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CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

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CCSS.ELA-LITERACY.L.9-10.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

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CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

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CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

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CCSS.ELA-LITERACY.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

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A K-W-L chart is a chart explaining what the students know about the topic, what the student wants to know and then what the student learned in the lesson. The lesson typically will be introduced with asking students what they already know about the topic. It is also helpful to question the students on where they acquired their previous knowledge from. Once the teacher has gathered what they know, they will question the students on what they want to know. This helps the teacher understand where the students' interests are. Once the lesson is complete the students get asked what they learned to make sure that they were taking away some of the key points from the lesson, and to check their overall understanding.

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One of the times I implemented a K-W-L chart was in a science class. We do all of the work using padlet, and the very first question was " What do you know about the Industrial Revolution?". My students had a few minutes to think about what they knew, and comment on the post. From there we had a verbal discussion about where they acquired this information. We were able to dive deeper into their foundation and I learned that they knew way more than I imagined. From there I gave my students a very basic and general over view of what the Industrial Revolution was and the correlation between that point in history and our environment. From there I asked the students to tell me what they want to know about the Industrial Revolution. From here we go into the body of the lesson and in to the last part where I ask what the student learned.

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Generally, I have the students write or type their answers down as a written summary. This way I am able to see where the students started at the start of the lesson in comparison to where their knowlege was at the end of the lesson.

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I find a K-W-L chart very useful, mainly for understanding what the students already know. It is easy to forget to check in and see what the student already knows, however, in my opinion it is also unfair to assume that the student knows nothing about what were doing either. Using the K-W-L chart makes it easier for educators to check in with the students previous knowledge, and it is exciting for the students to have the chance to share the information they have acquired. I also like seeing what interests the students and where their mind goes for the information that they are most interested about. Lastly, it is always important to see what the student has learned in the lesson. This is helpful for me to measure not only my students understanding, but my teaching. If one student is struggling with one section, I know i need to check in with them to make sure they get it. If the whole class is struggling on the same section, I know that my delivery of the lesson probably has something to do with the misunderstanding. Overall, I find the usage of a K-W-L chart very helpful for both the students and myself.

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A knowledge rating grid is done in two parts, the first is assessing the students background knowledge of the word. The second part of this rating grid would be that this student understands this word enough to teach it to another peer. Within these two parts there are also subsections that are more specific to their understanding of this word. In the first part, a student can either have no idea about that specific word or they have once seen the word but are unable to define it. The second part as well has two subsections. These are that the student is able to give a definition of the word in simple context but are unable to explain it in detail. The last part is that they fully understand the word to the point that they are able to teach another student about it.

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Class expectations posters are a visual technique that can be used to assist with classroom management. This is used as a reminder of what the classroom norms are, typically these can be displayed in the actual classrooms. Due to distance learning these can be specific to Zoom classrooms. This is meant to be created by the students and the adults who are in the classroom. Having students assist in the development of plans, helps them hold not only themselves but their peers accountable for the norms that they set.

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GIST stands for Generating Interactions between Schemata and Texts. This is a technique used to assist students in their ability to fully understand the complexities of text. They are expected to summarize the most imporatant concepts and words to help understand the reading. This can be done independently but is usualy best done in a group setting. Once the complex text is decided, the educator will use a combination of reading techniques for the students. As a group, the class will be able to identify the key aspects of the passage. Independently or in small groups students will create one sentence by using as many key terms and ideas as possible.

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Using visuals helps with better learning retention this is proved with the graphic organizer. A graphic organizer is a chart or a picture that gives a better understanding to a topic that the students are learning. Not only are these graphic organizers better for their comprehension of a topic but it makes seemingly complicated concepts simpler. Using tables, Venn diagrams and even flow charts helps with getting a more complex understanding of a topic. These all allow the student to not only listen to the teacher talk about a topic but  is also a visual aid in learning.

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When I incorporate a class expectations in to my lessons, I like to give the students time to think of reasonable class expectations on their own. Ater the few minutes passed we have a class discussion and everyone shares what they think would be an appropriate set of standards to hold themselves and their peers to. I find it very imporatant that this is done on a discussion basis. Once the final list of class norms have been made it is helpful to have an incentive program, this will encourage the students to fulfill the expected classroom behaviors.

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I assess my students compliance with classroom norms through observation and documentation.

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I feel that this is very effective for my students. I am in a high school class, and my students want to be treated like adults. Giving them the chance to make up their own class norms, they are expected to follow them. What I noticed is that since they made the expectations up as a class, they feel that it was more of an agreement instead of rules that were given to them.

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The first thing that is done is the presentation of the passage. Students will be given whatever background knowlege is necessary for them to comprehend the reading. It is suggested that teachers read the passage outloud to the class as well as having the students participate in choral reading. Through out the reading, students should be encouraged to highlight key terms and ideas, or even complex parts of the reading that they do not quite understand. Then as a group, students should be able to identify who, what, where, when, why and how. Once the group has decided that, either independently or in smaller groups students should be able to develop one sentence describing what they read. The sentence needs to include as many terms and concepts as possible.

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I will assess the students by reading their sentences that they created, and looking over the notes that they took while reading. Mainly I will base their understanding of the reading and the overall assignmmet by their description and choice of key terms/concepts.

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This works very well with my older students. My younger students had a very hard time grasping this and required a lot of hand holding. We have done this twice and the first time was very difficult and got much easier the second time around. Choral reading is essential in my opinion because it maintains engagement to the material. My class sizes are also very small that the students created their own sentences based off of the readings.

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The first aspect of doing a knowlege rating grid is to provide the students with a list of words, either together or independetly I have the students mark or initial in the column whether they have heard the word, could use it in a sentence, or have never heard it before. This gives me a solid starting point going forward in to the next part. After I present students with the lesson we will fill out the second portion. This typically is where they will put the definition in the given section and then put the term in their own words.

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I assess my students in two ways the first is by grading and looking over the answers they put in their google documents. I check to make sure that when they write the sentence in their own words, that they are using the word correctly. I also will put them in to break out rooms with 2-3 other students and have them switch off describing the key terms and concepts to their peers.

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This is my absolute favorite strategy to use and I use it very often in my lessons. My students work very well with activities that go through a progression. There is a perfect mix of seeing where the student is starting out for the lesson and seeing where they end up. Another important aspect of this is that they are learning to teach the subject matter. I want my students to have the ability to accuratly reiterate the information given rather than just get the right answer.

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Typically I will start my lesson by giving my students the graphic organizers. As I present the material to them they have the oppertunity to see what kind of information needs to be submitted in to the given graphic.

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To assess the students understanding of the material, I first check to make sure they are filling out the graphic organizer correctly. Once they are done I will check the content to make sure they are grasping the main concepts. I like to follow up with class discussions or have the students describe their graphic organizers to me.

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This works very well for my students, and there are so many different forms of graphic organizers we can use. My students are very visual learners and they benefit greatly from activities like these.

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CRA stands for Concrete Representational Abstract. This is a three step instructional approach, the first stage is known as the concrete stage which is the "doing" aspect. This involves physical manipulation to solve a math problem. The following stage is the representational stage, or the "seeing" aspect. There are images to help represent and solve the math problem. The final stage is the abstract or "symbolic" stage. This step only involves numbers. Each step of the CRA method is designed to build upon the last step.

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This method should start off by being taught with the manipulatives. the educator should demonstrate and then give the students plenty of time to try it for themselves. Checking the students understanding is very important before moving on. Next the educator will continue to the representational stage which will be introduced by using pictures. same as before, the concept should be modeled, students need time to practice and check for understandings before continuing. lastley there is the abstract which is when the problem is solved with only numbers.

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This can be assessed by observing how the students are grasping each step of the method. The educator can also log the outcomes of the students trials while they were practicing. Finally in the abstract stage, check for the correct answer. If they are still struggling then start the process over.

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This is commonly used for elementary school aged students, however, I have had cross over in my algebra class. As I have pointed out before, my students are very visual learners. When we began to build upon our equations and use fractions the students started to struggle a lot. I decided to explain it in real life terms. Telling the students that I need two cups of flour but I can only find 1/4 cup, how many scoops would we need to do? This is a modified version of the CRA method, however, it was useful for my students comprehension.

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CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

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CBM stands for Curriculum Based Measurement, this is a standardized way of assessment. CBM is measured weekly and is used to probe students to easily admister their progress. This is designed to moniter the desired learning outcomes, while recognizing students who are struggling. Educators can base goals, and measure the students progression.

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This should be done in a quiet environment to ensure students have optimal focus. Students will need lined paper and a pencil. The assessor will follow the standardized directions, each student will be given the same exact directions. Each word will be read allowed twice, every 7-10 seconds the assesor will proceed to the next word. When the teacher says "Thank you, put your pencils down" the assessment has been completed.

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The assessor will need to correct their paper for misspelled words. It is also important to look for common spelling pattern mistakes. The assessor should record thir data and use it to assist the student in their progression through the year.

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This is a highly trusted and known technique that educators use. I have practiced spelling words in class, but in a more informal way. I know that my school uses what is called "Lexia" and I will be acquainted with it after the new year. Spelling quizzes are something my students really enjoy, and they like seeing their progress and pushing themselves to get better.

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"Her dad hits her because she is too beautiful. he keeps her inside all the time because his sister made his family ashamed of them."

My students GIST after reading a vingette about family violence in House on Mango Street.

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I do not have the exact copy we used in class, we made a venn diagram to explain renewable and non renewable resources