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    1a. Aligns instruction with stateadopted standards at the appropriate level of rigor. In creating my lesson on threedimensional shapes, I used various methods to introduce and teach it to my students. 1b. Sequences lessons and concepts to ensure coherence and required prior knowledge.

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    1a. Aligns instruction with stateadopted standards at the appropriate level of rigor. In creating my lesson on threedimensional shapes, I used various methods to introduce and teach it to my students. 1b. Sequences lessons and concepts to ensure coherence and required prior knowledge.

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    35 views5 pages

    Feap 1

    Uploaded by

    api-316746637
    1a. Aligns instruction with stateadopted standards at the appropriate level of rigor. In creating my lesson on threedimensional shapes, I used various methods to introduce and teach it to my students. 1b. Sequences lessons and concepts to ensure coherence and required prior knowledge.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 5

    1a.Alignsinstructionwithstateadoptedstandardsattheappropriatelevelofrigor.

    Increatingmylessononthreedimensionalshapes,Iusedvariousmethodstointroduce
    andteachittomystudents.IusedaPowerPointexplainingwhattheydifferentshapes
    whereaswellasawholegroupgameattheend.Also,studentswereabletomanipulate
    withshapes,countitsfaces,andcollaborateastheyfinishedtheirsheet.

    1b.Sequenceslessonsandconceptstoensurecoherenceandrequiredprior
    knowledge.
    Iwantedtofindanengaginghooktomyintroductorylessonaboutdaytimeandnighttime
    soIintroducedtothemavideo.InthisPixarvideoclipthecharactersillustratedthe
    differencesandsimilaritiesbetweenthetwo.Afterwardsweaddedtoinformationtoat
    chartonwhattheylearnedfromtheclip.Iusedthismethodbeforegoingindepthabout
    themoonandthesun,whichItaughtthefollowingday.Thestudentsenjoyedtheclip
    andwereabletousetheirpriorknowledgetoanswerquestionsthefollowingdayofthe
    lesson.

    1c.Designsinstructionforstudentstoachievemastery.
    Duringmyguidedreading,Ialwayspointouttostudentsstrategiestohelpthembecome
    betterreaders.Thestrategiesbelowareveryimportantforkindergartnerstolearnbecause
    theyhavetolearnbasicskillstobeabletoconcentratewhenreading.Also,Iaskthem
    questionsattheendtoensuretheycomprehendwhattheyread.

    1d.Selectsappropriateformativeassessmentstomonitorlearning.
    Beforeintroducinganewbookinmyguidedreadinggroup,Iliketodoacoldrunning
    recordtocheckcommonareaswheretheyneedhelpwith.Forinstance,Icompareallthe
    recordsandselectafewareastoconcentrateoneachweek.Afterreadingthebook
    throughouttheweek,Igivethemawarmrunningrecordandcompareitwiththeirold
    record.Thishelpsmeseetheirreadinggrowth.

    1e.Usesvarietyofdata,independentlyandincollaborationwithcolleagues,to
    evaluatestudentlearningoutcomes,adjustingplanningandcontinuouslyimprove
    theeffectivenessoflessons.
    Inmath,studentswerelearningabout3Dshapes.Iwasteachingoncubesandits6flat
    sides.Igaveeachstudentsstickersforthemtocountallthesides,however,students
    werenotcountingcorrectlyortheywouldforgetwheretheystarted.Therefore,myCT
    andIstoppedthelessonandredirectedstudentstotakeoffallthestickers.Ipassedout
    blanksquaredlabelsandhadthemputthemontheircube.Ihadthemwritethenumberas
    theycountedeachflatsideofthecube.

    1f.Developslearningexperiencesthatrequirestudentstodemonstrateavarietyof
    applicableskillsandcompetencies.
    Inwriting,Ihavestudentsselfassesstheirownwritingusingtheirownwritinggoals.
    Studentsfirstplanwhattheywillwritebydrawing,thentheywritekeepingtheirgoalin
    mind,andthentheyassessiftheymettheirwritinggoal.Anotherwaystudents
    demonstratetheirskillsisbywritingsentencesfromdictation.Iliketodictatesentences
    tothemtoseeiftheyknowtheirlettersounds,iftheyuseblending,chunking,and
    writingconventions.

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