# data[].attributes.body
1.1 Write a brief observation of each child (can be subgroups of children)

# data[].attributes.body
1.2 Use the observations from item 1 to generate a lesson plan for differentiation/instruction.

I differentiated for students who need to still be prompted to help them think critically because I noticed a lot of the students in my observations still need to be prompted.

# data[].attributes.body
1.3 Implement the lesson plan from item 2, documenting/assessing child's progress and offering implications.

See checklist initial page for teacher's initials

# data[].attributes.body
1.4 Write a positive handwritten note to a parent about something that happened that day.

# data[].attributes.body
1.5 Complete an eco-map for a child (other than your portfolio child)

# data[].attributes.body
1.6 Do eco-maps with a few children in your class from their perspective. Compare to the teacher's perspective

Worked on these with my mentor teacher!

# data[].attributes.body
1.7 Establish a system or method to create a community of learners, and encourage friendship and teamwork

Our class scoreboard! When the students work well together as a class or follow directions exceptionally as a class they get an "Oh yeah!" and a tally is placed under the smily face. On the other hand, if the students are disruptive or don't follow directions as a class they get a "mighty groan" and a tally is placed in the sad face column. At the end of the week if there are more smileys than frowns then the class gets a reward. The rewards range from extra center time to a piece of candy.

# data[].attributes.body
1.8 Do a lesson that incorporates 3 developmental domains

Manners of the Heart is taught weekly on Mondays and incorporates cognitive, social-emotional, and language domains within each lesson.

# data[].attributes.body
1.9 Develop a lesson that differentiates learning for 1-2 students based on where the child is developmentally.

# data[].attributes.body
1.10 Implement the lesson from item 9, documenting/assessing the child's progress and offering implications.

# data[].attributes.body
2.1 Create an interactive bulletin board for use by families or focused on families.

# data[].attributes.body
2.2 Create a newsletter

# data[].attributes.body
2.3 Write a reflection after creating the newsletter about what you learned/will do to engage families regularly.

# data[].attributes.body
2.4 Attend/Participate in community event (in community where children live; NOT a school event)

Cardboard Challenge on 10/27 at Knock Knock!

# data[].attributes.body
2.5 Make a community connection and bring it into the classroom

# data[].attributes.body
2.6 Remind parents about an upcoming event.

11/26 Reminded parents on Dojo about a free dress day!

# data[].attributes.body
2.7 Communicate with parents using a technology application like Remind 101.

Class Dojo!

# data[].attributes.body
2.8 Develop and introduce a new way to include parents in the classroom community.

Creating portfolios for each student on Class Dojo and posting to their portfolio so their parents can see what they do daily and when good things happen.

# data[].attributes.body
2.9 Engage in a reciprocal relationship with one family using a journal (discuss with mentor teacher)

# data[].attributes.body
2.10 Participate in a parent/teacher conference.

9-12-18
See teacher initial page, was not allowed to take pictures of the conference papers.

# data[].attributes.body
3.1 Complete 3 running records. For example: DRA or an Informal Reading Inventory.

2B class DRA

# data[].attributes.body
3.2 Practice using a math checklist/anecdotal notes.

# data[].attributes.body
3.3 Go to an ancillary class and take anecdotal notes on 2 children.

# data[].attributes.body
3.4 Develop an assessment partnership with another professional to inform your instruction.

The associate teacher and I collaborated when creating homework assignments to make sure what I was teaching matched the homework assignments I was creating.

# data[].attributes.body
3.5 Participate in a school level/building level IEP.

# data[].attributes.body
3.6 Complete a behavior assessment (ABC- from Dr. Dicarlo's class)

# data[].attributes.body
3.7 Develop a rubric to assess content in science or social studies

# data[].attributes.body
3.8 Use 3 assessment strategies other than work sample, anecdotal records, video/audio.

1. Checklist from a socratic seminar

2. Think-Pair-Share

3. Student Interviews

# data[].attributes.body
3.9 Use the new strategies (from item 28) for assessment in your TWS.

I use think-pair-share daily to make sure students are understanding the material presented that day. I used the checklist for a socratic seminar to track students' performance and I use student interviews when a student does poorly on a test or quiz to figure out what need to be re-taught.

# data[].attributes.body
3.10 Work with your mentor teacher to develop an authentic measurement

Socratic Seminar Checklist

# data[].attributes.body
Create a visual bulletin board

The 2nd grade student teachers were asked to do the bulletin board in the cafeteria for the month of August.

# data[].attributes.body
Create 3 transitions (one should be an attention getter)

1. Class Class *Yes Yes*
(attention getter)

2. Give us the signal to move
*Snap Snap "Move"*
*Snap Snap "Okay"*
The students move from carpet to desk or vice versa using this

3. If you can hear me touch your toes, touch your nose, etc.
This is used to get students attention, brain breaks, or to transition from one activity or subject to another.

# data[].attributes.body
Use the transitions from item 32 regularly

# data[].attributes.body
Create a positive reward system in addition to what the mentor teacher is doing

I use a timer and stickers to motivate 2 students who are constantly off task to be able to stay on task. The student gets the timer on their desk and depending on the assignment will have a certain amount of time to complete it and if they complete before the timer goes off they get a sticker!

# data[].attributes.body
Use the system in from item 34 in your teaching

The student had 8 minutes to complete his morning work and completed it in less time so he got a sticker when he was finished!

# data[].attributes.body
Reflect on the reward system, discussing effectiveness, changes, and alignment with your management philosophy.

The system is effective to an extent. After reading Punished By Rewards and reviewing my classroom management plan, I have found that it is becoming ineffective because students start to expect the reward without putting in the work. This is especially true in my small groups. The students have come to expect the stickers whether they focused in small group or not. Going forward I would change how often I give stickers so that students learn to earn it instead of expect it.

# data[].attributes.body
Create a math game based on a specific skill

# data[].attributes.body
Use the math game during your teaching

# data[].attributes.body
Create activities for morning routines (problem of the day, daily questions, check-in boards, etc.)

Morning reading/grammar work!

# data[].attributes.body
Use the activities from item 39 in your teaching

# data[].attributes.body
Create a fun shared reading lesson (characters to act out story, props, etc.)

Readers Theater!

# data[].attributes.body
Use the shared reading lesson (from item 41) during your teaching.

Readers Theater!

# data[].attributes.body
Make a pocket chart activity

Blends game pocket chart center!

# data[].attributes.body
Use the pocket chart (from item 44) during your teaching.

Used during center time

# data[].attributes.body
Make a take home backpack

# data[].attributes.body
Update an existing center in a meaningful way, based on contextual factors or learning objectives

I updated the library center to take out the levels of books and put the books in categories instead that way students are encouraged to independently read what they are interested in. This way the teachers can better see what the students are interested in rather than forcing them to pick a book from their level bin. Picking from their level bin if their level is low is embarrassing the child and picking from the level bin when you're a high reader doesn't allow them to enjoy fun picture books every now and then.

# data[].attributes.body
Create a new learning center

Created a blends learning game center.

# data[].attributes.body
Make a poem on poster board (new to the classroom)

During our ELA Wit&Wisdom lessons, we used this poem and compared it to the book we were studying and talked about how the author of this poem makes it sound hopeless and our book is hopeful.

# data[].attributes.body
Use the poem from item 48 during your teaching

During our ELA Wit&Wisdom lessons, we used this poem and compared it to the book we were studying and talked about how the author of this poem makes it sound hopeless and our book is hopeful.

# data[].attributes.body
Take one lesson and figure out how it could be modified for small group or individual instruction

We created a Story Stones chart in a whole group setting with our module text and I saw that the students really seemed to understand the book better after completing the Story Stones chart so I created one for my small groups to complete with the book that we are reading. (page 5)

# data[].attributes.body
Engage children in a maker space with cardboard to create their own products.

At the Knock Knock Museum on the Cardboard Challenge Day, I engaged with several children to help create a basketball game in the Maker Shop.

# data[].attributes.body
Develop a classroom management plan and implement a piece of it during your teaching

I use Class Dojo daily and also model appropriate behavior daily.

# data[].attributes.body
6.1 Attend professional development activities (offered by the school, professional organizations, etc.)

9-19-18
I attended professional development for Wit&Wisdom curriculum at Shenandoah Elementary where my mentor teacher presented about Wit&Wisdom and how we implement in our classroom since it's a new curriculum to EBR schools.

# data[].attributes.body
6.2 Share what you learned (from item 53) with someone in your cohort or placement school

9-20-18
I shared what I learned and my experience with the other second grade student teacher, Hannah Hebert.

# data[].attributes.body
6.3 Implement something you learned during your teaching/work

Call and response!

# data[].attributes.body
6.4 Actively participate in a professional organization

AEYC/CxC/UDS

# data[].attributes.body
6.5 Actively participate in a professional organization other than KDE/AEYC/UDS/CxC

# data[].attributes.body
6.6 Participate in a research project targeted at teachers

# data[].attributes.body
6.7 Collect data for a research project or develop your own teacher-research project

# data[].attributes.body
6.8 Participate in a book club related to professional readings (join one or start one)

I joined a book club with the other 2nd grade student teacher and some teachers at my school and we read "Happy Teachers  Change the World." 10/10 recommend, great read.

# data[].attributes.body
6.9 Write a reflection about what you learned from the reading (item 60)

# data[].attributes.body
6.10 Interview 3 teachers about classroom management approaches. Ask them the same 3 questions and write a brief report or record a video on what you learn about classroom management from the interviews.

# data[].attributes.body
6.11 Make a video to be shown to future PK3 students giving them advice on any of the following:
-Student teaching
-What I wish I knew when I was a sophomore
-What I wish I knew when I was a junior
-What I wish I knew when I was a fall senior
-What I learned/gained from being involved in any of the organizations for PK3

https://drive.google.com/file/d/1GHf_KSGCFZmplJzj-qmpwS12OmGQEoqQ/view?usp=sharing