1a. Demonstrating Knowledge of Content and Pedagogy: Before beginning a new unit, we carefully look at current district objects and Common Core Standards. We incorporate student lead discussions and questioning through an essential question. After initial instruction and guided practice for using "free to use and share" advanced google searches, key words to type in for student searches, and much modeling and processing, the students lead their own learning by researching an essential question and then developing additional questions to guide their quest for knowledge. For example, when starting our Midwest Unit, the students were shown a population map and asked to research 2-3 reasons why different areas of the Midwest would be more heavily populated. We first discussed what we already learned throughout the year about Illinois and Chicago, and then students were given 45 minutes to get into groups of 3-4 students and begin their plan for their research. We then processed midway through to determine what was working and what wasn't (self-reflection), and then the students came up with action plans for how to continue their research. The action plans consisted of keeping or revising their questions and evaluating their group and individual performances via discussion. Population Map Example. (spring of 2013- will continue)
Wendy- When preparing a reading lesson, I look at the lesson objectives to determine if I am going to work on a specific reading strategy, comprehension target skill, or reading objective. I then select a target skill to match. (2012-2013 through present)
Katherine- For reading, I work with small groups at their levels, as well as all of my IS students on activities at a complex text level to expose them to challenging concepts and vocabulary that is not available at their independent reading levels. Using Reading A-Z books for fiction and nonfiction text, students are exposed to a variety of reading strategies and comprehension skills. Using multi-level books, students can work in a variety of groups with kids at different levels.
Through midpoint and end of activity processing, called "Circle Jive" with the group, we often brainstorm ways to improve group and individual performances to make for a better learning experience. For example, one student was trying to copy research from another group, and there was some resentment. Instead, we came up with the idea of being allowed to ask a group questions about sources rather than copying down their notes. Everyone was much more comfortable!
1b. Demonstrating Knowledge of Students:
Students are provided with a variety of ways to demonstrate their understanding, as mentioned below in "instructional outcomes." At times, they even choose a poster as a medium to present their learning. Poster example from Earth Day lesson (spring of 2012)
Reading conferences, benchmarking, lessons on choosing "just right books" and fluency readings help students self-select independent reading books and guide me when forming instruction novel groups. Assessment modifications have included a student reading the test to herself at a separate table, modifying written answer modifications, scaffolding sheets for written answers to reading questions, and modified reading assessments for an integrated student. During guided reading lessons, some groups are given more independence and the ability to self-select amount of reading, other groups may be reading more, shorter portions with the teacher as a guide.
Words-Their-Way-Spelling pretest allows us to flexibly group students based on developmental spelling levels. Based on periodic assessment, we have been able to change our groups based on changes in development.
Over-The-Shoulder-Conferences occur regularly during WEX writing program, revision assignments with feedback both in class, and in google docs, as well as regular reading conferences and fluency observations are some of the examples of determining student needs, designing instruction, and modifying curriculum as needed.
Wendy- Revision assignments are tailored to student needs. I often have 2-3 different revision assignments that I pass out based on my OTSC conducted in class and my observation of the prompt. The revision assignments are evaluated in class with immediate feedback. Students often say, can I add on or change my revision and get more points? My response is always, "Yes!" On line google doc response example (sample from 2013)
Katherine- All of my student's individual needs are addressed in the IEPs. I use these as a guide to begin working with each student and make sure that I am working toward their goals. 4 of my 5 students have participated in the WEX writing curriculum this year. Each revision assignment is individualized and I have added using the EET (Expanding Expression Tool) in conjunction with Lisa Welch to give the kids an organizational tool and a method of self editing with which they can be successful. My 5th student showed a higher level of need in the area of written expression and is therefore using Reasoning and Writing (a direct instruction curriculum) along with the EET for more creative writing pieces. Student EET Final paper with comments.
1c. Selecting Instructional Outcomes
Early in the year, we model and provide guided practice with a variety of project types. That way, students can choose how they want to demonstrate their understandings. Some examples include: glogster, story bird, google doc presentation, iMovies, and fake book. Example Glogster Example iMovie Example google doc presentation (samples from 2012-2013)
In another example, we redid our government unit- very short, but often very dry. Instead, we had the students jigsaw the different branches of government, share the information, and then we held a "mock" law creation scenario. Groups of students represented different branches of government. They allowed to come up with ideas for laws, determine if the laws were fair to our classroom rules (constitutional), and then they were passed or not passed according to the group's discussion. We had a very heated discussion because some students did not want to pass the law because they "didn't like it." The kids learned a great deal from this personal, and practical application. They passed a law that allows music to be played during math on Fridays. Lesson Summary and Teacher Reflection (lesson will continue, but reflection is from 2012)
Wendy-Reading strategies cycle through the curriculum all year, applying to different genres and novel studies. Students are taught strategies, work with them in small group instruction, and then can evaluate which strategy to use when reading a chapter book assigned them based on their current instructional level. Example of strategy choice sheet here. (2012-2013 and current) Kids also have a "check out sheet"(2012-2013 and current) for me to see that they were able to apply the strategy independently before going back to their seats.
Katherine- Students are encouraged to use a variety of resources to respond. As I have tried to increase independence in my students this year, I have started using recorded responses to comprehension questions for students who struggle behaviorally with written responses. Students are able to choose between written response, audio recording, or video recording.
1d. Demonstrating Knowledge of Resources
Lauren Schiele's mom, a newspaper reporter, came in and taught a writing lesson. Officer Hajek taught our class a lesson on internet safety and bullying, Jeff McHugh and Renee Stein have taught lessons on research and books. We have utilized Robert Crown for a series of lessons about the human body, diseases, and self-image. We also use many different websites: Edmodo, Glogster, Reading A-Z, Learnzillion, Lexile sites, Google docs, and National Geographics, to name a few.
We enjoy using ReadingAtoZ.com for resources in guided reading. They have varying levels that we can match to instructional levels. Examples of author's purpose levels: Grade 3 (2012-2013 and current)
1e. Designing Coherent Instruction. We often tie in writing to our reading and content studies. Students have to answer questions, take notes, and even write persuasive papers as in our WEX lesson regarding Maria Isabel(Whose fault was it that Maria didn't speak up about her name, her teacher's or her own?). We are sure to establish a target skill or essential question which is shared with the class. A variety of research materials are provided via texts and internet search engines and sites and students can demonstrate their learning in a variety of ways, as well(see instructional outcome examples above in 1c).
Close Reading is not something that only occurs in reading. This is also done in the content areas: Midwest Lesson (2013 through present)
Lessons are changed and fluid based on how the lesson is going and student interest. For example, in WEX, when responding to literature, students were interested in two perspectives regarding a main characters behavior. A new prompt was developed, using student input, and a debate was used to process the lesson. The students wrote papers based on their interest in character perspective, chose the strongest paper to share in the debate, and then voted for the strongest perspective based on the evidence provided. It was one of the most dynamic lessons we had all year.
1f. Assessing Students:
Assessments include student self-assessment at the beginning of a unit and at the end of a unit. Example of pretest & posttest (2012-2013 and current) for solar system
We also utilize check sheets to observe groups, teacher and student created rubrics,(2012-2013) student demonstration of learning through experimenting with equipment during our Light Unit assessment, math quizzes, unit tests, and math retakes with reteaching to meet needs of individual students, OTSC(Over the Shoulder Conferences) throughout WEX writing lessons, individual and group revision assignments, notes to students on strengths throughout writing journal, reading weekly assessments, unit assessments, oral reading fluency checks, reading conferences, reading letters/blogs, written responses to questions, and group discussions.
Wendy-Assessments vary from subject to subject. Some self-assessment include student created rubrics used in the content area class. In reading, the students can edit their written responses using a checklist. Then I use an additional checklist that they students get to see in order to determine areas of need and progress made. I often use a reading strategy checklist (2012-2013 through present) to help determine any strategies that may need to be revisited through shared reading lessons or small group guided reading lessons.
Student and teacher checklists are used to determine an additional reteaching/modeling required. I also keep a binder with student observation notes. Weekly and bimonthly conferences are documented in order to guided instruction and provide feedback.
Katherine- I also progress monitor my students based on their individual goals.
Wendy- When preparing a reading lesson, I look at the lesson objectives to determine if I am going to work on a specific reading strategy, comprehension target skill, or reading objective. I then select a target skill to match. (2012-2013 through present)
Katherine- For reading, I work with small groups at their levels, as well as all of my IS students on activities at a complex text level to expose them to challenging concepts and vocabulary that is not available at their independent reading levels. Using Reading A-Z books for fiction and nonfiction text, students are exposed to a variety of reading strategies and comprehension skills. Using multi-level books, students can work in a variety of groups with kids at different levels.
Through midpoint and end of activity processing, called "Circle Jive" with the group, we often brainstorm ways to improve group and individual performances to make for a better learning experience. For example, one student was trying to copy research from another group, and there was some resentment. Instead, we came up with the idea of being allowed to ask a group questions about sources rather than copying down their notes. Everyone was much more comfortable!
1b. Demonstrating Knowledge of Students:
Students are provided with a variety of ways to demonstrate their understanding, as mentioned below in "instructional outcomes." At times, they even choose a poster as a medium to present their learning. Poster example from Earth Day lesson (spring of 2012)
Reading conferences, benchmarking, lessons on choosing "just right books" and fluency readings help students self-select independent reading books and guide me when forming instruction novel groups. Assessment modifications have included a student reading the test to herself at a separate table, modifying written answer modifications, scaffolding sheets for written answers to reading questions, and modified reading assessments for an integrated student. During guided reading lessons, some groups are given more independence and the ability to self-select amount of reading, other groups may be reading more, shorter portions with the teacher as a guide.
Words-Their-Way-Spelling pretest allows us to flexibly group students based on developmental spelling levels. Based on periodic assessment, we have been able to change our groups based on changes in development.
Over-The-Shoulder-Conferences occur regularly during WEX writing program, revision assignments with feedback both in class, and in google docs, as well as regular reading conferences and fluency observations are some of the examples of determining student needs, designing instruction, and modifying curriculum as needed.
Wendy- Revision assignments are tailored to student needs. I often have 2-3 different revision assignments that I pass out based on my OTSC conducted in class and my observation of the prompt. The revision assignments are evaluated in class with immediate feedback. Students often say, can I add on or change my revision and get more points? My response is always, "Yes!" On line google doc response example (sample from 2013)
Katherine- All of my student's individual needs are addressed in the IEPs. I use these as a guide to begin working with each student and make sure that I am working toward their goals. 4 of my 5 students have participated in the WEX writing curriculum this year. Each revision assignment is individualized and I have added using the EET (Expanding Expression Tool) in conjunction with Lisa Welch to give the kids an organizational tool and a method of self editing with which they can be successful. My 5th student showed a higher level of need in the area of written expression and is therefore using Reasoning and Writing (a direct instruction curriculum) along with the EET for more creative writing pieces. Student EET Final paper with comments.
1c. Selecting Instructional Outcomes
Early in the year, we model and provide guided practice with a variety of project types. That way, students can choose how they want to demonstrate their understandings. Some examples include: glogster, story bird, google doc presentation, iMovies, and fake book. Example Glogster Example iMovie Example google doc presentation (samples from 2012-2013)
In another example, we redid our government unit- very short, but often very dry. Instead, we had the students jigsaw the different branches of government, share the information, and then we held a "mock" law creation scenario. Groups of students represented different branches of government. They allowed to come up with ideas for laws, determine if the laws were fair to our classroom rules (constitutional), and then they were passed or not passed according to the group's discussion. We had a very heated discussion because some students did not want to pass the law because they "didn't like it." The kids learned a great deal from this personal, and practical application. They passed a law that allows music to be played during math on Fridays. Lesson Summary and Teacher Reflection (lesson will continue, but reflection is from 2012)
Wendy-Reading strategies cycle through the curriculum all year, applying to different genres and novel studies. Students are taught strategies, work with them in small group instruction, and then can evaluate which strategy to use when reading a chapter book assigned them based on their current instructional level. Example of strategy choice sheet here. (2012-2013 and current) Kids also have a "check out sheet"(2012-2013 and current) for me to see that they were able to apply the strategy independently before going back to their seats.
Katherine- Students are encouraged to use a variety of resources to respond. As I have tried to increase independence in my students this year, I have started using recorded responses to comprehension questions for students who struggle behaviorally with written responses. Students are able to choose between written response, audio recording, or video recording.
1d. Demonstrating Knowledge of Resources
Lauren Schiele's mom, a newspaper reporter, came in and taught a writing lesson. Officer Hajek taught our class a lesson on internet safety and bullying, Jeff McHugh and Renee Stein have taught lessons on research and books. We have utilized Robert Crown for a series of lessons about the human body, diseases, and self-image. We also use many different websites: Edmodo, Glogster, Reading A-Z, Learnzillion, Lexile sites, Google docs, and National Geographics, to name a few.
We enjoy using ReadingAtoZ.com for resources in guided reading. They have varying levels that we can match to instructional levels. Examples of author's purpose levels: Grade 3 (2012-2013 and current)
1e. Designing Coherent Instruction. We often tie in writing to our reading and content studies. Students have to answer questions, take notes, and even write persuasive papers as in our WEX lesson regarding Maria Isabel(Whose fault was it that Maria didn't speak up about her name, her teacher's or her own?). We are sure to establish a target skill or essential question which is shared with the class. A variety of research materials are provided via texts and internet search engines and sites and students can demonstrate their learning in a variety of ways, as well(see instructional outcome examples above in 1c).
Close Reading is not something that only occurs in reading. This is also done in the content areas: Midwest Lesson (2013 through present)
Lessons are changed and fluid based on how the lesson is going and student interest. For example, in WEX, when responding to literature, students were interested in two perspectives regarding a main characters behavior. A new prompt was developed, using student input, and a debate was used to process the lesson. The students wrote papers based on their interest in character perspective, chose the strongest paper to share in the debate, and then voted for the strongest perspective based on the evidence provided. It was one of the most dynamic lessons we had all year.
1f. Assessing Students:
Assessments include student self-assessment at the beginning of a unit and at the end of a unit. Example of pretest & posttest (2012-2013 and current) for solar system
We also utilize check sheets to observe groups, teacher and student created rubrics,(2012-2013) student demonstration of learning through experimenting with equipment during our Light Unit assessment, math quizzes, unit tests, and math retakes with reteaching to meet needs of individual students, OTSC(Over the Shoulder Conferences) throughout WEX writing lessons, individual and group revision assignments, notes to students on strengths throughout writing journal, reading weekly assessments, unit assessments, oral reading fluency checks, reading conferences, reading letters/blogs, written responses to questions, and group discussions.
Wendy-Assessments vary from subject to subject. Some self-assessment include student created rubrics used in the content area class. In reading, the students can edit their written responses using a checklist. Then I use an additional checklist that they students get to see in order to determine areas of need and progress made. I often use a reading strategy checklist (2012-2013 through present) to help determine any strategies that may need to be revisited through shared reading lessons or small group guided reading lessons.
Student and teacher checklists are used to determine an additional reteaching/modeling required. I also keep a binder with student observation notes. Weekly and bimonthly conferences are documented in order to guided instruction and provide feedback.
Katherine- I also progress monitor my students based on their individual goals.