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21. Complete 3 running records. For example: DRA or an Informal Reading Inventory.

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This was my guided reading running records. I was tracking the words they were reading and the students retelling the story.

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53. Attend professional development activities (offered by the school, professional organizations, etc.).

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After an early dismissal, the teachers attended a professional development meeting and then working in their PLC groups. I learned about the importance of teaching the whole child and teaching social-emotional learning.

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11. Create an interactive bulletin board for use by families or focused on families.

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For the Easter party, the parents were encouraged to write their child a message to see when they get back from Easter break. This was one way to connect the families to the classroom.

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I worked with the other student teachers to create a visual bulletin board. The students in kindergarten wrote about what they love about school because it was almost Valentine's day and the 100th day of school.

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1. Write a brief observation of each child (can be subgroups of children).

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These observations were done by myself and my mentor teacher. This gave us an opportunity to have a conversation about how I can help in the classroom.

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37. Create a math game based on a specific skill.

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This math game was created to help students learn the say ten way. The class is working on teen numbers and breaking them into 10 and some ones.

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38. Use the math game (from item 37) during your teaching.

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The students played the math game during Math learning time. They played in small groups and rolled the dice and created things to match.

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41. Create a fun shared reading lesson (characters to act out story, props, etc.)

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I created a shared reading lesson for the story "Rabbit's Roller Skates." On day 1 of reading, the students will focus on reading and understanding the story. On day 2, they will have the opportunity to act it out and retell the story to the teacher.

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42. Use the shared reading lesson (from item 41) during your teaching.

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The second day reading the story, the students were able to at it out and retell the story. By acting out the story, the students were able to recall all information from the text.

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I created this newsletter for my placement. On each newsletter, we include: letter sounds, sight words, ELA, phonics skills, social studies, math, and "what's happening this week" section. This is a tool the teacher uses to communicate weekly with parents.

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The students were able to practice this during station time after the lesson on living and non-living things.

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56. Actively participate with a professional organization.

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I serve as the Vice President for the Early Childhood Association at LSU. This club helps connect all grade levels and gives people an opportunity to network.

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44. Use the pocket chart (from item 44) during your teaching.

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During my TWS, the class and I sorted living and non-living things.

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I created a new learning center by having the students sort living and non-living things. Also, they paired animals with their food.

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14. Attend/participate in community event (in community where children live; NOT a school event).

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I attended an event at the soccer fields near the school. I was able to see many of the students at PVP play and be involved in the community.

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15. Make a community connection and bring it into the classroom.

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The students learned about community helpers. The fire department came to visit the students at school.

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20. Participate in a Parent/Teacher Conference (can count for either Standard 2 or 3, but not both).

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I was able to be apart of in-person Parent Teacher Conferences this semester. I learned how to inform parents about their child's academic levels.

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23. Go to an ancillary class and take anecdotal notes on two children.

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I observed the PE ancillary class and observed two of our students. I took notes on what they did and how they were playing with others.

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25. Participate in a school level/building level IEP. (discuss w/supervisor or mentor for alternative).

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I was able to sit in on an IEP meeting for a current kindergartener. We talked about a new action plan for the rest of the year.

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27. Develop a rubric to assess content in science or social studies.

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I created a pre and post assessment for my Science TWS. The assessment was out of 12 points and are based off 3 guiding questions.

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30. Work with your mentor teacher to develop an authentic measurement.

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This is the last question on my TWS. My teacher and I worked together to make my pre and post assessment an authentic measurement. One way we did this was by creating a question that uses a skill they have learned in class like sorting.

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2. Use the observations (from item 1) to generate a lesson plan for differentiation/instruction.

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Based off the observations, I added more segmenting and chaining into our CKLA lesson. My mentor and I decided to do this with all lessons.

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3. Implement the lesson plan (from item 2), documenting/assessing child’s progress and offering implications.

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After implementing the lesson plan, I assessed and documented the students progress. I used this information to plan for the next week.

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8. Do a lesson that incorporates 3 developmental domains.

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During my TWS, my lessons incorporated multiple developmental domains. There was aspects of science, reading, writing, math, and other domains.

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59. Collect data for a research project or develop your own teacher-research project.

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For our advocacy project, my group and I collected data about how much intentional art is seen in the classroom. This was a graph from the data collected

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9. Develop a lesson that differentiates learning for 1-2 students based on where the child is developmentally.

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This lesson was planned to meet the needs of the children in the group. Some groups need cube manipulatives and more concrete items. Some groups can do partner work and use pencils and papers.

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62. Interview 3 pk/k teachers about classroom management approaches. Ask them the same 3 questions and write a brief report or record a video on what you learn 

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I interviewed three Kindergarten teachers about their classroom management. There were many similar answers which showed that many experienced teachers have come to the same realization in the classroom. One thing that stuck out to me was that they believe all teachers need to be consistent everyday, month, and the whole year. Children appreciate consistency, positivity, and honesty.

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Every Wednesday, the kindergarten team meets with administration to update each other, give announcements, and do professional development.

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48. Make a poem on poster board (new to the classroom).

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I made a poster with a poem about the weather because we are talking about it for the next three weeks. This will help them with their weather words.

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49. Use the poem (from item 48) during your teaching.

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We sing the new weather poem every morning during morning meeting. It is also a visual for the students during the science lessons to help with weather words.