Standard 1: New Learning is Connected to Prior Learning and Experiences
Indicator 1, 4
Using an anchor chart to show the differences between nouns (common and proper nouns) and verbs.
Indicator 1, 4
Using an anchor chart to show the differences between nouns (common and proper nouns) and verbs.
Standard 2: Learning Tasks have High Cognitive Demand for Diverse Learners
Indicator 2:
Having all complete a morning warm - up where they are connecting previous learned skills and applying it to their morning warm up.
Having all complete a morning warm - up where they are connecting previous learned skills and applying it to their morning warm up.
Indicator 3
Using engage New York math and each problem gets progressively harder each time as students are solving them. Showing how to do repeated addition using pictures then transferring those pictures into words.
Using engage New York math and each problem gets progressively harder each time as students are solving them. Showing how to do repeated addition using pictures then transferring those pictures into words.
Standard 3: Students Engage in Meaning - Making through Discourse and Other Strategies
Indicator 1:
Doing a table carousel to show students projects on their insects while each table is discussing the facts they notice about the different tables work.
Indicator 3
Using math word problems to have students relate to their own experiences and inserting their names in the word problems to make them connect to them.
Using math word problems to have students relate to their own experiences and inserting their names in the word problems to make them connect to them.
Indicator 4 and Standard 2: Indicator 4
setting up a classroom environment that allows students to talk with each others and have meaningful discussion with partners and their table.
setting up a classroom environment that allows students to talk with each others and have meaningful discussion with partners and their table.
Standard 4: Students Engage in Metacognitive Activity to Increase Understanding of Responsibility for Their Own Learning
Indicator 1
Discussing what we are learning and why we are learning it. Then students showed that they have learned by answering a question.
Discussing what we are learning and why we are learning it. Then students showed that they have learned by answering a question.
Indicator 2 and 3
Students increasing their RCBM score by monitoring their data every month and students showing that they want to increase their score every month and then finding ways to increase their score.
Students increasing their RCBM score by monitoring their data every month and students showing that they want to increase their score every month and then finding ways to increase their score.
Standard 5: Assessment is Integrated into Instruction
Indicator 1, 2, 3, and 4
Using plickers to plan on - going assessments with students and then using these assessments to meet with small groups to help students better understand the concepts.
Using plickers to plan on - going assessments with students and then using these assessments to meet with small groups to help students better understand the concepts.