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I created a brochure that would be available to aspiring and newly credentialed teachers. It explains the professional roles and responsibilities of teachers.

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Through collaboration with a teaching peer, we were able to put together a list of resources that can be used when planning for teaching phonemic awareness to students.

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I created a classroom management brochure that listed the rules and expectations for my students and the adults within the classroom.

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I created a presentation that examined the historical and economical factors that went into creating and maintaining a public school system and the ever changing curriculum that it follows.

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Week 1 Visual Representation #1 ITL 602.pptx

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While looking at language development, I conducted a classroom observation to get a stronger understanding of how an ELL student communicates with other students and adults within a classroom setting. During my observation I also assessed his English Language Fluency by filling out the SOLOM form.

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After researching California's Common Core State Standards, I chose to plan for a Kindergarten literacy lesson. To show my lesson plan in an engaging way, I chose to create a Padlet. Within my plan, I use aspects of UDL and also plan for accommodations for my students that may have special needs or are ELL.

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In order to ensure an effective lesson, I planned, designed, and implemented my lesson on film. After the lesson, I collected some samples of student work and compiled all of my data. I then forwarded all of this to a teaching colleague for critique and guidance.

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When working with a Kindergarten class, I recognized that some of the students were preforming much lower in their writing abilities than their peers. They would quickly lose interest when writing assignments were given. In order to engage them in these activities, I decided to have them dictate to me what the wanted to write. I would then write their sentences in highlighter and we would discuss the different letters and sounds and how the words were made. After, they would trace over the highlighter writing and would complete their assignment. This empowered them to do the same work that their peers were doing, and kept them engaged.

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Using my established knowledge of third grade literacy standards and assessments, I administered a number of reading and writing assessments on a nine year old, third grade student. I compiled my data and results from the assessments into a case study where I proposed goals and strategies for the student.

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In order to prepare for my RICA test, I created a chart of well-known reading strategies. Within this chart I listed the strategies that I was not as familiar with and studied them at more depth. This will give me the opportunity to deepen my understanding of these strategies and use them in the future with my students.

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After being given a set of math quizzes from a third grade class, I was able to decide on a system of correcting them, gather the raw scores and input them into a bar graph to show how the class did as a whole. This was then used to plan future lessons, interventions, and as a comparison for future work.

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Through collaboration with a group, we were able to present our findings about how students' knowledge of and learning of geometry progresses from grades K-5. We were also able to align our findings with the California State Math Standards.

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I planned a science lesson based on the new NGSS standards for a first grade class.

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With this assignment, I observed different science lessons and assessed their pedagogical practice to see how they engaged their students and kept them engaged.