Standard 3
Demonstrates competence in planning and preparing for instruction.
a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.
Each week I create my lesson plans based on our districts standards and benchmarks. I incorporate the standard in which I am teaching next to the activity. The standards were created by the district based on the Iowa Core and we are continually trying to improve the "how" we assess students.Including the standards allows me to really think about what I am teaching and keeps me focused.
(2017) - We are using our Everyday Mathematics series to teach our core math standards. Each unit has an assessment. Our grade level team uses the math assessments to help create specialized math groups. We then create lessons that focuses on skills our students need. The great thing about the McGraw site is that we can also look at skill deficits using their technology.
#Everydaymath #studentdata #mathassessment
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
This is an email from an observer that came into my classroom. After, I asked her to send me feed back. I felt that it really reflected what an outsider would see as my behavior and social expectations. She also comments on my transitions and written directions. I appreciated her constructive feedback and comments on what else I could do in the future to make the lesson better.
#teacherfeedback #highexpectations
During the 2015 - 2016 School year I began using Class Dojo. This is a wonderful tool to help student think about their behavior in a positive way. Students can earn points based on the positive behaviors I have chosen. They can also lose points for negative behaviors. I then assigned different point levels to a reward. The thing I liked best about ClassDojo was the language it allowed me to use for student behaviors. If a student was "On task" I would say "Thank you ____ for being on task". This was my way of communicating that they were earning a point and it was specific, accurate feedback for that student.
I was the first teacher at Pence to sign up for ClassDojo and begin using the tool. They assigned me as school mentor which will be communicated to other teachers if they sign up and to know they can come to me for questions.
#classdojo #classroommanagement #studentbehavior
c. Uses student’s developmental needs, backgrounds, and interests in planning for instruction. and d.Selects strategies to engage all students in learning.
Each week in our reading series we have a main story and a common theme. My lesson plans refer to "building background" which links to a mimio presentation that I included a video clip of a real doggy day care and what students might see in it. Students here in Fairfield might not have seen an actual dog day care. In order to build on their background I wanted them to witness what the fictional story was referring to. During this same week we also talked about different kinds of pets and what we can teach pets to do. This is because another one of the stories for the week was called "Dog School". This provided me with the opportunity to connect what we do at school to what a dog might do at school thus connecting to prior knowledge and students interests.
Another way I connect students learning and to build background is to use a KWL chart. This is a strategy to find out what students already know, and to build off of it. It also is a great tool to use to generate a great conversation in class and to develop questions to research. I knew that students would be excited to share what they knew about the area and wanted to show off their knowledge. #lessonplans #KWL #instruction
d. Selects strategies to engage all students in learning.
This year I developed my own sight word routine based on Anita Archers explicit instruction and gradual release model. My students showed tremendous growth on the FAST assessments (see standard 1.c. )
Explicit Instruction routine: 2018-2019
Day 1 - Introduce the word - Discuss syllable type and decide if it follows / does not follow the rule
- T Says the word S Repeats the word (3x)
- T - Use word in a sentence - S repeats the sentence
- 3 - 5 sentences.
- Spell the word - Sky Write
- Spell the word - Fun Way
- Spell the word with eyes closed
- Add word to sight word dictionary
Day 2 -
- Review syllable type
- T Says the word S Repeats the word (2x)
- S repeats the sentence
- 3 - 5 sentences.
- Spell the word - Sky Write
- Spell the word - Fun Way
- Spell the word with eyes closed
Day 3
- Read /write / erase / write /erase - Routine
- T - Writes the word. S - Writes the words on WBs. All - erase the word.
- All - Write the word together. T - Checks for correct spelling. All - Erase. S - Writes 3 more times erasing in between each word.
- T - Checking students work.
- Review all sight words and place in pocket chart based on syllable types
- Rapid reading if time
Day 4-
(For each word) - Keep up the quick pace!
- T- says the sentence
- S - repeats the sentence
- T - dictates 1/2 of sentence
- S - Writes the words on their white board
- T- Says rest of words
- S - Writes rest of the words
- T - Writes one word at a time on the board
- S - Checks for errors. X off words and rewrite if misspelled.
- T - Checks students work
Day 5 - Review words
- Sight word stations
- Spelling / Sight word assessment
#explicitintstruction #routines #lessonplans
e. Uses available resources, including technologies, in the development and sequencing of instruction.
I had already taught the information in class and we had practiced it together. The templates were used to help students further practice a certain skill and become familiar with the website and its features. The last picture shows a spreadsheet I created in order to see what skills students still needed additional guidance in and I used this to help guide my small group instruction.
This template tells the students to read the paragraph about a person wanting a pet and describing the pet. Students need to circle the pet the writing is describing. This was a way to check reading comprehension.The last template addresses apostrophe s. We touched on the subject in class so the students had not yet had a lot of experience with the concept. This template has them move the 's to the sentence, then drag the picture to match the sentence.
This is a spreadsheet I created for the wixie projects to help me quickly view what skills students were understanding, and what skills we needed to work more on.
(2016) This year we received promethean board in each of our classrooms. I love using these board to get students engaged. Students love using the pen to interact with the board. Students feel more involved in the lessons and engaged when they are able to participate and use the promethean board.
Our math (Everyday Math) and reading (Wonders) has interactive lessons that are cohesive with the promethean boards. Sometimes there is an interactive game that our class participates in, or it is the student writing their math fact on the board. These are items already built into lessons and current instruction. Each day there are new lessons. The presentations help me develop and sequence lessons. They also make lesson planning easier and smoother.
The movie shows how I can use the presentation as a guide when teaching. Students would be manipulating the pen. For the beginning clock portion, I would have students use white boards to respond at their desks and I would pick a student to use the pen. This is a way for me to keep all students participating. Once it gets to the main lesson I can use the presentation to talk about the key concepts. I can have students come up and draw the shapes, or demonstrate different skills.
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