Instructional Practice
Standard Six
Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Evidence One
After noticing the number of students in my classroom who were not reading on grade level, I decided to assign certain students fluency folders. Most of the students who were selected were students who were in ESOL and also on RTI.
The folder consist of the following:
Fluency reading is done every Wednesday and Friday.
Reflection One
Over the past 9 weeks, I have noticed a big difference in my student's reading since I implemented the fluency folders. Some of my students have improved a great bit while others are still being challenged. By doing these one minutes readings, I have also built a stronger relationship with some of my students. After reading, I sometimes ask questions where I get to learn a little about them, and they also get to know a little about me. The literacy folders has also given me an opportunity to monitor the growth of my RTI students who are struggling with phonics and reading comprehension.
I have also shared the ideas with the other third grade teachers and they too have also found it effective.
After noticing the number of students in my classroom who were not reading on grade level, I decided to assign certain students fluency folders. Most of the students who were selected were students who were in ESOL and also on RTI.
The folder consist of the following:
- a sheet on which I would record the date and the number of words the student read in one minute
- a graph on which students will plot their words per minute so they could notice their progress
- and 12 different stories which were stapled in order by difficulty level.
Fluency reading is done every Wednesday and Friday.
Reflection One
Over the past 9 weeks, I have noticed a big difference in my student's reading since I implemented the fluency folders. Some of my students have improved a great bit while others are still being challenged. By doing these one minutes readings, I have also built a stronger relationship with some of my students. After reading, I sometimes ask questions where I get to learn a little about them, and they also get to know a little about me. The literacy folders has also given me an opportunity to monitor the growth of my RTI students who are struggling with phonics and reading comprehension.
I have also shared the ideas with the other third grade teachers and they too have also found it effective.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
reading_fluency.pdf | |
File Size: | 4571 kb |
File Type: |
Evidence Two
As part of my unit titled Our Rights, Our Government, I created a lesson plan on Susan B. Anthony. Susan B. Anthony is known as the woman who worked for women's rights. After the completion of this lesson, my students we able to identify some of the reasons Anthony did the work that she did, and also identify the effect Anthony's work had on citizens especially women.
To access my students before, during, and after the lesson, I decided to incorporate a KWL chart in this lesson. Prior to going into great detail, I pre-assessed my students. I showed students a picture of Anthony and told them her name. Each student was given a sticky note and was asked to write at least one thing they knew about Susan B. Anthony. If a student did not know anything about Anthony, he/she was instructed to write "I do not know anything about Susan B. Anthony." When everyone was done, I collected the sticky notes and placed it under the K column of the chart. I read aloud all the answers I had gotten, but not the student's name. Students were then given another sticky note to write what they would like to learn about Anthony. Once again I read the responses aloud.
I then read chapters 1, 2, and 5 from Susan B. Anthony: Fighter of women’s rights. I would stop throughout the reading to ask my students questions and also elaborate on unfamiliar words. When I completed the reading, I reviewed important facts students should know about Susan B. Anthony. Students were given the opportunity to share their opinions about the hardships Anthony endured while working for women's rights. As an exit slip, students were given a third sticky note and were instructed to write at list two things they had learned about Susan B. Anthony.
I also took the opportunity to incorporate self assessment into this lesson. To do so, I assigned students a writing assignment in which they were to use the writing process. Students were given a checklist which consisted of the steps they needed to follow. As the student completed a step, he/she would place his/her initial on the line provided.
Reflection Two
I had always heard that KWL charts were effective, but after taking the opportunity to try it out in this lesson, I have come to realize the effectiveness of it. It allowed me to assess my students before and after the lesson. Instead of writing students' responses like most teachers, I found it easier to have students write their own responses on sticky notes. The sticky note took up less space on the chart, so therefore I was able to get everyone's responses on the chart even though most of them did not know anything about Anthony.
After the lesson, rather than throwing the KWL chart away, I hanged it up on the wall near the door along with other contents about the unit. I constantly encouraged my students to take a look at the information on the wall. Today, if I am to ask my students something about Anthony, about 80 percent of them are able to tell me at least three facts about her.
Also, by giving my students the writing process checklist for their writing assignment, I was able to give them the opportunity to assess themselves. There were no deadlines by which they had to complete the different steps, but they needed to make sure that they completed them all prior to submitting their final drafts on November 21.
As part of my unit titled Our Rights, Our Government, I created a lesson plan on Susan B. Anthony. Susan B. Anthony is known as the woman who worked for women's rights. After the completion of this lesson, my students we able to identify some of the reasons Anthony did the work that she did, and also identify the effect Anthony's work had on citizens especially women.
To access my students before, during, and after the lesson, I decided to incorporate a KWL chart in this lesson. Prior to going into great detail, I pre-assessed my students. I showed students a picture of Anthony and told them her name. Each student was given a sticky note and was asked to write at least one thing they knew about Susan B. Anthony. If a student did not know anything about Anthony, he/she was instructed to write "I do not know anything about Susan B. Anthony." When everyone was done, I collected the sticky notes and placed it under the K column of the chart. I read aloud all the answers I had gotten, but not the student's name. Students were then given another sticky note to write what they would like to learn about Anthony. Once again I read the responses aloud.
I then read chapters 1, 2, and 5 from Susan B. Anthony: Fighter of women’s rights. I would stop throughout the reading to ask my students questions and also elaborate on unfamiliar words. When I completed the reading, I reviewed important facts students should know about Susan B. Anthony. Students were given the opportunity to share their opinions about the hardships Anthony endured while working for women's rights. As an exit slip, students were given a third sticky note and were instructed to write at list two things they had learned about Susan B. Anthony.
I also took the opportunity to incorporate self assessment into this lesson. To do so, I assigned students a writing assignment in which they were to use the writing process. Students were given a checklist which consisted of the steps they needed to follow. As the student completed a step, he/she would place his/her initial on the line provided.
Reflection Two
I had always heard that KWL charts were effective, but after taking the opportunity to try it out in this lesson, I have come to realize the effectiveness of it. It allowed me to assess my students before and after the lesson. Instead of writing students' responses like most teachers, I found it easier to have students write their own responses on sticky notes. The sticky note took up less space on the chart, so therefore I was able to get everyone's responses on the chart even though most of them did not know anything about Anthony.
After the lesson, rather than throwing the KWL chart away, I hanged it up on the wall near the door along with other contents about the unit. I constantly encouraged my students to take a look at the information on the wall. Today, if I am to ask my students something about Anthony, about 80 percent of them are able to tell me at least three facts about her.
Also, by giving my students the writing process checklist for their writing assignment, I was able to give them the opportunity to assess themselves. There were no deadlines by which they had to complete the different steps, but they needed to make sure that they completed them all prior to submitting their final drafts on November 21.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
lesson_3-anthony.docx | |
File Size: | 96 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
the_writing_process_checklist.docx | |
File Size: | 14 kb |
File Type: | docx |
Standard Seven
Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Evidence One
After noticing the number of students in my classroom who were not able to read fluently or spell common words, I decided to implement weekly phonemic awareness lessons because according to the Yopps, phonological awareness is highly related to later success in reading and spelling. Unlike my fluency folders that I assigned to my lower level reading student, phonemic awareness lessons are for the whole class because I believe that all my students can benefit a great deal from it even if they are already good readers and spellers.
According to Griffin and Olson, other studies have also concluded that tests for phonemic awareness are better predictors of reading achievement than vocabulary, listening comprehension, and IQ tests. Furthermore, studies have shown that poor readers who are phonemically unaware entering the first grade are likely to remain poor readers at the end of the fourth grade.
On Wednesdays, I gather my students around the carpet area and practice using our phoneme cards. When I hold up a card, students are to make the sound of the phoneme, and the short phrases I taught. For example, if I hold up the card which says “ur” students are to say “urrrr; ur as in purse.” If a phoneme has more than one sound, students are to say the different sounds that the phone makes. For example, if I hold up the card which says “ou”, students are to say “oo, o, ow, and aw.”
Reflection One
After introducing the phoneme cards, I have noticed a vast amount of improvement with several of my ESOL students. Some of my students who were assigned a fluency folder have also been improving. Instead of stopping while reading, they slow down, sound out the words, and move right along.
Recently, I made an additional set of phoneme cards which I have placed in the reading center. Students sometimes pair up and quiz each other. Others sit alone and practice on their own. I've also had several parents contact me asking me to share the phoneme cards to practice with the child at home. It is always a good feeling to know that parents want to be involved in the learning process.
After noticing the number of students in my classroom who were not able to read fluently or spell common words, I decided to implement weekly phonemic awareness lessons because according to the Yopps, phonological awareness is highly related to later success in reading and spelling. Unlike my fluency folders that I assigned to my lower level reading student, phonemic awareness lessons are for the whole class because I believe that all my students can benefit a great deal from it even if they are already good readers and spellers.
According to Griffin and Olson, other studies have also concluded that tests for phonemic awareness are better predictors of reading achievement than vocabulary, listening comprehension, and IQ tests. Furthermore, studies have shown that poor readers who are phonemically unaware entering the first grade are likely to remain poor readers at the end of the fourth grade.
On Wednesdays, I gather my students around the carpet area and practice using our phoneme cards. When I hold up a card, students are to make the sound of the phoneme, and the short phrases I taught. For example, if I hold up the card which says “ur” students are to say “urrrr; ur as in purse.” If a phoneme has more than one sound, students are to say the different sounds that the phone makes. For example, if I hold up the card which says “ou”, students are to say “oo, o, ow, and aw.”
Reflection One
After introducing the phoneme cards, I have noticed a vast amount of improvement with several of my ESOL students. Some of my students who were assigned a fluency folder have also been improving. Instead of stopping while reading, they slow down, sound out the words, and move right along.
Recently, I made an additional set of phoneme cards which I have placed in the reading center. Students sometimes pair up and quiz each other. Others sit alone and practice on their own. I've also had several parents contact me asking me to share the phoneme cards to practice with the child at home. It is always a good feeling to know that parents want to be involved in the learning process.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
phoneme_cards.pdf | |
File Size: | 1363 kb |
File Type: |
Yopp, Hallie and Ruth. "Supporting phonemic awareness development in the classroom." The Reading Teacher 54.2 (2000): 130-143. Teacher Web.
Web. 23 Oct. 2012.
Griffith, P. L. & Olson, M. W.. "Phonemic awareness helps beginning readers break the code." The Reading Teacher 45 (1992):516-522. Teacher Web.
Web. 23 Oct. 2012
Evidence Two
As we all know, most teachers around the United States are finally getting into the habit of using Common Core standards. One of the requirements for teachers at Red Oak Elementary this year was to use the framework for math lessons rather than using textbooks.
As part of my multiplication unit, I implemented several lessons from the frameworks. Some lessons were a little too advanced for my students, so to meet everyone’s needs, I made accommodations in areas they were needed. I made sure that my students were still able to learn the content of the math standards.
For additional practice, I used various books such as:
Reflection Two
One of the lessons I decided to use from the frameworks was One Hundred Hungry Ants. My students enjoyed working with the linking cubes and colored tiles. I liked that fact that a read aloud was incorporated into this lesson because I believe that literature is always a good tool to help students make connections to the standards and contents which they are learning about.
After working with 20 ants, like the lesson recommended, I decided to challenge all of my students by using 42 ants. Some students were able to catch on while others struggled. For those who struggled, I lowered the number to 25 and increased it gradually until my students were able to practice with 42 ants.
This lesson helped me realized how beneficial the lessons in the frameworks are. Sometimes I was not able to start with the lessons from the framework because it was too advanced for my students. Instead, I would create my own lesson plans. Then as an assessment I would use the activities included in the frameworks.
As we all know, most teachers around the United States are finally getting into the habit of using Common Core standards. One of the requirements for teachers at Red Oak Elementary this year was to use the framework for math lessons rather than using textbooks.
As part of my multiplication unit, I implemented several lessons from the frameworks. Some lessons were a little too advanced for my students, so to meet everyone’s needs, I made accommodations in areas they were needed. I made sure that my students were still able to learn the content of the math standards.
For additional practice, I used various books such as:
- Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games, grades 3-5
- Multiplication Facts Tips, Tricks, and Strategies
- Mastering Math Facts Multiplication and Division
Reflection Two
One of the lessons I decided to use from the frameworks was One Hundred Hungry Ants. My students enjoyed working with the linking cubes and colored tiles. I liked that fact that a read aloud was incorporated into this lesson because I believe that literature is always a good tool to help students make connections to the standards and contents which they are learning about.
After working with 20 ants, like the lesson recommended, I decided to challenge all of my students by using 42 ants. Some students were able to catch on while others struggled. For those who struggled, I lowered the number to 25 and increased it gradually until my students were able to practice with 42 ants.
This lesson helped me realized how beneficial the lessons in the frameworks are. Sometimes I was not able to start with the lessons from the framework because it was too advanced for my students. Instead, I would create my own lesson plans. Then as an assessment I would use the activities included in the frameworks.
Cox, Jennifer. Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games, grades 3-5. Larchmont, NY: Eye
On Education, 2009. Print.
Silver, Anastasia Knechtel, Rajeev NT, Kevin Jackson, and Tom Riddolls. Multiplication Facts Tips, Tricks, and Strategies. Niagara Falls, N.Y: S & S
Learning Materials, 2008. Print.
Wallaker, Jillayne Prince. Mastering Math Facts Multiplication and Division.. Greensboro, NC: Carson-Dellosa, 2006. Print.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
100ants.pdf | |
File Size: | 1137 kb |
File Type: |
Standard Eight
Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Evidence One
As stated in my philosophy, I believe that not all children are able to work at the same paste, nor reach the same academic level, but each child has his/her own way of learning in the classroom. Therefore, in order to meet every student’s needs, I will incorporate the various ways of learning such as: verbally, kinesthetically, and visually. By doing so, I believe I will be helping my students learn in whatever way they are capable of, in order to meet the criteria of the curriculum.
Students should also be provided with engaging activities and lots of hands on projects. With engaging, exciting units, students will be more excited about the content of the curriculum and will be motivated to continue the journey. Therefore, I created a unit filled with various activities where my students were engaged. There were read aloud, discussions, group activities, presentations, art projects, writing pieces, and etc.
Reflection One
Prior to developing my unit, I reflected back on the days when I was in elementary school. I tried to come up with a list of at least 10 memorable activities, but I was only able to come up with 6. This gave me the indication that I needed to develop a unit which consisted of learning experiences which would be engaging and memorable to my students. I also realized that it would be beneficial to have various kinds of activities rather than just one type. So rather than the usual read, write, take a test lessons, I incorporated art projects, presentations, role-play, journal writing, and research.
To access the Our Rights, Our Government Unit:
As stated in my philosophy, I believe that not all children are able to work at the same paste, nor reach the same academic level, but each child has his/her own way of learning in the classroom. Therefore, in order to meet every student’s needs, I will incorporate the various ways of learning such as: verbally, kinesthetically, and visually. By doing so, I believe I will be helping my students learn in whatever way they are capable of, in order to meet the criteria of the curriculum.
Students should also be provided with engaging activities and lots of hands on projects. With engaging, exciting units, students will be more excited about the content of the curriculum and will be motivated to continue the journey. Therefore, I created a unit filled with various activities where my students were engaged. There were read aloud, discussions, group activities, presentations, art projects, writing pieces, and etc.
Reflection One
Prior to developing my unit, I reflected back on the days when I was in elementary school. I tried to come up with a list of at least 10 memorable activities, but I was only able to come up with 6. This gave me the indication that I needed to develop a unit which consisted of learning experiences which would be engaging and memorable to my students. I also realized that it would be beneficial to have various kinds of activities rather than just one type. So rather than the usual read, write, take a test lessons, I incorporated art projects, presentations, role-play, journal writing, and research.
To access the Our Rights, Our Government Unit:
- Click on the button below
- Enter the following pass code: 91ACED05
Evidence Two
After noticing continuous low scores on several students’ math CRCT practice exams, I expressed my concerns to my colleagues. They too were experiencing the same in their classrooms. As a team, we decided that it was time to work together to help prepare our students whom will be taking the CRCT towards the end of the school year. One of the teachers from the fourth grade recommended ALEKS. Luckily, the school was able to sponsor 15 students per class.
ALEKS (Assessment and Learning in Knowledge Spaces in a Web-based) is an assessment and learning system. ALEKS uses questions to quickly and accurately assess students to determine exactly what a student knows and doesn’t know when it comes to the grade level content. After the pre-assessment, students begin to work on the areas that they needed improvement in. ALEKS continuously assesses students to ensure that they have comprehend what is being taught.
Reflection Two
Due to the fact that only 15 students from each class were able to register for ALEKS, I made sure that my IEP and ESOL students had top priority. I filled in the remaining spot with students who needed a challenge to better their math skills.
After introducing my students to ALEKS, I have seen great improvement in their work. ALEKS has been extremely helpful in locating my student’s weakest areas in Math. I’ve seen lots more confidence in my students because they too know that they are improving on the areas they struggled with in the past.
I enjoyed the fact that there was an audio feature where the information presented on the screen could be read to my students. I only allowed my IEP and ESOL students to use the feature. I believed that my students who needed the challenge were more than capable of reading and comprehending the information on their own.
After noticing continuous low scores on several students’ math CRCT practice exams, I expressed my concerns to my colleagues. They too were experiencing the same in their classrooms. As a team, we decided that it was time to work together to help prepare our students whom will be taking the CRCT towards the end of the school year. One of the teachers from the fourth grade recommended ALEKS. Luckily, the school was able to sponsor 15 students per class.
ALEKS (Assessment and Learning in Knowledge Spaces in a Web-based) is an assessment and learning system. ALEKS uses questions to quickly and accurately assess students to determine exactly what a student knows and doesn’t know when it comes to the grade level content. After the pre-assessment, students begin to work on the areas that they needed improvement in. ALEKS continuously assesses students to ensure that they have comprehend what is being taught.
Reflection Two
Due to the fact that only 15 students from each class were able to register for ALEKS, I made sure that my IEP and ESOL students had top priority. I filled in the remaining spot with students who needed a challenge to better their math skills.
After introducing my students to ALEKS, I have seen great improvement in their work. ALEKS has been extremely helpful in locating my student’s weakest areas in Math. I’ve seen lots more confidence in my students because they too know that they are improving on the areas they struggled with in the past.
I enjoyed the fact that there was an audio feature where the information presented on the screen could be read to my students. I only allowed my IEP and ESOL students to use the feature. I believed that my students who needed the challenge were more than capable of reading and comprehending the information on their own.