys will

practice on a
preprinted
worksheet that
uses arrows to
guide the
students on what
to do first and
second.
F.6. 1. Write
from left to
right.
F.1.16 Identify
first letter of
own name.
F.1.26 Match
like letters.
F.1.27 Match
Homework
Throughout all
lessons
The objective is to
use family/home
connection to
support the
students in
learning how to
Homework
Tracing names
Tracing lines, zig
zag line, circle
lines
to use the pencil

grip.
The boys are
practicing
movement with
their fingers
when they trace
letters, which is
needed. I have
given this lesson
several times.
Jaden is getting
better at making
a line and
hooking it up for
the letter, j.
Aiden is working
hard on
connecting the
letter, A at the
top.
The children are
getting better
every time they
return homework.
They need
practice writing
their names.
the same letter

in different
styles.
F.4.8 Write
using letters,
pictures, and
words.
write their names.
F.6.10 use the

correct grasp of
a writing tool
F.7.4 Follow
one-step
spoken
directions
without
prompts
Magnetic Puzzles
The objective of
this activity is to
have the students
practice holding a
tool in a pincer
grasp. Following
the directions of
how to work a
puzzle.
Zig Zag lines
The activity is to
play with
magnetic puzzles
operating a pen
to control balls
that go in
different
containers.
This activity is to
increase small
motor skills.
The students will

trace a paper
that has zig-zag
lines on it.
This activity is to
work the
childrens small
motor skills. The
boys will increase
their ability to us
the pincer grasp.
Legos
The objective of
The students will

make the letters
Jaden did very

well in writing the
F.6.1 Write from

left to right
F.6.3 Copy a
vertical line
F.6.4 Copy a
horizontal line
F.6.10 Use the
correct grasp of
a writing tool
F.6.1 Write from
left to right
F.6.3 Copy a
vertical line
F.6.4 Copy a
horizontal line
this lesson is to
motivate the
students to be
creative in writing
their name and to
reinforce learning
the letters of their
name.
Post Test
of their name
using Legos and
then write the
letters on a piece
of paper.
letters: J and
e. They are
legible. Jaden
needs to write
the letters in
order. Jaden is
writing each
letter, however
the letters, n,
d, and a are
difficult to read.
Aiden knows he is
to connect the
letter, A at the
top, however it is
difficult for him.
He is writing from
left to write and
on a line.
Step 4
Implementation: Teaching & Learning
For my first lesson, I discussed the importance of writing each of their names. I used a practice
work sheet for the boys to trace letters. Then I used hand-over-hand instruction for each letter in their
name. We practiced several times with the trace your name papers. The purpose of this paper is to help
the students identify letters of their names. I sent these same papers home with the boys for homework.
The boys did do their homework with their parents and returned some of the homework papers.
Next, I found an online worksheet with different ways to trace lines. I call it a zig zag practice
sheet. The boys traced this sheet at school and home. The purpose of the tracing worksheets is for the
students to exercise their small motor muscles. Another lesson I planned was for the boys to play with
the magnetic puzzles. These puzzles were great for helping the boys use hand-eye coordination to work
the puzzles. The boys also practiced using the pen to manipulate through the puzzle like writing letters
with a pencil. The students still had trouble identifying the letters of their name so I planned a lesson that
was fun for them and they could also practice identifying letters of their name. I asked the boys to make
the letters of their name using Legos. The boys enjoyed this activity. I asked the boys to write down the
letter they made to remember it. The students did a good job writing down the letters of their name. The
J and e are becoming legible and he is beginning to space out his letters. Aiden is getting better at
connecting the A at the top of the letter. Before his letter A looked like an H.
I tested Jaden on February 17, 2015 and his name is legible. Aiden was sick and not at school for
the entire week from February 16 through the 19th. I tested him today and he wrote five letters. I give the
letters a 7 on the graph. I sent homework papers home with him tonight and I plan on testing him in the
morning again.
I did not use technology because the boys were not interested in the Leap Frog Writing Tablets.

Education Department
Teacher Candidate: Laura Mabry
Grade: Preschool 4 years
Name of lesson: Pre-test. Writing Name

Rationale for lesson: I am doing this lesson because I need to see how the students, Aiden and Jaden,
write their name. This lesson will be a baseline for the final assessment.
Learning outcome: The students, Jaden and Aiden, will practice writing their names.
Assessment of student outcomes: I will look at the pretest and use the students writing examples to
give me an idea of what kind of instruction I need to deliver.
Related Foundations/Indiana Academic Standard:

F.1.16 Identify the first letter of own name.
F4.4 Give writing to someone as a means of communicating.
F.4.8 Write using pictures, letters, and words.
Materials Needed:
Paper, pencil
Lesson/Activity Presentation:
Anticipatory Set: Good morning, Ive watched you write your name every time you come to
school. Now, I need you to write your name on this paper just like you write it on the sign-in sheet.
Teaching Procedures: Aiden and Jaden, please write your name.
Guided and independent practice: This is an assessment of writing skills so there will not be
any guided and independent practice.
Closure: Thank you for writing your names. I will be working with both of you for the next couple
of weeks. We will have some fun while learning how to write your name.
Differentiated Instruction: I may have to show the boys how to hold their pencil. I may have to use
hand-over-hand instruction. I may have to have the boys press their pencils harder to be able to see their
work.
Multicultural Emphasis: None
Technology: None
Reflection on lesson:
This lesson was an assessment on what I need to do to work with the boys on writing their names. After
watching the boys write their names, I learned that I need to work with them on how to hold a pencil,
how to press harder on the paper to be able to see their writing, and work on writing each letter of their
name. They can also work on writing on the line and keeping their letters in order according to how their
name is spelled.

Name of Lesson: Writing name. Lesson 1.Tracing Name

Rationale for lesson: I am doing this lesson to help Jaden and Aiden practice writing their names. They
will be going to kindergarten next fall. I have made a practice-writing sheet with their names on it. I want
to show them how to hold a pencil. I want them to tell me the first letter in their name. Then, I want the
boys to say their name and the letters of their name after they write it.
Learning Outcome: The learning outcome for this lesson is for the both boys to remember the first
letter in their name. I want the boys to practice writing their name.
Assessment of student outcomes: I will ask the each child what is the first letter in their own name. I
will ask the children to point to the first letter in their own name and say the sound of that letter. I will
look at the letters. I will ask the boys, What is this name?
Related Foundations/ Indiana Academic Standard:
F.1.16 Identify first letter of own name.
F.1.24 Recognize own name in isolated print.
Materials Needed:
Paper with Aiden on it.
Paper with Jaden on it.

Anticipatory Set: Boys, May I have your attention please? We are going to work on learning how
to write your name. One of the skills you need to work on before entering kindergarten is to write you
name. I will be helping you with that for the next couple of weeks. Remember to hold your pencil like this
when you write your name. Start at the top of the letter to begin writing.
Teaching Procedures: Aiden, show me how to hold a pencil. Okay Aiden Good work. I need you to
trace your name while you are holding your pencil with a good pincer grasp and this is a pincer grasp.
Jaden, show me how to hold a pencil. Okay Jaden Good work. I need you to trace your name while you
are holding your pencil with a good pincer grasp and this is a pincer grasp.
Guided and Independent Practice: I will have to show the boys how to hold their pencil in a
pincer grasp. I will have to do hand-over-hand instruction while the boys write their names. I will let the
boys write their name once without my help.
After doing this activity, I realize that each child will need further guided instruction on both holding the
pencil and hand-over-hand when tracing letters.
Closure: Good work today. Learning how to write your name is hard work and both of you did a
great job holding the pencil the correct way and tracing your names.
Differentiated Instruction: The boys need to practice these skills to learn how to write their name.
Thank you for writing your names. I will be working with boy of you for the next couple of weeks. We will
have some fun while learning how to write your name.
Multicultural Emphasis (if appropriate): None
Technology: None
While doing this lesson, I needed to do hand-over-hand with each child. They do not have many small
motor skills. Their finger muscles are weak and I could barely see the pencil marks so I asked them to
use a marker. My plan is to strengthen up their finger muscles by giving them soft golf balls to squeeze. I
will be working with their large motor skills several times a day, which will strengthen their hands. I will
find games for them to work their fingers in different directions to increase their small motor skills. I will
send homework (practice writing name) home with them and ask their parents to practice with each boy
in the evening. During the day, I will ask the boys to trace or copy their names until their names are
legible. I will also work on their pincer grasp.
I have put practice soft golf balls in the puzzle area for all children to manipulate, squeeze and
strengthen their muscles.

Name of Lesson: Writing Name. Lesson 2. Guided Writing Worksheet

Rationale for lesson: I am helping two four year olds learn to write their name.
Learning Outcome: I want to see improvement on their name writing as this lesson progresses.
Assessment of student outcomes: I will be looking for an improvement in writing as they practice
writing their name.
Related Foundations/ Indiana Academic Standards:
F.6.5 Copy a circle.
Materials Needed: Pre-printed worksheet for learning hand-writing skills for Jaden and Aiden.
Anticipatory Set: Jaden and Aiden, today we are going to practice writing your name on this
practice paper. Show me how to hold your pencil. Good, now when you write I want you to press the
pencil hard so you can see your name.
Teaching Procedures: This will be done individually. I will do hand-over-hand with Jaden first. I
will watch as he traces his name the second time without my help. I will do the same with Aiden.
Guided and Independent Practice: I will guide the children throughout writing their name. After
they write each letter I will ask them what the letter is. I will gradually let both children write letters by
themselves as long as they do not need hand over hand instruction.
Closure: I will tell Jaden and Aiden how hard they are working and offer them a Spider Man Sticker.
I will tell them it takes a while to learn how to write their name but they are off to a good start.
Differentiated Instruction: As needed, I can use hand-over-hand instruction and prompt as needed.
Technology: None
Reflection on lesson: I wrote down in my notes that Jaden is working on his pincer grip. It is hard for
him to hold the pencil. His fingers are very weak. I asked him to push harder so I can see the letters he is
writing. I switched his pencil to a marker for now. I am having Jaden practice drawing circles. I suggested
to Jaden that he tare up brown paper sacks to make his fingers stronger.
Aiden: I noticed that Aiden needed help on connecting his two long lines of the letter A at the top. He
has been making his A look like an H. I am also working with Aiden on making circles. He and Jaden
both tore up paper sacks to strengthen their fingers and hands.

Name of Lesson: Writing Name. Homework
Rationale for lesson: I am writing this lesson plan for the students to practice their names at home. Jaden
and Aiden are doing okay at school learning how to write their names but I feel the process is moving
slow. We only have a few minutes each day to practice. The boys have missed several days of school and
I feel they need more practice. I am sending practice papers home with each child. I will be rotating
practice papers twice a week. The first practice paper has the names, Jaden and Aiden, written down.
Each child will have to write his name and return his work.
The second type of practice paper is the zig zag practice paper. I want the boys to practice tracing the
lines in different directions. This will increase their small motor skills. Home to school and school to home
relations is great support for children.
Learning Outcome: The learning outcome of this lesson is to exercise their small motor movements
increasing their fine motor skills. The children should enjoy practicing beside their parents.
Assessment of student outcomes: I will look at childrens homework that is returned and see how
well they write their names to determine further instruction.
Related Foundations/Indiana Academic Standards:
F.4.8 Write using pictures, letters, and words.
Materials needed: Practice sheets with names preprinted. Zig zag practice sheets.
Markers for each boy to bring home and use.
Anticipatory set:
Jaden and Aiden, I need you to listen to me please. I am going to send practice papers home with
you to write your name on. Ask your parents to help you with your homework. The more you practice
writing your name the easier it will become. Tell me what you are going to do when you get home.
Teaching Procedures: Write your name on your homework papers every night and return the
paper the next day.
Guided and Independent Practice: This lesson is to provide the parents with homework papers
for their children to practice. Parents can work with their children providing support as needed.
Closure: Thank you for returning your homework. I will give the boys a Spider Man sticker each
time they return their homework.
Differentiated Instruction: None
Multicultural emphasis: None
Technology: None
After the boys returned a couple of lessons I started to see improvement. Having a home to school
connection helps with academic work.

Name of Lesson: Writing name. lesson 3. magnetic puzzles

Rationale for lesson: My reasoning for this lesson is having the two boys strengthen their muscles and
practice their hand-eye coordination.
Learning Outcome: The learning outcome of this exercise is developing their muscles while playing a
game they like.
Assessment of student outcomes: I will watch the boys as they maneuver the pen around the puzzle
because that is the point of this exercise.
F.6.10 use the correct grasp of a writing tool
F.7.4 Follow one-step spoken directions without prompts
Materials Needed:
Magnetic bubble gum puzzle, Magnetic paint puzzle
Anticipatory Set: Aiden and Jaden, we are going to work puzzles today instead of writing your
names. You will be practicing holding a pen in a pincer grasp and using maneuvering around the puzzle
with it. Do you remember how to hold your pencil?
Teaching Procedures: I need you to practice holding the pen like this, which is the pincer grasp.
Can you do that for me please? Okay, in this puzzle, I need you to pick up one ball at a time and put it in
the bubble gum machine. The bubble gum machines need one ball in this machine, two balls in this
machine, and three balls in this machine and so on. Do you understand?
The magnetic paint puzzle needs the same color of paint balls in each can of paint. The orange can
needs all orange balls in it, the blue can of paint needs blue balls in it, and so on. Do you understand?
Guided and Independent Practice: I will show each child how to maneuver their pen to pick up
the balls and move the balls to where they belong. As the children are able to grasp the pen by
themselves I will gradually let them.
Closure: Good work boys. You worked hard on these puzzles. You can play them anytime.
Multicultural Emphasis (if appropriate):
Technology: none
This lesson was needed to help the boys work on moving their fingers in different directions. They had to
move slowly to keep the magnetic balls attached to their pens. They enjoyed working the puzzles for
about 5 minutes and then they wanted to go play and I let them.

Name of Lesson: Writing name. Lesson 4. zig zag lines

Rationale for lesson: The reasoning behind this lesson is to give Jaden and Aiden practice
maneuvering their pencil.
Learning Outcome: The boys will be able to maneuver their pencils and make circles easier.
Assessment of student outcomes: I will know if the boys are maneuvering their fingers better by
looking at their completed page. I want them to follow the traced lines.
Related Foundations/ Indiana Academic Standards:
F.6.1 Write from left to right
F.6.3 Copy a vertical line
F.6.4 Copy a horizontal line
F.6.10 Use the correct grasp of a writing tool
Materials Needed: Handwriting practice sheet of zig zag line, humps, up and down lines, and circle
lines
Anticipatory Set: Jaden and Aiden today we are going to trace the lines on this paper. It has a lot
of different ways to write lines. Do you remember how to hold your pencil to write your name? This
should be fun for you.
Teaching Procedures: Okay boys, I want you to follow the traced lines.
Guided and Independent Practice: I may need to remind them how to hold their pencil and to
press hard on the lines so I can see their writing. I will remind them to begin at the top of the letter. One
the A I will remind Aiden to make one line down and then pick up his pencil and bring it to the top of
the letter and then slant down again in the other direction. Each letter has its own directions.
Closure: Great work. Did you have fun tracing these lines? It was something different.
Multicultural Emphasis (if appropriate):
None
Technology: None
Reflection on lesson: The boys had fun with this lesson. I made extra sheets and told the boys that
their homework would be tracing a paper like this instead of writing their names

Name of Lesson: Writing Name. Lesson 5. Legos

Rationale for lesson: I am doing this lesson to give the children some fun while learning. There are
many uses for Legos and today I want Aiden and Jaden to spell their names using Legos.
Learning Outcome: Each child will identify each letter of his name. Each child will copy the letter they
made with the Legos on paper.
Assessment of student outcomes:
I will ask each child what letter they have made with the Legos. I will read Jaden and Aidens writing.
F.6. 1. Write from left to right.
F.1.26 Match like letters.
F.1.27 Match the same letter in different styles.
F.4.8 Write using letters, pictures, and words.
Materials Needed:
Legos, paper, pencil
Anticipatory Set: Boys, we are going to have fun today with the letters of our name. We are
going to spell out your names using Legos and then we are going to copy the letters. Do you remember
the letters of your name?
Teaching Procedures: First, I want you to gather some Legos. I want you to use the Legos to
write a letter in your name. Now, make the first letter of your name.
What is this letter?
Write this letter on your paper.
Make the second letter of your name.
Write the third letter of your name.
Write the fourth letter of your name.
Write the fifth letter of your name.
Guided and Independent Practice: I may have to help the boys identify the letters before they
make them. I will also prompt the boys on how to make the letters. I can undo the letters I make and let
the boys make their own letters by themselves.
Closure: Good job boys. You are really getting the hang of writing your name. You can write your
name in the air, in the sand, with Legos, and other items. What are some of the other ways you can write
your name? When you get a chance, try practicing writing your name different ways.
Differentiated Instruction: The instruction will be the same for both children.
Technology: None
Reflection on lesson: The J and e are becoming legible in Jadens name. He is beginning to space
out his letters. I still need to work on Jaden writing his name from left to right and on one line. Jaden also
needs to work on making circles and connecting the line to the letter a. Jaden also needs to work on
the letter n.
When it was Aidens turn, I drew a line for his name. He wrote each letter. He is getting better at
connecting the A at the top. His letter I is legible. He needs to work on the letters D and n. I am
able to read his letter e.
I prompted the boys each time they began a new letter. As they were making their new letter I asked the
boys what letter they were making. They knew most of the letters. Sometime, the boys would forget and
I prompted them.
Step 5
Assessment Results and Analysis of Student Learning
For my first lesson, I discussed the importance of writing each of their names. I used a practice
work sheet for the boys to trace letters. Then I used hand-over-hand instruction for each letter in their
name. We practiced several times with the trace your name papers. The purpose of this paper is to help
the students identify letters of their names. I sent these same papers home with the boys for homework.
The boys did do their homework with their parents and returned some of the homework papers.
Next, I found an online worksheet with different ways to trace lines. I call it a zig zag practice
sheet. The boys traced this sheet at school and home. The purpose of the tracing worksheets is for the
students to exercise their small motor muscles. Another lesson I planned was for the boys to play with
the magnetic puzzles. These puzzles were great for helping the boys use hand-eye coordination to work
the puzzles. The boys also practiced using the pen to manipulate through the puzzle like writing letters
with a pencil. The students still had trouble identifying the letters of their name so I planned a lesson that
was fun for them and they could also practice identifying letters of their name. I asked the boys to make
the letters of their name using Legos. The boys enjoyed this activity. I asked the boys to write down the
letter they made to remember it. The students did a good job writing down the letters of their name. The
J and e are becoming legible and he is beginning to space out his letters. Aiden is getting better at
connecting the A at the top of the letter. Before his letter A looked like an H.
I tested Jaden on February 17, 2015 and his name is legible. Aiden was sick and not at school for
the entire week from February 16 through the 19th. I tested him today and he wrote five letters. I give the
letters a 7 on the graph. I sent homework papers home with him tonight and I plan on testing him in the
morning again.
12
10
8
26-Jan
7-Feb
10-Feb2
17-Feb2
4
2
0
J
Jadens name was legible on February 17, the date of his post-test. Growth occurred through most of the Teacher Work
Sample. However, Jaden did relapse on the letters n and d because the letters were harder to read than the time before
but he overcame it. In the end the color purple represents the last date he wrote his name for me, which are higher towers
than the other colors. Jaden had most success on writing the letter, J.
9
8
7
6
5
4
3
2
1
0
26-Feb
4-Feb
10-Feb
23-Feb
Aiden did great when he was at school learning how to write his name. He made a growth of 6 in 13 days. Unfortunately, he
missed a lot of school toward the middle of the work sample and it showed in his work. He was sick the week of the 16th and he had
missed at least one day before that. I did not get a work sample from him around February 3. The next sample that was recorded was
on the test day, February 23. He has made a huge growth from January 26 to February 23 in the letters, A, I, and e even
though he missed quite a bit of school. I feel with further practice of writing his name at home or at school he will be to write his
name for kindergarten.
Step 6
Reflection and Self-Evaluation:
I feel really good about this Teacher Work Sample. Jaden and Aiden improved throughout the course. Aiden had major set
backs because he missed so much school but he caught up quickly. Jaden made a steady improvement throughout the course. I knew
the boys would learn to write their names and they did. They both had difficulty manipulating their fingers and pressing harder on
their pencils in the beginning but they quickly learned to press harder and to work their fingers more. I feel that as they practiced
writing their names throughout the rest of the school year they will be able to write their names when they enter kindergarten. If I
teach children to write their names again I will do much of the same instruction with them although I will look for more interesting
and motivating technology to use. The boys did not like the previous technology because Leap Frog Tablets were too immature for
them, possibly. The adaptions I did were working their finger muscles in several ways. Using the puzzles to manipulate different
directions and using Legos to help them identify the shapes of the letters were a couple of adaptions I did. I also incorporated a
lesson for the whole class that incorporated practice soft golf balls. I had the children squeeze the balls several times a day. Then I
left the balls for the children to practice with at Head Start. The assistant working with me found a box the children can play a game
with using the balls. They bounce the balls into a box like at a circus when children throw small balls into Beta Bowls to win fish. I
believe the evidence I have collected supports student learning because both students can write their names legibly now. I believe
my strengths consist of being able to use a variety of techniques to accomplish a task. My reasoning for using a variety of lessons
was to keep the boys motivated while learning. My weaknesses would be not using technology because technology is motivation for
children. I needed to find technology that was age-appropriate. Although Leap Frog Tablets are age-appropriate, the boys were not
interested. Areas for my future professional growth are learning about more strategies to use. I feel a teacher cannot have enough
strategies to use in his/her classroom. Other areas for professional growth are to gain more knowledge by keeping up to date on the
latest research-based information and by going to trainings when ever possible.

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Saint Mary-of-the-Woods College