DOMAIN 1- PLANNING AND PREPARATION
1a: Demonstrating knowledge of content and pedagogy
Lesson plans- Week 15 lessons (a window into a typical week of plans and intentional teaching/planning for my students.)
Emergency sub lesson plan for 12.09.13 (plans made for Horton, who is a guest teacher in my room who KNOWS my systems and procedures through experience.)
Math CC planning (year) (used for my unit mapping as well as pacing to successfully address all curriculum areas in a timely manner throughout the year)
Lesson plans- Week 15 lessons (a window into a typical week of plans and intentional teaching/planning for my students.)
Emergency sub lesson plan for 12.09.13 (plans made for Horton, who is a guest teacher in my room who KNOWS my systems and procedures through experience.)
Math CC planning (year) (used for my unit mapping as well as pacing to successfully address all curriculum areas in a timely manner throughout the year)
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
wk_15.xlsx | |
File Size: | 14 kb |
File Type: | xlsx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
12.09.13_plans.docx | |
File Size: | 18 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
d300_5th_grade_pacing_guide_2013-2014.doc | |
File Size: | 53 kb |
File Type: | doc |
1b: Demonstrating knowledge of students
Parent Survey/Emergency Contact information: given at beginning of the year and then used for "notes" throughout the year. (2 uploads. 1-form, 1- jpeg)
VAK survey (this is what you gave to the kids in the beginning of the year to help me see the variety of learners that I have in the classrom)
IEP’s- I use the Iep's that I have for the Special Ed. students to ensure that I am planning accordingly for any of their modifications. This includes being a manager and advocate for their minutes of services as well as communicating with the para to ensure that she is aware of the objectives for the day/week. I will also be included on some of these IEP meetings to voice my assessments and observations.
Icebreaker activities from the beginning of the year- Scavenger hunt with Stamps
Parent Survey/Emergency Contact information: given at beginning of the year and then used for "notes" throughout the year. (2 uploads. 1-form, 1- jpeg)
VAK survey (this is what you gave to the kids in the beginning of the year to help me see the variety of learners that I have in the classrom)
IEP’s- I use the Iep's that I have for the Special Ed. students to ensure that I am planning accordingly for any of their modifications. This includes being a manager and advocate for their minutes of services as well as communicating with the para to ensure that she is aware of the objectives for the day/week. I will also be included on some of these IEP meetings to voice my assessments and observations.
Icebreaker activities from the beginning of the year- Scavenger hunt with Stamps
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1c: Setting instructional outcomes
Lesson plans (according to CC and district standards; Same week as 1a-week 15)
Study guides/partner study- Study Guide, created based on Student Partner Research presentations of Revolutionary War Jigsaw Project.
Rubrics- I create a variety of rubrics for all areas of that I can think of. I feel that this communicates the stadards and expectations of what we are trying to achieve in the class. I have selected a Reading Group Book Report Rubric that I created (with student feedback) where the students are reflecting on their OWN work to assess what reading responses spotlight thier level of understanding of each concept. Then the student will attach each "Task" to the appropriate response, and I will specifically grade their responses with that specific objective in mind. This allows them the opportunity to showcase their skills as well as puts a stronger importance on their reading responses.
There is also a variety of Rubrics that I have used in the class for a variety of subjects. We use rubrics regularly in class. I feel that it allows a lot of room for self assessment as well as reflection, and it is frequently eye opening to see where the students see themselves as learners.
SELF Assessment- used at conferences. Students reflect on where they "land" in each curriculum area, and determine areas of strength and areas that need growth.
Presentation Rubric 2- Is the rubric that is given out for the students Disease research project.
Create your own story Problems- Used as an enrichment exercise in math. Students were responsible for understanding the relationship amongst numbers and how to build a story problem.
Lesson plans (according to CC and district standards; Same week as 1a-week 15)
Study guides/partner study- Study Guide, created based on Student Partner Research presentations of Revolutionary War Jigsaw Project.
Rubrics- I create a variety of rubrics for all areas of that I can think of. I feel that this communicates the stadards and expectations of what we are trying to achieve in the class. I have selected a Reading Group Book Report Rubric that I created (with student feedback) where the students are reflecting on their OWN work to assess what reading responses spotlight thier level of understanding of each concept. Then the student will attach each "Task" to the appropriate response, and I will specifically grade their responses with that specific objective in mind. This allows them the opportunity to showcase their skills as well as puts a stronger importance on their reading responses.
There is also a variety of Rubrics that I have used in the class for a variety of subjects. We use rubrics regularly in class. I feel that it allows a lot of room for self assessment as well as reflection, and it is frequently eye opening to see where the students see themselves as learners.
SELF Assessment- used at conferences. Students reflect on where they "land" in each curriculum area, and determine areas of strength and areas that need growth.
Presentation Rubric 2- Is the rubric that is given out for the students Disease research project.
Create your own story Problems- Used as an enrichment exercise in math. Students were responsible for understanding the relationship amongst numbers and how to build a story problem.
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
wk_15.xlsx | |
File Size: | 14 kb |
File Type: | xlsx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
13_colonies.docx | |
File Size: | 19 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
book_report_short_st.evidence3.docx | |
File Size: | 24 kb |
File Type: | docx |
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1d: Demonstrating knowledge of resources
Laptops/iPads (use of technology)- Weekly I take my class to the computer lab for an hour of uninterupted research time on the computers. (please see sharepoint calendar for scheduled Friday & Thursday times.) We use this time for the students to focus on their selected research topics. When applicable, I will chose a focus topic, and then students are given the freedom to select what interests them within that given focus. Focus topics may be- Animal to write an expository paper on, Disease to reseach, Specific battle of Revolutionary War.
Camp Duncan (teamwork)- Using the given classes that we could chose from for Camp Duncan, I determined which classes would best apply to our curriculum areas as well as, which areas would help to best challenge the students socially as well as intellectually. The final choices were based on their map reading skills, prior knowledge of surviving, as the first coloists had, and team buidling activities to foster communication and respect amongst their peers.
Barb Jones (brainstorming how to be more effective in Guided Reading)- Barb has frequently assisted me in effective questioning techniques as well as organization of Daily 5 tasks in my classroom. I go to Barb anytime I feel my routines are becoming mondain or too repepitive in the classroom. I use her questioning prompts to help generate more facilitating and open-ended questions in reading discussions, as well as implementing her ideas for increasing fluency in my class of readers. We now use a vairiety of fluency pratices in the class on a rotation; Karaoke songs, 6-minute Solution, Close Reading.
Deb Kaczar (USB use with students)- In a meeting with Deb, I asked for her to assist my students in understanding the use and purpose of a USB. I asked that she teach the students how to save on their USB as well as how to update a file on a USB. I did this after realizing that my students were saving the same file multiple times, not realizing that a new file can simply replace an existing file. This helped to eliminate confusion for my students when trying to locate their most current version of any given file.
2nd grade buddies with Kaitlyn O'Kane- We meet every other week to do some form of an intentional teaching project with our 2nd grade buddies. In October I was in charge of planning the lesson that our classes did together. We read the book The Stranger, by Chris Van Allsburg, to focus on the clues that are telling us when fall is coming. Then we reflected and brainstormed a large list of clues with our buddies. Next the buddy pairs began to write the clues that they connected with on orange scraps of paper. The 5th graders wrote in a variety of sentence lengths, while 2nd graders wrote in simple sentences or key words. Lastly, we constructed the orange papers into the shape of a pumpkin to remind us of fall.
Laptops/iPads (use of technology)- Weekly I take my class to the computer lab for an hour of uninterupted research time on the computers. (please see sharepoint calendar for scheduled Friday & Thursday times.) We use this time for the students to focus on their selected research topics. When applicable, I will chose a focus topic, and then students are given the freedom to select what interests them within that given focus. Focus topics may be- Animal to write an expository paper on, Disease to reseach, Specific battle of Revolutionary War.
Camp Duncan (teamwork)- Using the given classes that we could chose from for Camp Duncan, I determined which classes would best apply to our curriculum areas as well as, which areas would help to best challenge the students socially as well as intellectually. The final choices were based on their map reading skills, prior knowledge of surviving, as the first coloists had, and team buidling activities to foster communication and respect amongst their peers.
Barb Jones (brainstorming how to be more effective in Guided Reading)- Barb has frequently assisted me in effective questioning techniques as well as organization of Daily 5 tasks in my classroom. I go to Barb anytime I feel my routines are becoming mondain or too repepitive in the classroom. I use her questioning prompts to help generate more facilitating and open-ended questions in reading discussions, as well as implementing her ideas for increasing fluency in my class of readers. We now use a vairiety of fluency pratices in the class on a rotation; Karaoke songs, 6-minute Solution, Close Reading.
Deb Kaczar (USB use with students)- In a meeting with Deb, I asked for her to assist my students in understanding the use and purpose of a USB. I asked that she teach the students how to save on their USB as well as how to update a file on a USB. I did this after realizing that my students were saving the same file multiple times, not realizing that a new file can simply replace an existing file. This helped to eliminate confusion for my students when trying to locate their most current version of any given file.
2nd grade buddies with Kaitlyn O'Kane- We meet every other week to do some form of an intentional teaching project with our 2nd grade buddies. In October I was in charge of planning the lesson that our classes did together. We read the book The Stranger, by Chris Van Allsburg, to focus on the clues that are telling us when fall is coming. Then we reflected and brainstormed a large list of clues with our buddies. Next the buddy pairs began to write the clues that they connected with on orange scraps of paper. The 5th graders wrote in a variety of sentence lengths, while 2nd graders wrote in simple sentences or key words. Lastly, we constructed the orange papers into the shape of a pumpkin to remind us of fall.
1e: Designing coherent instruction
Daily 5- Each day we are working through the various Daily 5 stations. The students run their rotations independently while I am meeting with various (fluid) groups. I assign the first rotation, to se the flow, and the students maintain the rotations from there.
CAFÉ- We use the CAFE`objectives to help us focus on different tasks that we are perfecting as well as stretching the student's understanding. These areas of focus are determined by the student's strengths and weaknesses.
Math CC Unit Plan- As part of the CC Math-Verteran team, it has been a responsibility of ours to plan units for the district teachers to refer to as well as use as a guide for their own planning. I have attached a sample of one of these units that I directly headed in our meeting. This unit was also used as an ideal template at a recent meeting, I was pretty proud.
Daily 5- Each day we are working through the various Daily 5 stations. The students run their rotations independently while I am meeting with various (fluid) groups. I assign the first rotation, to se the flow, and the students maintain the rotations from there.
CAFÉ- We use the CAFE`objectives to help us focus on different tasks that we are perfecting as well as stretching the student's understanding. These areas of focus are determined by the student's strengths and weaknesses.
Math CC Unit Plan- As part of the CC Math-Verteran team, it has been a responsibility of ours to plan units for the district teachers to refer to as well as use as a guide for their own planning. I have attached a sample of one of these units that I directly headed in our meeting. This unit was also used as an ideal template at a recent meeting, I was pretty proud.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
unit_4_adding.subtracting_fractions_final.docx | |
File Size: | 43 kb |
File Type: | docx |
1f: Designing student assessment
GRL groups- Throughout Guided Reading Groups the students are responsible for reading responses. In these responses the students are responsible for sharing their inferences, as well as interpreatations. All of the students thoughts must be backed up with proof from thier reading. We then use this reflection to guide our conversations as well as learning from other inferences and reflections.
Summatives at the end of each unit (SS/Science/Math)- Although I use many unit assessments that are provided by the district, I am attaching the assessment that I collaborated on with Mrs. Grossmayer for our CC.5.OA.1,2,3 Unit.
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