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Standard 6 #33: Attend professional development activities + 1:share what you learned with someone 

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Standard 6 #33: Attend professional development activities + 1:share what you learned with someone 

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I attended many grade level meetings during the course of the semester. I was able to share what I have learned in my previous placements at these grade level meetings and give my input.

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Standard 4 and 5 #30: Update a center in a meaningful way, based on contextual factors or learning objectives or create a new learning center. 

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Standard 4 and 5 #30: Update a center in a meaningful way, based on contextual factors or learning objectives or create a new learning center. 

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I created a matching game for my students during their animal unit. The students were able to mix and match cards and find the matching habitat that those animals belonged in.

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Standard 4 and 5 #28: Make a pocket chart activity +1 use during your teaching 

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Standard 4 and 5 #28: Make a pocket chart activity +1 use during your teaching 

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Students do a core fluency check each week to see how their math skills are growing. Each week, if the student becomes proficient in a new math level, they can move their name in the pocket chart activity.

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Standard 4 and 5 #25: Create a math game based on a specific skill +1 use during teaching 

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Standard 4 and 5 #25: Create a math game based on a specific skill +1 use during teaching 

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I made a math game that was used during daily center time. This math game went with our straw bundle unit. The students would bundle different numbers of straws with a base of ten and then write out the total in standard, expanded, and unit form with a partner.

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Standard 4 and 5 #24: Create a postive reward system in addition to what the teacher is doing + use during your teaching

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Standard 4 and 5 #24: Create a postive reward system in addition to what the teacher is doing + use during your teaching

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I allowed the students that were quiet and ready for instruction to pick their daily choices first. The students knew that I would pick the quiet and ready students first as a reward. After the first week of me teaching, the students were always very quiet and ready to go for their daily choices.

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Standard 4 and 5 #23: Create 3 transitions +1 develop a mechanism or device to help remember transitions ++1  use transitions regularly. 

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Standard 4 and 5 #23: Create 3 transitions +1 develop a mechanism or device to help remember transitions ++1  use transitions regularly. 

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I would use a bell and ring it 3 times when it was time for my students to clean up a daily choice. I used "Class, Yes" to get my students attention. And used the line up song when my students lined up for them to remember the expectations of the hallway.

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Standard 4 and 5 #22: Create a visual bulletin board 

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Standard 4 and 5 #22: Create a visual bulletin board 

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Boggle/Moggle Bulletin Board

**Picture Attachment to come**

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Standard 3 #20: Use 3 assessment strategies other than work sample, anecdotal records, video/audio.

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Standard 3 #20: Use 3 assessment strategies other than work sample, anecdotal records, video/audio.

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Each day I would use exit tickets during math, running records, and observations to assess my students in their work and progress.

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Standard 3 #19: Develop a rubric to assess content in a science or social studies class. 

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Standard 3 #19: Develop a rubric to assess content in a science or social studies class. 

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Attached is the rubric I made for one of my learning goals for my students for their government unit in social studies.

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Standard 3 #16: Go to an ancillary class and do anecdotal record for two children. 

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Standard 3 #16: Go to an ancillary class and do anecdotal record for two children. 

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I chose a boy and a girl in my class that I went and observed in P.E. Each child had different abilities in what they did. I made notes on each of them specifically during their time in the soccer unit.

**Notes would be attached***

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Standard 3 #15: Practice using a math checklist/anecdotal notes.

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Standard 3 #15: Practice using a math checklist/anecdotal notes.

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One of my students that has more trouble with math I watched very carefully making notes about her each day during math. I finally realized why she was not understanding our morning work problems and it was because she could not read the problems well enough and was using all of her energy trying to decode words that she couldn't use her brain energy to solve the problem.

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Standard 3 #17: Participate in a school level/building level IEP 

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Standard 3 #17: Participate in a school level/building level IEP 

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At the beginning of the semester, I went with my mentor teacher and associate teacher to an IEP meeting with the school consoler for one of our students that needed a 504 plan.

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Standard 2 #12: Engage in a reciprocal relationship with one family. 

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Standard 2 #12: Engage in a reciprocal relationship with one family. 

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I engaged with the family of the student that I used for my child portfolio assessment. I had to send the parents a note asking them if it would be okay for me to observe their daughter, take her picture, and use her classroom work in my school project.

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Standard 2 #11: Remind parents about an upcoming event +1 try a technology application like Remind 101 

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Standard 2 #11: Remind parents about an upcoming event +1 try a technology application like Remind 101 

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Using the app, Bloomz, I reminded parents about the important Animal Interviews Project that my students were putting on one afternoon. The message was sent out to remind the parents what time and day to come see their children give their interviews.

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Standard 1 #6: Do a lesson that incorporates 3 developmental domains.

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Standard 1 #6: Do a lesson that incorporates 3 developmental domains.

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During my time student teaching, I made many lesson plans. I made several that incorporated more than one developmental domain. Here is one of them attached.

**Nomination Lesson Plan will go here***

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Standard 1 #2: Write a positive hand-written note to a parent about something that happened that day.

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Standard 1 #2: Write a positive hand-written note to a parent about something that happened that day.

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**Hand written note to Ms. Chang will go here ***

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Standard 1 #1: write a brief observation of each child +1: use observations to generate a plan for differentiation/instruction.

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Standard 1 #1: write a brief observation of each child +1: use observations to generate a plan for differentiation/instruction.

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I observed my students each and everyday to a very full extent. I know how each of my students work and what works best for them. There are several students in my class that I know have trouble during our morning application problems. One of my students cannot read where the application problem is, so I started to put the application problem on her personal white board so she could see it better and solve it more efficiently. This is just one way I used my close observations of my students to differentiate during my student teaching.

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Standard 3: Created a differentiated lesson plan for a student with a 504 plan and ADHD

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Standard 3: Created a differentiated lesson plan for a student with a 504 plan and ADHD

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Precutting a students phonics word sorts because of her ADHD diagnosis.

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Standard 3 #14: Complete 3 running records

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Standard 3 #14: Complete 3 running records

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I have completed and continued to do DRA running records with the students in my placement.

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Attended the beginning of the year PTA meeting/kickoff event.

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Standard 4 and 5 #26: Create activities for morning routines.

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Standard 4 and 5 #26: Create activities for morning routines.

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Each day I make an application problem for the students to work on when they are coming into class to get their brain warmed up for the day.

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Standard 4 and 5 #32: Take one lesson, and figure out how it could be modified for small group or individual instruction.

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Standard 4 and 5 #32: Take one lesson, and figure out how it could be modified for small group or individual instruction.

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During our normal morning application problems that we normally do as a whole group, I took a small group from the whole group and was able to use manipulatives and make it individualized for those students who needed differentiation.

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Standard 4 and 5 #31: Make a poem on a poster board (new to the classroom) +1: use during your teaching 

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Standard 4 and 5 #31: Make a poem on a poster board (new to the classroom) +1: use during your teaching 

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Used a poem about Christopher Columbus to teach the students about who he was, and then introduce the use of diagrams.

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Standard 2 #7 Create an interactive bulletin board

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Standard 2 #7 Create an interactive bulletin board

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I created a Moggle and Boggle bulletin board where the students can play the classic moggle and boggle game on a bigger scale.

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Standard 6.36: Participate in book club related to professional readings (or start one) 

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Standard 6.36: Participate in book club related to professional readings (or start one) 

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I started a book club this semester with girls in my cohort. I chose a book for us to read and discuss. This is a picture of the first meeting we had.