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b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
Whenever I teach a lesson I make it my duty to connect the lesson to something that the students
learned previously. During math I give the students warm up question within the first five
minutes of class. Typically the warm up question allows me to assess whether or not the students
have learned or understand the foundational concepts needed to begin our lesson. In the image
below, during one of my lessons I listed that the student would complete a warm up prior to
beginning that days lesson.
not watching or listening they will not know how to solve the problems when it is time for them
to show their understanding. After the first stage I move on to the We Do. It is at this stage that I
work with the students as they attempt to solve the problem themselves. Prior to doing the we do
the students would have written down the step by step process I took the solve the problem. After
the we do I move on to the You Do. The you do allows me to check student understanding.
Blog six explains what type of discipline I find myself using in the classroom more often than
not http jessecastilmateachingportfolio.weebly.com/blog-://six. I have included the scoreboard
that I use in the classroom as well. When the students are all on task and follow directions
quickly they get a smiley face but when they are off task the get a sad face. Smiley faces are
referred to as smiley points and sad faces are referred to as frowny points. Blog eight goes into
detail on how we manage time in the classroom
http://jessecastilmateachingportfolio.weebly.com/blog-8
sure to annunciate and speak at a slow pace so that all students were able to understand the
information I tried to deliver. Video can only be seen with hyperlink. This video is not public.
https://youtu.be/jAVnOKk7qxc
f. Maintains a climate of openness, inquiry, fairness and support
I want my students to feel that they all have a chance to succeed. Because I am in kindergarten
there is a number of students who struggle with their fine motor skills. Through observation I
noticed that it was really causing them to be less engage during lessons. I let those students know
that I would be working with them in the morning to help to improve the motor skills. Each
morning the students morning the students focused on one number or letter until I felt they were
successful in writing that number of letter. Offering those students support truly helped them to
improve their fine motor skills! This inquiry is further discussed in the link provided.
http://jessecastilmateachingportfolio.weebly.com/blog-4-initial-wondering
g. Integrates current information and communication technologies
Integration of current information and communication technologies is great for students,
especially for students for our struggling students. Using different forms of communication
technology helps to support the students. In the image provided we have our students on IStation. I Station is a communication technology that helps to assess the students. It also
provides the students with questions. The program verbalizes the questions and the directions for
the students.
h. Adapts the learning environment to accommodate the differing needs and diversity of
students
As teachers we know that a students learn differently from one another. To make sure that all
students have an equal opportunity to learn I make sure to accommodate to the needs of my
student. Each time I create a lesson plan I think about the students that will need some
accommodations made. In the image below I show an example of the accommodations I make
for some of my students.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
E.J-He has poor motor skills ability so I will have his boxes cut out
lesson so that he will not have to worry about struggling to cut of
R.S-She is an ELL student so I will make sure I have her work with
student to assist her in completing the assignments.
D.A-Donis has a hard time staying on task when she is given the
carpet with her
Classmate. When it is time to work independently I will have Don
the carpet
So that she can get her work done.
i. Utilizes current and emerging assistive technologies that enable students to participate in
high-quality communication interactions and achieve their educational goals.
One form of technology that Ive used with my students to make sure that they achieve their
educational goal is word spacers. Some of my students struggles with appropriately spacing out
their words when writing. When the students use their word spacers the writing is more legible.
The word spacer was created using a large Popsicle sticks. Each student keeps one in their pencil
case and takes it out when they feel they need to use it.
FEAP 3: Instructional Delivery and Facilitation. The effective educator consistently utilizes
a deep and comprehensive knowledge of the subject taught to:
a. Deliver engaging and challenging lessons
Within the lesson displayed above the students were presented with a challenging and engaging
lesson. The students had been learn about plant and animal adaptation and now it was time for
the students to become an animal called Beezles and they were to go out into their environment
and retrieve their food. The Beezles food was a plant called Bubs. Bubs had adapted to their
environment over the years so finding the bubs was a bit of a challenge for the Beezles. Students
quickly learned what happened when animals were unable to adapt to their environment.
b. Deepen and enrich students understanding through content area literacy strategies,
verbalization of thought, and application of the subject matter;
During reading RTI I had students explain to me their understanding of poetry and with that
understanding I had the students create a poem of their choice. The next day I discussed what
figurative language was and how it is used within poems. Students learned about the different
elements of figurative language: alliteration, simile, metaphors and personification. Students read
a poem that contain those elements and they had to identify them. Using their new found
knowledge on figurative language I had the students revisit their poem and incorporate the usage
of personification, similes, alliteration, metaphors and see how the use of personification helped
to make their poem more meaningful. This pictures below displays the poem used to help
strengthen students understanding of figurative language.
e. Relate and integrate the subject matter with other disciplines and life experiences;
This week I had the pleasure of doing a lesson on peer pressure. Student learned good decision
making strategies that can help them when they are in a situation where they feel they are being
pressured by their peers. Students also learned how to identify positive and negative peer
pressure. The artifact below shows a portion the lesson plan.
(4a) analyzes and applies data from multiple assessments to diagnose students learning
needs
During Rti I wanted to assess students ability to use figurative language so I gave them a preassessment. Within their pre-assessment students were asked to write a poem using figurative
language. After students completed this assignment I noticed that the students used figurative
language poorly in the writing. In another assessment I asked students to explain to me what
figurative language was and through that assessment I realized that students lacked the
understanding of figurative language. After teaching the students about the different types of
figurative languages I had them revisit their pre-assessed poem and asked them to include
different types of figurative language to help strengthen the poem. The following assessments
include pre-assessment, formative, and summative.
(4b) designs
and aligns
formative &
summative
assessment
that match
learning
objectives
and lead to mastery
The objective for this lesson was to teach students about figurative language and as you can see
both the formative and summative assessment assesses students ability to identify different
forms of figurative language and use it within their writing!
(4c) uses a variety of assessment tools to monitor student progress, achievement, and
learning gains
Student data was monitored in several ways. I monitored students data within the gradebook. It
is in the gradebook where I was able to track students gains and track their progress.
(4e) shares the importance of outcomes of student assessment data with the students and
the students parent/caregiver(s)
Over the course of the semester I had the pleasure of working with a struggling student during
my inquiry. After my tutoring session with student I would discuss the student progress with the
parent. As the student began to show some areas of improvement, his attendance began to affect
his ability to improve. Each time I ended a tutoring session with the mother I would update her
with her sons grade and explain to her that his attendance is has affected his ability to pass his
test because he is never he to learn the material. The artifact below shows the area in which I
would meet with the students parent to discuss his progress every Friday when she came to pick
him up after tutoring.
** no artifact available