Documente Academic
Documente Profesional
Documente Cultură
Jillings, 1
Learning Goals
Learning Goal 1 Learning Goal 2 Learning Goal 3
Students will be able to build Students will implement Students will effectively use
stamina with writing and narrative writing techniques both internal and external
produce longer pieces by such as, craft, language, dialog and other craft to
exploring and practicing figurative language, sensory support narrator point of
implementing topic details, and memory view in their stories.
strategies. moments.
In the class I chose to focus on for my teacher work sample, I have four out of twelve
students who had very low proficiency in the areas of language, craft, and structure of literary
texts. This information tells me that these students may have difficulty producing these narrative
techniques in their own writing. A handful of other students, although above proficiency, also
struggled in this area on the NWEA testing. With this is mind, I have implemented ample
opportunities for student self-reflection, conferencing, and re-teaching during academic support
periods. Most of my students are visual learners I learned this from the student surveys I created
for them. I have made sure to implement many visuals for each mini-lesson such as, modeling
and process demonstration in each lesson, collaborative anchor chart and strategy chart creations,
and creating visuals for strategy development in their writing. This can benefit not only those
visual learners, but provides comprehensible input for my one English-language learner in
another class. Only a handful of students said they enjoyed ELA classes. I have made sure that
students have voice and choice with their writing every day to engage those who do not love
writing. Reflecting on the CFA information has really helped me learn what each students
strengths, weaknesses, and needs are for ELA classes and developing lessons and activities.