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2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn.
-holding class meetings to have student voice their needs and concerns
-teacher modeling quiet voice
-language choice

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction.
-have student turn in their ww folders in a basket

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2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to
ensure a climate in which all students can learn.

Students knew carpet procedures in general, but specifically for Writer's Workshop--turn and talk, how to sit/listen, appropriate times to participate vs. listening, who was responsible for getting the folders and setting out materials, when to go to their spot, and to get started working right away.

I picked up many things I'm excited to try. One of the teachers is providing us with a resource to make the Units of Study lessons more manageable and comfortable--knowing prompts for what you're going to say as opposed to a lengthy script. Reader's Workshop wasn't the focus, but I also picked up some strategies for whole group and small group instruction. Also, how to make guided reading meaningful for higher readers.

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1.1 and 1.5 Stephen created a math puzzle activity that engaged students collaboratively and required them to think critically to solve a real life problem.  Where can I implement something similar in my class?

1.2 and 1.6 Jean gathered student's background and experience to help them write a narrative. She constantly monitored student learning and adjusted her teaching accordingly.

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1.4 I observed a variety of instructional strategies to help various students. I saw flexibe seating, support of students on the rug, grouping, individual conferring and engagement of all students.

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1.4
Today I observed a kindergarten class at De Vargas and leant a few instructional strategies the teacher used in her Reader's Workshop lesson. Based on my ILP goal I am planning to learn different strategies to engage my students in their learning activities throughout the day.
I really liked the strategy of hopping the fingers while reading instead of sliding them. The students were well aware of their routines and procedures during both the lessons I observed which demonstrates that teacher really went over the process for last couple of weeks.
I am definitely feeling confident now how to start my Guided Reading in a week or two.
Also, I liked the display of all the Anchor Charts on the wall and teacher going over them on regular basis. Moreover, the teacher applied positive reinforcement process in case of any redirection of the task in place of using her words. For instance, when one student was looking back instead of facing and listening to the teacher Mrs. Ford used her gestures to redirect her.

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1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.

During my observation today, I noticed that Mrs. Malashock used a variety of strategies, such as modeling and small group conferring, to help with a variety of students' needs. In Mr. Duarte's classroom, students were paired to complete the activity together and asked to collaborate and check the work of others to ensure everyone was helping work toward a common goal. Students were very engaged and supportive of each other.

5.5 Involving all students in self-assessment, goal setting, and monitoring progress.

Although this goal wasn't as prevalent during the actual observations, Mr. Duarte had stated that he would have students self-reflect on the lesson and their understanding of the material.

In my own classroom, I would like to try more conferring similar to Mrs. Malashock. In her classroom, she allows students to stay back on the carpet after the Writer's Workshop mini lesson if they are still confused or could use some more assistance. I would also like to incorporate Mr. Duarte's method of creating fun activities that are engaging to students and reinforce academic concepts.

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2.6 (Employing classroom routines, procedures, norms, and supports for positive behavior to
ensure a climate in which all students can learn): Transitioning to Writer's Workshop was a smooth process. The students knew what was expected of them and I overheard them correct each other about what to bring. They were still learning to sit with their writing partners but that is a new routine for them. My students are still getting used to the Writer's Workshop process of a focused mini-lesson, quiet independent writing time with pull outs, mid-lesson and a share at the end. Seeing how Jean structured her lesson was a nice example of how someone with a lot of experience doing workshop changes Lucy's stories and connections to apply more to yourself. This helps engage the students more when it is true to me and not just a lesson I am following. I am starting to do this as I read the books and takes notes on each lesson. However, Jean did it without any notes and it definitely felt more natural. I expect this will come with time, especially as I do each lesson twice a year.

1.4 (Using a variety of instructional strategies, resources, and technologies to meet students’
diverse learning needs) & 1.5 (Promoting critical thinking through inquiry, problem solving, and reflection): Steven's math activity lesson was very engaging for the students and also served as a way to check their understanding of the concepts. Since I have such a limited amount of time, I tend to skip the "fun" activities in lieu of covering more of the curriculum. I am wondering if this is the best course of action, especially in math. While most of my students are above grade level, I do have a few that are struggling and such activities would be great for them. The entire class would benefit from working together and problem solving some sort of fun math activity at least once a chapter. I am incorporating the Performance Task problems as group work with a presentation. That doesn't seem like enough to reach the low students but it is challenging to the high students.

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I observed Stephen Duarte today during a math lesson and used the lens of 4.4 to create a variety of classroom management and instructional strategies that I plan on using in my classroom. The instructional strategies I would like to attempt include not only teaching about concepts during a math lesson but also varying the activities used after the main lesson, that would include the concept, academic language, etc. through math activities that include group and partner work, mystery message activities and reflections by and for students about the work they performed and w hat about the lesson they liked and what could be improved. For management strategies, I would like to use the concept Stephen has in place that includes a "class pet" that he includes in each subject taught in the classroom, which has brought his class together as a group and has improved class morale, the dynamic and functionality of the class. Stephen has also helped teach the students to manage their behavior through having 3 sticks in their desk and as they misbehave, he gives them 3 chances, as he takes them away, to improve their behavior.  A boy said something inappropriate out loud and Stephen utilized that behavior system by telling him right away that he owes him a stick, stopping the inappropriate behavior right away.

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3.5 - making subject matter accessible to all students. I took note on what the teacher said and how the students responded, and how she differentiating within small groups.

Wondering: next steps within small groups and direct instruction for reading.

Next steps: finding guided reading books on each child's level and delivering direct instruction.

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Standard 4.1: Using knowledge of student’s academic readiness, language proficiency, cultural background, and individual development to plan instruction

Standard 4.4: Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

Today's observations allowed me to understand my students in the way I would like to know them. It was not just academic, but there was a social aspect to the conversations between the teacher and her students. She centered her conversations in ways that allowed her to provide teachable moments.

During the lesson on classroom meetings, I observed that Lisa used visuals during the lesson. Through the usage of visuals and oral language, she was able to meet the learning needs of all her students.

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2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to
ensure a climate in which all students can learn

- Observations:
- Time spent on establishing routines
- Anchor charts used as a visual reminder of the routine
- Signals used for attention such as counting down from 10, chime, criss cross apple sauce, pepperoni pizza, 123 - eyes on me
- Teacher modeling and reviewing routines
- Positive reinforcement of process
- Student's independence when making choices and while working
- Multiple opportunities for students to "turn and talk" with a partner - empowering everyone to share their voice and thoughts

- Wonderings:
- Time spent on establishing routines?  We did discuss this in the de-brief and I have a better understanding of the timeframe and the sequence
- How to modify and re-establish routines that are not working, especially after students have started getting comfortable with a certain routine

- Now what:  Based on my observations some of the ideas that I want to implement:
- process of making writer's workshop groups and having them come to the rug to assigned spots - find your friend, wave, find your seat with your friend
- Chart to allow students to make choices and to share available flexible seating
- Allowing children to be responsible for their choices - finding a quiet spot in the room that works for them - activity
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Looking at the goals I had from last year, I have a shift of pedagogy within my classroom this year. I feel that when comparing my goals of last year to what I observed today in the classrooms at West Valley, they were aligned with 2.3 - Creating and maintaining an effective environment for all students. In Mr. Duarte's classroom, all of the students were engaged, they were working collaboratively and it had seemed that he set the procedures and class culture to be this way from the get go. They were working in small groups to then find an answer and compare it to other small groups within the classroom to then find a whole class outcome. When looking at my other goal from last year, Mr. Duarte and Jean showed assessment of different modalities. Jean assessed her writers during UoS by having a small group at the carpet after her mini lesson and roaming around the room conferring with those students she knew may need help or be off task, while Mr. Duarte let the students know from the beginning of the lesson that he would be assessing not only their computation but also their collaboration and communication with others. I feel that using both ideals around assessment is essential for the students and for me because they know the expectations and what they are being directly assessed on, which will better help my instruction in the classroom. Both classroom's have a Growth Mindset mentality and show positive classroom culture, Mr. Duarte or the Spicy Avacados have their own class flag. This created a culture and excitement for their class "pet" and also their classroom itself.

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5.4 - using early assessment tools and other methods of assessment to develop leveled reading groups, putting in place procedures that allow students to work independently so that the teacher can pull guided reading groups, teaching targeted instruction to different reading levels
5.5 - putting in place procedures like turn and talk which will ultimately allow students to provide each other with feedback, creating anchor charts with expectations that students can use to self- monitor

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5.4 and 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter - I want to differentiate my lessons (during UoS writing) and use the pre and post assessments to drive instruction.

I observed Ms. Jean Malashock writer's workshop lesson and Steven's math lesson. In both the classes the students seemed very engaged and on task. I am new to writers workshop process and I want to assess my students regularly to see if I am helping them. I want to modify or reteach a lesson based on the assessments. I have a few ELs in my class and I want to help them by differentiating the content and product for them.

In addition, I want the students to be self reflective (5.5) and want to help them gauge their own learning and set (and modify) their own goals.

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1.4  Using a variety of instructional strategies, resources and technologies to meet student's diverse needs.

In Shelley Toohey's 1/2 combo class, I observed Shelley do morning work with her students first thing when they walked into the door. All students had morning work ready on their desks and the 1st grade students worked on a different morning work packet than the 2nd grade students. She addressed the first graders first in going over/correcting their morning work and the expectation was clear that the 2nd graders were to work quietly  during this time. Once finished, she then switched and worked with the 2nd graders to go over their morning work packet while the 1st graders worked quietly. Students had high respect the teacher and each other and were very engaged. They had a word on the whiteboard ("elementary") and every student had to try to find other words within the word on the board. All student answers were considered and written down by Shelley (this includes students who had easier, medium level and harder spelling words). This kept them all responsible, engaged and confident in their learning.

In Lisa Zankich's 1st grade class, Lisa made sure to pull specific students (students who needed more support with the writing assignment) to the rug so she could assist them each individually. This allowed more independent students to work on their own during this time.

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Giselle Vallejos                                 5.5 Involving all students in self-assessment, goal setting, and monitoring progress.                                             I noticed Jean Malashock conferring with 4th grade students during Writer's Workshop.  The conferring/assessment process was very interactive.  Conferring was driven by listening to what students wanted to write and by asking teacher prompted questions.  These questions helped connect what they wanted to write about to the teaching point (writers think about problems when writing realistic fiction)  For example, a boy wanted to write about shooting basketballs, and Jean said "what's something that could go wrong when shooting a basketball?"  I plan to do more conferring based on what students say.  I also plan to ask more student based questions to connect their thoughts with the teaching point.  

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Giselle Vallejos                                 5.5 Involving all students in self-assessment, goal setting, and monitoring progress.                                             I noticed Jean Malashock conferring with 4th grade students during Writer's Workshop.  The conferring/assessment process was very interactive.  Conferring was driven by listening to what students wanted to write and by asking teacher prompted questions.  These questions helped connect what they wanted to write about to the teaching point (writers think about problems when writing realistic fiction)  For example, a boy wanted to write about shooting basketballs, and Jean said "what's something that could go wrong when shooting a basketball?"  I plan to do more conferring based on what students say.  I also plan to ask more student based questions to connect their thoughts with the teaching point.  

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The lens I looked through today was that of CSTP 2.6 (employing classroom routines, procedures, norms and supports for positive behavior to ensure a climate in which all can learn.)  Observing Mrs. Ford's class provided me with several ideas I am going to employ starting tomorrow.  Most of these come from her phrases and tone used to direct students.  For example, when pulling students to the guided reading table, she says, "leave everything where it is an come join me at the table."  Setting this tone of expected interruption is going to be so helpful for many of my students who have a hard time stopping what they are doing.  She also did not rely on more than one main signal to get their attention at the carpet.  She just said "Criss Cross Applesauce, Pepperoni Pizza pie."  I tend to try out multiple signals in one session, and I think the point is to have one that the students know how to respond to really well and practice that one.  Too many signals too soon is just confusing.  In addition, when students who were doing "may do" work during Reader's Workshop, Mrs. Ford borrowed the Writer's Workshop terminology "When we're done, we've just begun."   It was encouraging instead of chiding, and it worked like a charm.  Overall, Mrs. Ford's tone was that of expectation of excellence, and she did not speak down to students to get them to do what she wanted.  I don't feel I do the latter, but I would like to use more of a tone that assumes we are all here to do our best work and try new things.