Standard 2: Student learning
Summary
Teachers need to be able to meet all the needs of all students and support their intellectual, social, and personal development. Encouraging discussion, listening, and responding by connecting student’s experiences are ways to benefit student learning.
Common Artifact- Literacy Block I
Our first grade students were given a pre-assessment to find their Action 100 reading level. After being assigned a group of students based on their level, we used the Minnesota English and Language Arts Academic Standards (RL04: Identify words or phrases in stories or poems that suggest feelings or appeal to the senses) to scaffold our instructional choices. Using the story, Peter’s Chair by Ezra Jack Keats we were given five days for small group instruction that included word work, writing, sight word practice, and text study. Returning to the same classroom and learning with the same students every day enabled us to build relationships and adjust our lesson plans to meet the various learning styles and ability levels of the exact students we were teaching. They were then given a post-assessment and we got to create a spreadsheet of our findings.
Summary
Teachers need to be able to meet all the needs of all students and support their intellectual, social, and personal development. Encouraging discussion, listening, and responding by connecting student’s experiences are ways to benefit student learning.
Common Artifact- Literacy Block I
Our first grade students were given a pre-assessment to find their Action 100 reading level. After being assigned a group of students based on their level, we used the Minnesota English and Language Arts Academic Standards (RL04: Identify words or phrases in stories or poems that suggest feelings or appeal to the senses) to scaffold our instructional choices. Using the story, Peter’s Chair by Ezra Jack Keats we were given five days for small group instruction that included word work, writing, sight word practice, and text study. Returning to the same classroom and learning with the same students every day enabled us to build relationships and adjust our lesson plans to meet the various learning styles and ability levels of the exact students we were teaching. They were then given a post-assessment and we got to create a spreadsheet of our findings.
Other Artifacts
· Bubble-ology with 5th grade
· STEM
· Coin-counting/WSU store with 2nd grade
· Clinical experiences (2nd, 3rd, 4th, K)
· Measurement Unit
· Phonemic Awareness Assessment
· Spelling Assessments
· Bubble-ology with 5th grade
· STEM
· Coin-counting/WSU store with 2nd grade
· Clinical experiences (2nd, 3rd, 4th, K)
· Measurement Unit
· Phonemic Awareness Assessment
· Spelling Assessments