Domain I- Planning and Preparation
Component 1a- Demonstrating Knowledge of Content and Pedagogy
Thinking about the lessons I am going to teach and planning them out beforehand has helped guide my instruction. I have spent countless hours creating lesson plans, trying different lesson templates, and researching best practices. I am attaching a lesson plan that demonstrates the SOMIE (Standard, Objective, Materials, Instruction, and Evaluation) type of lesson plan. It is a clear, concise, and extensive form of a lesson plan that allows me to think thoroughly through my lessons.
Thinking about the lessons I am going to teach and planning them out beforehand has helped guide my instruction. I have spent countless hours creating lesson plans, trying different lesson templates, and researching best practices. I am attaching a lesson plan that demonstrates the SOMIE (Standard, Objective, Materials, Instruction, and Evaluation) type of lesson plan. It is a clear, concise, and extensive form of a lesson plan that allows me to think thoroughly through my lessons.
SOMIE, Used October 2014
The following document was designed as part of a district-wide initiative to dissect 5 essential standards we wanted to really address in our grade. These are LA standards and these lessons were used at Summit Academy during my 6th rgade instruction. Created during the 2018-2019 school year.
Component 1b- Demonstrating Knowledge of Students
Knowing my students is the first step to educating them. Not only their interests, hopes, and dreams, but also their learning styles and their backgrounds. I created a short, half page information sheet for parents to complete at the beginning of the year that I keep on file. I have attached it to this section.
I have some very active students in my first grade room currently. After reading Yardsticks, and other articles on child development, I have incorporated a lot of movement in my lessons. For instance, to skip count, we often stand in a circle and jump every time we count. It has been very successful because everyone is involved and it is engaging.
I also have diverse cultures in my room and try to honor them with my instruction. One of my students speaks Spanish, and to help her memorize her lunch number, we counted in Spanish together. She caught on and had it memorized in no time. We were both so excited. Another of my students has different beliefs on birthdays and saying the pledge of allegiance, so as a class, we read We Are All Alike, We Are All Different and talked about some of our differences and similarities. We talked about how each family decides what they will or will not do and we can still love and respect them regardless.
Knowing my students is the first step to educating them. Not only their interests, hopes, and dreams, but also their learning styles and their backgrounds. I created a short, half page information sheet for parents to complete at the beginning of the year that I keep on file. I have attached it to this section.
I have some very active students in my first grade room currently. After reading Yardsticks, and other articles on child development, I have incorporated a lot of movement in my lessons. For instance, to skip count, we often stand in a circle and jump every time we count. It has been very successful because everyone is involved and it is engaging.
I also have diverse cultures in my room and try to honor them with my instruction. One of my students speaks Spanish, and to help her memorize her lunch number, we counted in Spanish together. She caught on and had it memorized in no time. We were both so excited. Another of my students has different beliefs on birthdays and saying the pledge of allegiance, so as a class, we read We Are All Alike, We Are All Different and talked about some of our differences and similarities. We talked about how each family decides what they will or will not do and we can still love and respect them regardless.
6th Grade "Pat on the Back"
In 6th grade, getting to know my students takes a bit longer, but is just as rewarding. When you have a good connection with 6th graders, they are more willing to listen, participate, and be vulnerable. I reach out to parents weekly, ask them about their weekends, try to learn their languages (we have had a Spanish and Arabic speakers) and make them feel welcome through activities.
One of my favorite activities to do with 6th graders is a "Pat on the Back," After we know each other a little bit, I have students trace their hands on a piece of paper. Students then walk around the room silently and anonomously giving compliments to their friends. I ask that they dig deep and give real, sincere compliments and don't just say, "You're the best," or "I think you're cool." I always participate when they play games so they know I value them. I have watched too many teachers just use that as a free moment to grade or answer an email. I make it my goal to show them I care.
One of my favorite activities to do with 6th graders is a "Pat on the Back," After we know each other a little bit, I have students trace their hands on a piece of paper. Students then walk around the room silently and anonomously giving compliments to their friends. I ask that they dig deep and give real, sincere compliments and don't just say, "You're the best," or "I think you're cool." I always participate when they play games so they know I value them. I have watched too many teachers just use that as a free moment to grade or answer an email. I make it my goal to show them I care.
Info Sheet, Created September 2014
Component 1c- Selecting Instructional Goals
Instructional goals are the key to focused learning. I have a small sectioned-off area of my bulletin board where I post all objectives for each subject. With that posted in the room, both my students and I know what we are learning about for the day. One instructional goal we had for reading was learning about characters and settings and finding them in our books. We had a lesson on what they were and then I modeled for them how to find them in my own book. We used pink and blue stickies to identify each. Once every child got a sticky note, they identified their characters and settings independently and had the chance to share with a partner. Once their partner sharing was complete, they then got to share with the class their characters and settings. Not only did they get to practice finding characters and settings, they also got the chance to practice their presentation skills. They loved it and it has really stuck with them.
Instructional goals are the key to focused learning. I have a small sectioned-off area of my bulletin board where I post all objectives for each subject. With that posted in the room, both my students and I know what we are learning about for the day. One instructional goal we had for reading was learning about characters and settings and finding them in our books. We had a lesson on what they were and then I modeled for them how to find them in my own book. We used pink and blue stickies to identify each. Once every child got a sticky note, they identified their characters and settings independently and had the chance to share with a partner. Once their partner sharing was complete, they then got to share with the class their characters and settings. Not only did they get to practice finding characters and settings, they also got the chance to practice their presentation skills. They loved it and it has really stuck with them.
Instructional Goals in 6th Grade
I still continue to use intructional goals in 6th grade. I have learned that including my students in making these goals can really help in solidifying their understanding and desire to learn. We discuss the standards, go through objectives, and I always invite feedback from them on what they need more time/work on. I tell them when we do an I Do, We Do, You Do lesson so that they can watch for that and understand that it is a gradual release of responsibility. I have found that when I explictly share that, they are with me all the more. For instance, we were working on color coding paragraphs to better understand the structure of a paragraph. When I introduced the I Do, You Do, We Do model for the lesson, they paid much closer attention.
I still continue to use intructional goals in 6th grade. I have learned that including my students in making these goals can really help in solidifying their understanding and desire to learn. We discuss the standards, go through objectives, and I always invite feedback from them on what they need more time/work on. I tell them when we do an I Do, We Do, You Do lesson so that they can watch for that and understand that it is a gradual release of responsibility. I have found that when I explictly share that, they are with me all the more. For instance, we were working on color coding paragraphs to better understand the structure of a paragraph. When I introduced the I Do, You Do, We Do model for the lesson, they paid much closer attention.
Component 1d- Demonstrating Knowledge of Resources
One cannot teach in a completely well rounded manner without the help of other resources. I have used many kinds of resources for all subjects. IXL, Reflex Math, and Everyday Math are all websites my students have accounts on to aid them in their math. Tumble Books and the School Pace Book Database are websites I have used for literacy. YouTube, Pinterest, Teachers Pay Teachers, SMART Exchange, and Learnzillion are other resources I have used for science, brain breaks, adding music and/or art to lessons, or for quick attention getter activities. I also lean on my co-workers and others in the building for advice and other resources.
In 6th grade, in Utah, I have used CK12, Mystery Science, Lexia, Utah Compose, iPad apps, and many other resources to add to my students' learning. I am constantly looking for new things to add to my classroom. Wonders, Fountas and Pinnell, Words Their Way, Being a Writer, and many online resources are also curriculum additions that help in their learning.
Component 1e- Designing Coherent Instruction
Coherent instruction relies on a teacher’s capacity to be on top of ALL parts of the lesson. The materials needed, how groups should be divided or if they should be divided, and following a sequential long-range plan are all major parts of coherent lessons. I have created groups based on Words Their Way inventories, Action 100 color levels, and math levels. I am attaching my "Words Their Way" data from the fall of 2014 as an example of how I group students. I have taken out student names for privacy and color coded the students' levels.
One cannot teach in a completely well rounded manner without the help of other resources. I have used many kinds of resources for all subjects. IXL, Reflex Math, and Everyday Math are all websites my students have accounts on to aid them in their math. Tumble Books and the School Pace Book Database are websites I have used for literacy. YouTube, Pinterest, Teachers Pay Teachers, SMART Exchange, and Learnzillion are other resources I have used for science, brain breaks, adding music and/or art to lessons, or for quick attention getter activities. I also lean on my co-workers and others in the building for advice and other resources.
In 6th grade, in Utah, I have used CK12, Mystery Science, Lexia, Utah Compose, iPad apps, and many other resources to add to my students' learning. I am constantly looking for new things to add to my classroom. Wonders, Fountas and Pinnell, Words Their Way, Being a Writer, and many online resources are also curriculum additions that help in their learning.
Component 1e- Designing Coherent Instruction
Coherent instruction relies on a teacher’s capacity to be on top of ALL parts of the lesson. The materials needed, how groups should be divided or if they should be divided, and following a sequential long-range plan are all major parts of coherent lessons. I have created groups based on Words Their Way inventories, Action 100 color levels, and math levels. I am attaching my "Words Their Way" data from the fall of 2014 as an example of how I group students. I have taken out student names for privacy and color coded the students' levels.
Words Their Way Data, September 2014
I rely on my curriculum maps for coherent instruction. At Summit Academy, each campus is different so I have taken the others and tweaked them to work for our rotating blocks. Besides the maps, I communicate with the other subject area teachers often to make sure I can teach cross-curricular when I can.
For instance, we have been learning about environmental health lately and I have helped tie that in to their science lessons. We go furthur in depth with comprehension and all, but it is more engaging to include other subjects as well.
For instance, we have been learning about environmental health lately and I have helped tie that in to their science lessons. We go furthur in depth with comprehension and all, but it is more engaging to include other subjects as well.
Component 1f- Assessing Student Learning
As a teacher, assessment plays a major role in my career. Assessing students, both formally and informally, helps me see how I am doing as a teacher, how my students are doing, and what skills I can either move on from and extend or reteach. I use formal, summative assessments like the character matching assessment provided and informal records like conferencing notes. Not only do I assess their learning through formal assessments, but I assess their ability to turn in homework as well. I keep record of those who complete assignments and those who do not. Having over 20 kids in one room can be difficult, but having data that drives my instruction for each child helps to keep things organized and student centered.
As a teacher, assessment plays a major role in my career. Assessing students, both formally and informally, helps me see how I am doing as a teacher, how my students are doing, and what skills I can either move on from and extend or reteach. I use formal, summative assessments like the character matching assessment provided and informal records like conferencing notes. Not only do I assess their learning through formal assessments, but I assess their ability to turn in homework as well. I keep record of those who complete assignments and those who do not. Having over 20 kids in one room can be difficult, but having data that drives my instruction for each child helps to keep things organized and student centered.
Reading Assessment, September 2014
Conferencing Notes Template, Created September 2014-2015
6TH GRADE ASSESSING
I still take time to asses and level students. At Summit, we are leveled into fundamental, profiecient, and proficient plus. I group students according to their scores on tests, classroom work, individual behaviors and personalities, and look at them as a whole person. Below is an example of the groupings. Red being fundamental, yellow being proficient, and green being proficient plus.
I still take time to asses and level students. At Summit, we are leveled into fundamental, profiecient, and proficient plus. I group students according to their scores on tests, classroom work, individual behaviors and personalities, and look at them as a whole person. Below is an example of the groupings. Red being fundamental, yellow being proficient, and green being proficient plus.
Two Goals for Continued Learning
1) One goal I would like to focus on directly links to component 1f Assessing Student Learning. Through assessments I create I would like to show that my students have met their goals, or the goals of the class, through visual representations like graphs, charts, and color coded excel documents. I would then use that data to further drive my instruction. I think this is a worthy goal because I want to be able to create beneficial assessments, not just use ones that are handed to me. I have had some experience doing this, but would like to really focus on it more. I hope to be able to have experience with this goal throughout the 2014-2015 school year during my graduate program.
2) The other day, while sitting in a PLC, the topic of struggling ELL students came up. It was brought to my attention that there is a large gap between the Hispanic students and the others in our grade. Another goal I want to set for myself this 2014-2015 school year is connected to component 1b. I want to know my students, especially my ELL learners, better and be able to create lessons that they can connect with. After researching and talking to people in my building, I have decided that I want to include some Spanish words in my instruction. For instance, if I put a word on the Word Wall, I would put both the English AND the Spanish word. I wouldn't do this all the time, however, so that they still have to learn the English words, but just enough to make them not feel isolated and to become a culturally diverse classroom.
Two Practical Alternatives
1) An alternative for the half information sheet in section 1b could be an online information sheet. I know my school already has something like that through Skyward, but I could create a web link for those parents who are in a hurry the night of meet the teacher. That night was very rushed and I did have to track down some parents and guardians afterwards for the information they neglected to fill out. Most did not see it was a front and back half sheet.
2) An alternative for the character assessment I created in component 1f could have had a drawing or writing component to it. Perhaps students could draw their characters and/or settings from their books. They had done a previous activity with that so it is something I could have assessed them on. I also could have included sentence frames to test their knowledge of the actual words instead of just matching them to the correct picture.
1) One goal I would like to focus on directly links to component 1f Assessing Student Learning. Through assessments I create I would like to show that my students have met their goals, or the goals of the class, through visual representations like graphs, charts, and color coded excel documents. I would then use that data to further drive my instruction. I think this is a worthy goal because I want to be able to create beneficial assessments, not just use ones that are handed to me. I have had some experience doing this, but would like to really focus on it more. I hope to be able to have experience with this goal throughout the 2014-2015 school year during my graduate program.
2) The other day, while sitting in a PLC, the topic of struggling ELL students came up. It was brought to my attention that there is a large gap between the Hispanic students and the others in our grade. Another goal I want to set for myself this 2014-2015 school year is connected to component 1b. I want to know my students, especially my ELL learners, better and be able to create lessons that they can connect with. After researching and talking to people in my building, I have decided that I want to include some Spanish words in my instruction. For instance, if I put a word on the Word Wall, I would put both the English AND the Spanish word. I wouldn't do this all the time, however, so that they still have to learn the English words, but just enough to make them not feel isolated and to become a culturally diverse classroom.
Two Practical Alternatives
1) An alternative for the half information sheet in section 1b could be an online information sheet. I know my school already has something like that through Skyward, but I could create a web link for those parents who are in a hurry the night of meet the teacher. That night was very rushed and I did have to track down some parents and guardians afterwards for the information they neglected to fill out. Most did not see it was a front and back half sheet.
2) An alternative for the character assessment I created in component 1f could have had a drawing or writing component to it. Perhaps students could draw their characters and/or settings from their books. They had done a previous activity with that so it is something I could have assessed them on. I also could have included sentence frames to test their knowledge of the actual words instead of just matching them to the correct picture.