Kindergarten Teacher Work Sample

Abigail Stallkamp
Instructional Plan
 Student Characteristics
o In my first student teaching placement I had the opportunity to be in Mrs. Prater’s
Kindergarten classroom at Riverview Elementary School. Throughout the
placement we had students come in and out of our classroom. We started the
semester with twenty-five students, fifteen females and ten males; however, we
ended the semester with twenty-four students, sixteen females and eight males.
One of the students moved to California, one was moved to a Life Skills
classroom as his IEP changed his least restrictive environment, and one student
moved into our district and our classroom. When I started in the classroom one of
the students had and IEP, however we were waiting on or starting the process for
four other students to be tested. By the time I finished my placement three of the
four students had IEPs, and were receiving services, and we were still waiting on
one student to be tested. Within the classroom there is a large level of
neurodiversity. I had one student who could fluently read, some who were
blending, some who were identifying letter sounds, some who were working on
identifying their name, and one who was non-verbal. One thing that we
consistently saw in many of the students was that they would have something
bothering them that happened previous to coming into our classroom. This would
lead to them having either disruptive behaviors, refusing to do work, or work that
was not completed to the best of their ability. However, the teacher and I would
have a hard time deciphering what happened that caused the behavior. Sometimes
we would not find out the emotion or situation that was causing the behavior until
lunchtime. This was something we wanted to address. This is how I came up with
the idea to teach the Zones of Regulation for my teacher work sample.
 Individual Differences
o Class Profile Table
Student Gender Race On a 504 Plan Gifted/High Type of Disability, Has an IEP
Ability if any
1 F Black or African American, No No No No
non-Hispanic
2 F White, non-Hispanic No No No No
3 M White, non-Hispanic No No Speech Impairment Yes
4 F White, non-Hispanic No No No No
5 M Black or African American, No No No No
non-Hispanic
6 M Black or African American, No No No No
non-Hispanic
7 M White, non-Hispanic No Yes No No
8 M Black or African American, No No No No
non-Hispanic
9 F White, non-Hispanic No No Developmental Yes
 Delay; Language
Impairment
10 M White, non-Hispanic No No No No
11 F White, non-Hispanic No No No No
12 M White, non-Hispanic No No Being Tested for No
OHI
13 F White, non-Hispanic No Yes No No
14 F Hispanic or Latino No No Developmental Yes
Delay; Speech and
Language
Impairment
15 F White, non-Hispanic No No No No
16 F Two or More Races No No No No
17 F White, non-Hispanic No Yes No No
18 M Hispanic or Latino No No No No
19 F White, non-Hispanic No Yes No No
20 F White, non-Hispanic No No No No
21 F White, non-Hispanic No No No No
22 M Black or African American, No Yes No Yes
non-Hispanic
23 F White, non-Hispanic No No No No
24 M White, non-Hispanic No No Developmental Yes
Delay; Speech and
Language
Impairment
25 F White, non-Hispanic No No No No
26 F White, non-Hispanic No No No No

 Unit Plan
o Unit Content: Zones of Regulation
o Unit Goals: Students should be able to identify what zone they are in based on
how they are feeling.
o Rationale: The students need to learn this unit because it is essential that students
are first in a good emotional state, before trying to learn. This unit allows the
students to create the foundation for identifying their emotions, which is the first
step in learning how to self-regulate their emotions. Self-regulation
o Standards:
 HW.2.4.1: List verbal and nonverbal communications skills to enhance
health.
 HW.2.4.3: Identify healthy was to express needs, wants, and feelings
 Day 1 Day 2 (This Day 3 (This Day 4 Day 5 Day 6
Lesson was lesson was
taught during E- taught during E-
Learning) Learning)
Learning Learning Learning Learning Learning Learning
Outcomes: Students Outcomes: The Outcomes: The Outcomes: The Outcomes: The Outcomes: Students
will complete a pre- students will be able students will be able students will be able students will be able will complete a
test. to identify the to identify the to identify the to identify the post-test to
emotion pictures emotion pictures emotion pictures emotion pictures determine how
Purpose: This within the green within the yellow within the blue within the red zone, much they learned.
allows the teacher to zone, how their zone, how their zone, how their how their body
assess the previous body would feel in body would feel in body would feel in would feel in the red Purpose: This
knowledge of the the green zone. the yellow zone. the blue zone. zone. allows the teacher to
students. assess the
Purpose: Students Purpose: Students Purpose: Students Purpose: Students information that the
Instructional will be able to will be able to will be able to will be able to students learned
Design: Students identify when they identify when they identify when they identify when they throughout the unit
completed a pre-test are in the green are in the yellow are in the blue zone. are in the red zone.
in which they had zone. zone. Instructional
the four zones of Anticipatory Set: Anticipatory Set: Design: Students
regulation and had Anticipatory Set: Anticipatory Set: Teacher will review Teacher will review completed a post-
to cut and paste, 12 Talk with students Teacher will read the green and the green, yellow, test in which they
pictures into the about a stop light the book, “Right yellow zones, and blue zones, had the four zones
right zones as a way and what each color Now, I Am Fine”. specifically the specifically the of regulation and
to identify the in the stop light As an introduction pictures in those pictures that go in had to cut and paste,
emotions in each represents. to the yellow zone. zones. The students those zones. The 12 pictures into the
zone. Specifically talk will help the teacher students will help right zones as a way
about how red Instructional identify where they the teacher identify to identify the
Materials and means stop and Design: The teacher go and then the where they go and emotions in each
Resources: green means go. will talk about the students will be able then the students zone.
-Zones of Relate this to how Zones of to place them on the will be able to place
Regulation Paper green means that Regulation, anchor chart. them on the anchor Materials and
-Zones of you are ready to go, specifically the chart. Resources:
Regulation pictures or ready to focus. yellow zone. The Instructional -Zones of
-Scissors teacher will talk Design: The teacher Instructional Regulation Paper
-Glue Sticks Instructional about how a person will talk about the Design: The teacher -Zones of
-Pencil Design: The teacher feels when they are Zones of will talk about the Regulation pictures
will talk about the in the yellow zone. Regulation, Zones of -Scissors
Zones of They might feel like specifically the blue Regulation, -Glue Sticks
Regulation, it is hard to breathe zone. The teacher specifically the red -Pencil
specifically the or like there are too will talk with the zone. The teacher
green zone. The many things going students about how will talk with the
teacher will talk on. It might feel like someone might feel students about the
about how a person their stomach is all like in their body red zone, what it
feels when they are in knots or like they and in their might feel like in
in the green zone have a lot of emotions when they your body and
both in their butterflies. It might are in the blue zone. emotions. Within
emotions and their feel like an ache in They may have a your body you
body. This includes their shoulders or slow heart rate, a might have a high
feeling joyful, back. They also headache, or a heart rate, and the
happy, calm, and might feel like their stomach ache. We maybe feeling like
ready to learn. We heart is racing or will also be using you are going to
will talk about how beating very hard. key words to explode. Then the
when someone is in This is called being describe the students will use
the green zone their anxious, nervous or emotions (sad, tired, key words that
heart is beating at a worried. The teacher and sick) and talk describe how a
normal pace, they will ask when the about what a person person may be
may feel focused or students have ever may look like in the feeling (terrified,
like they want to get felt worried. Then blue zone. We are yelling, and angry)
things done. Then we will talk about also going to discuss that correlated with
we will talk about how a person may that if you are the pictures that go
how a person may look in when they crying it is not in the red zone. The
look in when they are in the yellow necessarily because teacher will discuss
are in the green zone and refer to the you are in the blue with the student’s
zone and refer to the pictures that are zone, and it is the what pictures go in
pictures that are going to be put in emotion behind the the red zone.
going to be put in the yellow zone. crying determines
the green zone. We what zone the Assessment
will also go over Assessment person is in. Strategies: The
what the “okay” Strategies: The teacher informally
symbol looks like, teacher informally Assessment assessed the
as it is in one of the assessed the Strategies: The students
pictures. students teacher informally understanding of the
understanding of the assessed the bodying indications,
Assessment bodying indications, students emotional words,
Strategies: The emotional words, understanding of the and pictures of the
teacher informally and pictures of the bodying indications, green zone. I did so
assessed the green zone. I did so emotional words, by asking for
students by asking for and pictures of the feedback on
understanding of the feedback on green zone. I did so understanding and
bodying indications, understanding and by asking for watching their facial
emotional words, watching their facial feedback on expressions and
and pictures of the expressions and understanding and body language. The
green zone. I did so body language. The watching their facial teacher also
by asking for teacher also expressions and assessed if
feedback on assessed if body language. The knowledge was
understanding and knowledge was teacher also retained by asking
watching their facial retained by asking assessed if the students to
expressions and the students to knowledge was identify the zone,
body language. identify the zone, retained by asking green, yellow, blue,
green or yellow, of a the students to or red, of a picture.
Management picture. identify the zone,
Strategies: The green, yellow or Management
students should be Management blue, of a picture. Strategies: The
paying attention and Strategies: The students should be
participating students should be paying attention and
throughout the paying attention and Management participating
lesson. The teacher participating Strategies: The throughout the
will make sure to throughout the students should be lesson. The teacher
ask the students lesson. The teacher paying attention and will make sure to
questions that relate will make sure to participating ask the students
to their life ask the students throughout the questions that relate
experience with the questions that relate lesson. The teacher to their life
emotions in the to their life will make sure to experience with the
green zone as to experience with the ask the students emotions in the blue
keep them engaged emotions in the questions that relate zone as to keep
within the lesson. yellow zone as to to their life them engaged
keep them engaged experience with the within the lesson. I
Closure: The within the lesson. emotions in the blue will also allow the
students will help zone as to keep students to come up
the teacher put the Closure: The them engaged and place the
picture in the green students will help within the lesson. I emotion pictures in
zone. the teacher put the will also allow the the correct zone
pictures in the green students to come up when reviewing and
Adaptations: The and yellow zone. and place the assessing their
teacher will make emotion pictures in knowledge of the
sure to show the Adaptations: The the correct zone zones.
pictures as close to teacher will make when reviewing and
the camera, without sure to show the assessing their Closure: The
blurring the picture, pictures as close to knowledge of the teacher will take the
for students with the camera, without zones. pictures off of the
vision impairments. blurring the picture, anchor chart and the
The teacher will for students with Closure: The students will help
make sure to ask the vision impairments. teacher will take the the teacher put the
students questions The teacher will pictures off of the pictures in the
about their personal make sure to ask the anchor chart and the green, yellow, blue,
experience, which students questions students will help and red zone as to
helps to release about their personal the teacher put the review the lesson.
dopamine and experience, which pictures in the
oxytocin from helps to release green, yellow, and Adaptations: The
creating personal dopamine and blue zone as to teacher will make
connection, which oxytocin from review the lesson. sure to show the
will then aid in the creating personal pictures under the
students focus and connection, which Adaptations: The document camera,
engagement within will then aid in the teacher will make so it is projected on
the lesson. students focus and sure to show the the board for
engagement within pictures under the students with vision
Materials and the lesson. document camera, impairments. The
Resources: so it is projected on teacher will make
-Zones of Materials and the board for sure to ask the
Regulation Anchor Resources: students with vision students questions
Chart -Zones of impairments. The about their personal
-Zones of Regulation Anchor teacher will make experience, which
Regulation Pictures Chart sure to ask the helps to release
-Zones of students questions dopamine and
Regulation Pictures about their personal oxytocin from
experience, which creating personal
helps to release connection. The
dopamine and students will also be
oxytocin from able to help the
creating personal teacher put the
connection. The pictures up on the
students will also be anchor chart which
able to help the will give the student
teacher put the some movement
pictures up on the which will help to
anchor chart which release dopamine in
will give the student the students brains.
some movement The release of these
which will help to neurotransmitters
release dopamine in will then aid in the
the students brains. students focus and
The release of these engagement within
neurotransmitters the lesson.
will then aid in the
students focus and Materials and
 engagement within Resources:
the lesson. -Zones of
Regulation Anchor
Materials and Chart
Resources: -Zones of
-Zones of Regulation Pictures
Regulation Anchor
Chart
-Zones of
Regulation Pictures

 Reflection and Self-Evaluation

o Within my class data there were 5 students whose post-test scores either stayed
the same or decreased from their pre-test scores; however within my data of
students who were present at all of the lessons, none of their scores decreased and
only 2 stayed the same. For most of the students who did not achieve the lesson
objective it was due to not being present at all of the lessons, as two were over
google meet, and not everyone was on the meet. However, another reason why
some students may not have achieved the lesson objective would be because the
pictures for the Zones of Regulation are not very clear and some of them look
very similar. I think if I did this over again, I would have the students take
pictures to correlate with the zone we were learning. I think this would help the
students to decipher between the zones and may clear up some of the confusion
with the pictures.
 Pre-Test/Post-Test
o The pre-test and post-test were the same assessment. The students were asked to
place faces that represent each zone into the correct zone in order to correctly
identify which zones are which. This is a picture of one of the post tests that got a
perfect score. This allows students to identify the emotions that they should have
in each zone.

o
Assessment Plan
 Formative Assessment
 o Throughout each lesson I asked the students to place the corresponding pictures
into the zones that we had already learned. This allowed me to assess how much
knowledge they had retained from the previous lesson, and what, if anything, I
needed to reteach. I also asked the students to talk about times that they had felt
these specific emotions, as a way of making sure that they understood what each
key emotion word means.
 Quality Control
o The pre-test and post-test were both set up the same way. This way the score on
the post-test would not be skewed by an unknown format. The task was to cut and
paste the pictures within the correct zone. I made sure that the pictures that were
used in the pre and post-tests were the same pictures that I taught the students, as
to provide consistency for their learning. I also made sure that the zones were the
correct shape both on the pre-test, post-test, and the anchor chart to also provide
consistency and not skew any of the data.
 Documentation on Candidate Effect on Student Learning
o This lesson was essential for the students to learn as being able to identify
emotions is the first step to being able to self-regulate. Self-regulation is an
essential part of being successful in the classroom. According to Maslow’s
Hierarchy of Needs, it is essential that the students emotional health first be taken
care of, before we try to introduce new information. This unit allows me as a
teacher to be able to better serve my students, as they will be able to tell me what
they are feeling, and I will be able to proceed accordingly.
 Reporting Results
Zones of Regulation
Students Pre-Test Post-Test
A 5 5
B 5 10
C 7 7
D 9 9
E 7 10
F 8 10
G 4 6
H 6 9
I 9 9
J 7 10
K 7 12
L 8 6
M 9 10
N 6 9
O 3 12
P 7 9
Q 7 10
R 10 8
S 7 9
 Zones of Regulation
12
10
8
6
4
2
0
A B C D E F G H I J K L M N O P Q R S

Pre-Test Post Test

o
 These are the scores from the pre-test and post-test of all of the students
that were present for both tests. There are only 19 instead of 24 due to the
fact that 6 people were absent during either the pre-test or post-test.
However, two of the four zones were taught through google meet, and not
everyone showed up or watched the recording of the google meets. As this
could lead to skewed data I created graphs of all of my students who took
the pre-test and post-test, and I created graphs of the students who were
present at all of the lessons.
Zones of Regulation-Consistent Students
Students Pre-Test Post-Test
D 9 9
E 7 10
F 8 10
H 6 9
I 9 9
K 7 12
M 9 10
O 3 12
Q 7 10

Zones of Regulation-Consistent Students

12
10
8
6
4
2
0
D E F H I K M O Q

Pre-Test Post Test

o
Zones of Regulation Averages
 Students Pre-Test Post-Test
Average of All Students 6.9 8.9
Average of Consistent 7.2 10.1
Students

Averages
12
10
8
6
4
2
0
Average of All Students Average of Consistent Students

Averages Pre-Test Averages Post Test

o
Zones of Regulation Mastery (over 80%)
Students Pre-Test Post-Test
Average of All Students 5% 42.1%
Average of Consistent 0% 66.6%
Students

Mastery (Over 80%)

100%
80%
60%
40%
20%
0%
Average of All Students Average of Consistent
Students

Mastery (Over 80%) Pre-Test Mastery (Over 80%) Post Test

o
 Integration of Technology
o Two of the four zones were taught over google meet as Marion Community
schools were closed due to inclement weather. I was able to still teach those two
lessons through google meet. I still used my anchor chart and pictures, and just
made sure that the students could clearly see everything that I was doing with the
anchor chart and pictures.