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INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
POSITIVE LEARNING ENVIRONMENT
ASSESSMENT STRATEGIES
PROFESSIONAL KNOWLEDGE

*During our weather unit, we made wind vanes to create a real life model. We held them outside to demonstrate how a wind vane moves.

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INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
POSITIVE LEARNING ENVIRONMENT
PROFESSIONAL KNOWLEDGE

* During our weather unit, we did a STEM project while creating a tornado. We came up with qualifications for a good tornado and then tested each bottle. Turns out that the Dr. Pepper bottle makes the best tornado, with the square Fiji close behind!

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DIFFERENTIATION
ASSESSMENT STRATEGIES
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES

ACADEMICALLY CHALLENGING

After learning about our city, country, state, planet, and continent, we created a flip book demonstrating our knowledge of these concepts.

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DIFFERENTIATION
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INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
ACADEMICALLY CHALLENGING

After reading "The Crayon Box That Quit", we used our opinion writing skills to write about which crayon was the best color, and why.

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INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
POSITIVE LEARNING ENVIRONMENT

After learning about magnets, we experimented with them by navigating through mazes with a partner. We then created our own mazes and navigated through those later in the week.

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INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASSESSMENT
ACADEMICALLY CHALLENGING
After reading stories by Eric Carle, we created our own Eric Carle inspired artwork using watercolors. We then created our favorite animal using these water colored papers. After that, we wrote an opinion piece on why that animal is the best.

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INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIEs
PROFESSIONAL KNOWLEDGE
ASSESSMENT
ACADEMICALLY CHALENGING

As a class, we created a weather book. Each student received a topic and created a page giving information about that topic. (After researching in books and online).
We also created a book about Harriet Tubman. Each child was responsible for recording one fact about Harriet.

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DIFFERENTIATION
ASSESSMENT STRATEGIES
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
POSITIVE LEARNING ENVIRONMENT
**In science, we learned about magnets. Before discovering how magnets worked, I gave each group a plate with salt and pepper mixed together. Their only instructions were to separate the salt and the pepper. This was the hook to the introduction of magnets.

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DIFFERENTIATION
ASSESSMENT STRATEGIES
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
ACADEMICALLY CHALLENGING

*In writing, we read the "Pigeon" series. Each student then made a story board for their own Pigeon book, and turned the story board into their own book.

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March
DIFFERENTIATION
ASSESSMENT STRATEGIES
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES

Students use rulers to measure "worms" hidden around the room. They used a recording sheet, and we checked all the answers together as a whole class.

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April
DIFFERENTIATION
ASSESSMENT STRATEGIES
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
POSITIVE LEARNING ENVIRONMENT

**After learning about measuring using rulers and yard sticks, the students created paper airplanes to demonstrate how to measure long distances.

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April
DIFFERENTIATION
ASSESSMENT STRATEGIES
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
**After learning about measuring in inches, the students built houses out of strips of paper. The students measured each strip of paper and wrote the number of inches on each strip before gluing them into a house structure.

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11-9-16
DIFFERENTIATION
INSTRUCTIONAL PLANNING
INSTRUTIONAL STRATEGIES
POSITIVE LEARNING ENVIRONMENT
ASSESSMENT STRATEGIES

During my phonics small group, we learned about the "ir,ur,er girls". We watched an engaging video on these new sounds, and created our own ir girls on our piece of paper. We then brainstormed words that had an "ir,er,ur" in them.

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11-9-16
DIFFERENTIATION
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
POSITIVE LEARNING ENVIRONMENT
ASSESSMENT STRATEGIES

After learning about time, the students were each given a piece of paper, dry erase marker, and eraser. The students wrote down the time that their clock showed. (green was level 1 (easy) and orange was level 2 (medium) ).
After 30 seconds, I yelled "flip", and all the students flipped their card to the back. On the back was the answer. This gives a self-checking opportunity to the children without having to feel as though they missed the answer and weren't successful.
Then we passed the cards to the next person and repeated the process. I took notes as to which children were struggling with the concept, and will pull them as a small group later.

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10-27-16
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
ASSESSMENT USES/ STRATEGIES
DIFFERENTIATION

During REAL groups, I had my children divided into groups by skill. I assessed the students a few days before, and noticed that these two girls needed help with missing number. We played a game using playing cards to create number sentences.

In the background, you can see some kids playing "fast, slow, I don't know" with addition and subtraction facts. These were the students that struggled with fact families.

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11-1-16
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
POSITIVE LEARNING ENVIRONMENT

In math, we used paperclips as an introduction to measuring. I modeled measuring on the smart board using a picture and online paperclips. The students then sat on the outside of the rug. Each child was given a shape and paperclips. They used the paperclips to measure the length (which had a pre-drawn black line to measure on). They then rotated shapes and had to discuss the number they got with their elbow partner. Their elbow partner checked their answer.

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11-2-16
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASSESSMENT STRATEGIES
ASSESSMENT USES
ACADEMICALLY CHALLENGING ENVIRONMENT
POSITIVE LEARNING ENVIRONMENT

In math, we traced a teammates body and then used various objects to measure the length and width of our bodies. The students had a recording sheet and had to agree as a group before recording their answer. There were 6 different objects for the children to use. Each group got a turn

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Differentiation
-During writing time, I sit with Travis and Azra. Travis and I come up with ideas. I write them on a white board or on his paper. He either copies my writing or writes on top of my letters. He uses a slant board to help with his arm strength.
-Azra is an ESOL student. Every day at writing time, I print out our class example and allow her to copy the example. She has become confident at writing now, and has started adding in her own sentences!
-The rest of the class: There is always a "strong" example on the board from what the class came up with during the whole group lesson. The students can choose to copy a sentence from the class example, but are encouraged to come up with their own ideas.
-I always edit student's work after "rough drafts". We are constantly in the writing process. The students know what it's like to be an author, illustrator, editor, and publisher.

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11-2-16
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASSESSMENT STRATEGIES
ASSESSMENT USES
The students designed an "adjective" monster. They created a monster and then used adjectives to describe their monster. This was used as an assessment.

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11-2-16

INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASSESSMENT
ACADEMICALLY CHALLENGING
During REAL time, I host a phonics group. We learned about the "ar" rule, and designed "ar" pirates using all the "ar" words we could think of!  Each child designed their own pirate.

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10-24-16
DIFFERENTIATION
ASSESSMENT USES
Writing time is scaffolded based on ability. For this child, I have him state his ideas and then I write them on a white board. He then copies the words onto his paper.

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10-24-16
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASSESSMENT
We learned about Benjamin Franklin, and made our own bifocals. In addition to this activity. The children created their own Benjamin Franklin writing in which they described the life of Benjamin Franklin.

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September 2016
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ACADEMICALLY CHALLENGING
Using clipboards and papers, we created our own graphs and used our classmates to gather data. We then used that data (tally marks) to create our own graphs.

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September, 2016
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASSESSMENT
After growing bean plants, we discussed the parts of plants. We created our own plant using a paper ripping technique, and labeled our artwork with the parts of the plant.

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September 2016
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASESSMENT
As a class, we read "The Wizard of OZ" as a book study. We discussed characters, setting, problem, solution, and main events. We delved deeper into why events happened and alternate endings. We compared movie clips with the story, and created a literature board to show others what we learned.

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August, 2016
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASSESSMENT
ACADEMICALLY CHALENGING
In math, we used linking cubes to complete number sentences using material objects. We practiced whole group and then the children practiced in small groups.

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August, 2016
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
ASSESSMENT
In science, we learned about the parts of a plant. We then grew our own bean plants and documented their growth. We labeled the parts of the bean plant and truly understood what each part's role was for the plant.

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August, 2016
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
Spelling lessons- Group C
We learned about the "sleepy e" rule. We discussed long vowels and how the e makes the vowel say it's name. Groups A and B worked on short vowels on this day.

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August, 2016
INSTRUCTIONAL PLANNING
INSTRUCTIONAL STRATEGIES
PROFESSIONAL KNOWLEDGE
Students used popsicle sticks to make tally marks. Those that could successfully count their sticks using tallies were given a partner. They combined their sticks and counted how many they had all together. After that, they combined sticks with a third partner, then a fourth.

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INSTRUCTIONAL PLANNING
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DIFFERENTIATION
ASSESSMENT
"Words Their Way"
Students are divided into one of 3 spelling groups. Each week, students learn words based on their spelling level. I also give 3 separate spelling tests.

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9/7/16
DIFFERENTIATION
ASSESSMENT USES
Whole group lesson on counting groups of 10. This lesson was given as a base lesson before dividing the groups by skill level.

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9/7/16
PROFESSIONAL KNOWLEDGE
INSTRUCTIONAL STRATEGIES
ASSESSMENT/ USES

Groups of 10. In groups, students grouped objects into groups of 10. Amount of objects given was based on the skill level of the group.

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9/22/16
INSTRUCTIONAL STRATEGIES
ASSEMENT USES
"Jumping jelly bean"- Jump the number line. Using a number line to complete addition sentences. Students were given number sentences based on their skill level. Students were divided into groups based on who was able to solve the problems correctly/ incorrectly. I worked with the group of children that solved it incorrectly, while the others completed independent work.

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9/27/16
DIFFERENTIATION
INSTRUCTIONAL STRATEGIES
ACADEMICALLY CHALLENGING
ASSESSMENT/ USES

Math- Number lines- Students were given numbers based on their skill level to place on a number line in order from least to greatest.