6A-5.065.1.a: Aligns instruction with state-adopted standards at the appropriate level of rigor
science_4.22-25.14.docx | |
File Size: | 49 kb |
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Above are lesson plans I created for Science. The standards, objectives, and lessons align with the appropriate amount of rigor for a first grade class.
Below is a learning goal that aligns to the standards along with essential questions. They are posted for every subject.
6a-5.065.1.b: SEQUENCES LESSONS AND CONCEPTS TO ENSURE COHERENCE AND REQUIRED PRIOR KNOWLEDGE.
president_mini_unit.doc | |
File Size: | 88 kb |
File Type: | doc |
This is a thematic unit I created on Abraham Lincoln and George Washington. As you can see, each lesson builds upon the last. The KWL chart is a big piece of this. The students originally gave me information on what they knew and what they wanted to know about each president. As the lesson progressed, the students were able to answer many of their questions as well as add more information to the "learned" section of the chart.
These are the completed KWL charts my class did together on the Doc Cam.
6a-5.065.1.c: Designs instruction for students to achieve mastery
math-peas.docx | |
File Size: | 26 kb |
File Type: | docx |
The document above are math lesson plans for a week. We used the PEAS (picture, equation, another way, and sentence) strategy everyday to help students reach mastery when solving word problems. The link below will take you to a padlet with student work using the PEAS strategy.
Below is a picture of a student using the PEAS strategy. The PEAS strategy requires deep understanding of the word problem. Students need to present multiple ways to solve the word problem.
6a-5.065.1.d: selects appropriate formative assessments to monitor learning
Below is a picture of me formally assessing whether students can successfully create an ABB pattern. I am constantly informally assess students all day. It provides crucial information that helps me better understand whether my students are grasping the concept and meeting their goal, or if we need to revisit some things. The link is to a short video one of my students have created. It's called a telegami. This is a fun website I use to informally assess students. They can create an avatart of themselves, take a picture of their work and use it as a background, and record an explanation of their work.
6a-5.065.1.e: uses diagnostic student data to plan lessons
Above is a link to my Reading Capstone. It provides scores for a pretest along with intervention activities to boost the scores. The post test scores prove the activities to be helpful.
6a-5.065.1.f: develops learning experiences that require students to demonstrate a variety of applicable skills and competencies
Story problems are a key example of this. To solve a story problem, students need to be able to first read it. Then, they need to be able to comprehend what the problem is asking. Students must understand what is needed in order to solve the problem. A student can be very proficient at math, but if they lack comprehension skills, they won't be able to solve story problems.