Standard 1
Indicator 2
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Giving a review of of the vowel pattern we were working on with the spelling trees and having students create additional words to add to the trees
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Indicator 3
Having daily objectives posted on the board and having students say objectives aloud at the beginning of the lesson.
Having the I can statement explicitly stated in the lesson for students to repeat and read aloud.
Indicator 4
Standard 2
Indicator 1
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Students are working to create their own Penguin Book by writing chapters and adding text features to their book.
** Also applies to standard 2:3, 2:2, 3:2, 5:1, 5:3 |
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using talking stems to have students explain and describe their answers.
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Students complete a word study bingo where they are practicing their Words their way words and identifying spelling patterns.
Indicator 3
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Students having to explain how they have solved a problem using a strategy they have chosen.
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Indicator 4
Setting up my classroom for academic discourse with student's of all levels, genders,and races in the classroom to work together.
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Standard 3
Teacher and Students have discourse during a math lesson and them explaining to me how to solve a problem.
** Also applies to 1:1, 1:2, 2:1, 2:2, 2:3, 4:1 |
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Indicator 2
Students measuring different objects in the classroom and putting their actual measurements on the paper. Based on students measurements of different objects I was able to assist students who needed further assistance in using the ruler correctly.
**Also applies to Standard 1:2, 2:1, 2:2, 5:1, 5:2, 5:3, 5:4 |
Indicator 3
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Showing a PowerPoint on New York related to our reading and having students identify different types of transportation and the transportation they have used.
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During a noun lesson students created a list of people, places they liked to go and things they liked. We then connected the lesson to what nouns are.
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Indicator 4
Standard 4
Indicator 1
Indicator 2 / Indicator 3
Using a color code chart where students have the ability to rate their thinking and they are thinking about how they feel their knowledge is about a topic. Then they make a choice based on what they need assistance with whether it was Ms. Moore or with a Partner.
**also indicator 4:3 are met with this standard
**also indicator 4:3 are met with this standard
allowing students students to reflect about their thinking after completing an assignment and identify their strengths and weaknesses of the assignment.
**Also includes indicator 2:2, 2:1, 3:2
**Also includes indicator 2:2, 2:1, 3:2
Standard 5
Indicator 1, 2, 3, 4
Using exit tickets to see where students are based on their growth during the lesson. Based on students knowledge I determine what needs a reteaching or working with a small groups of students to re-instruct them.
** Also includes standard 2:1, 2:2, 5:2, 5: 3, 5:4
** Also includes standard 2:1, 2:2, 5:2, 5: 3, 5:4
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Giving students summative assessments to see their growth on different assessments in reading, math, and writing.
** Also includes standard 2:1, 2:2, 5:2, 5: 3, 5:4 |
I take notes on my small and whole group lessons based on students learning and where I need to make adjustments in my instruction.