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Modeled how to read and compare paired text using google classroom.

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Modeled how to read and compare paired text using google classroom.

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When teaching inferencing reading skills, we used magnifying glasses to show the connection to being a detective..

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While teaching inferencing I modeled how to find inferences with various students before they did group work.

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introduced the 5 Ws by comparing them to movies, plays, and YouTube videos

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I used BookFlix to compare fiction and nonfiction books on the same topic - Maps

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Visual Pattern, Coins, clocks, various math manipulatives

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Visual Pattern, Coins, clocks, various math manipulatives

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Discuss how a builder uses a blueprint to plan what they are building, just like we have to have a "plan" for writing

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Recorder Fingering positions shown in the Quaver program and by demonstration.

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Recorder Fingering positions shown in the Quaver program and by demonstration.

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I modeled using cubes for measuring. We also compared the heights of students.

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I modeled using cubes for measuring. We also compared the heights of students.

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We used Woot Math, virtual manipulatives, and model drawings  to illustrate multiplying fractions.

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Based lesson sequence off of standards. Also used formative assessments and exit slips to plan next days lesson.

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Based lesson sequence off of standards. Also used formative assessments and exit slips to plan next days lesson.

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During our chick writing, I modeled an exemplary paper and a below average paper for students. Using the rubric, we compared the papers.

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Labeling parts of the plant using real flowers

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When teaching vocabulary during guided reading, I brought in butterscotch candies to introduce the term to kids who have never had them.  

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When teaching vocabulary during guided reading, I brought in butterscotch candies to introduce the term to kids who have never had them.  

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using circle maps to show characteristics of mammals

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using circle maps to show characteristics of mammals

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Pre-assess what they know - administer Monitoring Basic Skills probe 

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Pre-assess what they know - administer Monitoring Basic Skills probe 

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I used sports athletes' "style" (like MJ "jumpman slam dunk") to explain author's craft 

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I used sports athletes' "style" (like MJ "jumpman slam dunk") to explain author's craft 

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Use progress monitoring from previous days lesson-did the students understand or show mastery

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Use progress monitoring from previous days lesson-did the students understand or show mastery

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I modeled an example TDA for my students based on the story and prompt we are doing in calss

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Moving across the floor to practice and experience spatial awareness.

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Moving across the floor to practice and experience spatial awareness.

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while teaching how to make change I used money as a manipulative. I modeled for students how to count up using the coins.

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while teaching how to make change I used money as a manipulative. I modeled for students how to count up using the coins.

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Modeled how to cite evidence for a TDA

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I demonstrated how to trace around their cube towers.

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I demonstrated how to trace around their cube towers.

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After modeling how to tell time to the minute, all students used Judy clocks to tell time in the lesson.

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Students made a tableau to show the Iron Curtain (Cold War) and the Berlin Wall. 

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Students made a tableau to show the Iron Curtain (Cold War) and the Berlin Wall. 

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Used non-fiction text graphic features to identify and label parts of the African Elephant.

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Used non-fiction text graphic features to identify and label parts of the African Elephant.

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When discussing measurement I had my students get in groups and order themselves from tallest to shortest and shortest to tallest.

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When discussing measurement I had my students get in groups and order themselves from tallest to shortest and shortest to tallest.

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I drew a picture of a gallon man to teach measurement. Students watched a music video on capacity.

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Took time to show students how we inference every single day and that our schema is very important in helping us determine authors meaning. 

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Took time to show students how we inference every single day and that our schema is very important in helping us determine authors meaning. 

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exploring
modeling
guided practice
independent practice

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I first introduce a topic, then model how to work through the topic, scaffold students with guided instruction and partner work. Then students do it independently.

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On ReadWorks, I lead the highlighting of specific text and the students followed behind and copied

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Modeling what I want writing to look like (handwriting, details, using voice) by projecting handwriting paper and showing students exactly how to properly form letters and how I think through my writing.

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modeled figurative language chart while reading and then students continue the chart in their independent reading

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modeled figurative language chart while reading and then students continue the chart in their independent reading

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I sequence my lessons based on how to best scaffold student learning

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Amen to the one above!

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fraction tiles

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My computer screen mirrored the students screen

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Modeled how to regroup in mixed fractions, correlating 1=x/x (given numerator/denominator)

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Modeled how to regroup in mixed fractions, correlating 1=x/x (given numerator/denominator)

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anchor charts
Bill of Rights rap

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Fraction equivalents, examples of mixed & improper fractions

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Fraction equivalents, examples of mixed & improper fractions

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1. Whole Group teacher led
2. whole group individual work
3. small group work
4. teacher led review

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Clocks-calling out times and asking students to create times on their clocks then showing them on my teacher clock.

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Use my Monitoring Basic Skills probe given prior to introducing a new concept/lesson; giving a short quiz or exit ticket after presenting major components of topic

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Use my Monitoring Basic Skills probe given prior to introducing a new concept/lesson; giving a short quiz or exit ticket after presenting major components of topic

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Modeling the organization writing process for composing a song using a grid of 4 beats per line.

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Modeling the organization writing process for composing a song using a grid of 4 beats per line.

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A short segment about pitch and melodic direction

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A short segment about pitch and melodic direction

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Deciding what is essential for the students to knowbefore moving to the next process

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Deciding what is essential for the students to knowbefore moving to the next process