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Students read "The Raft" and we created our own raft. We do not have a bulletin board, therefore our raft was displayed in the hallway.

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I use three Call back transitions
- "Macaroni & Cheese"..."Everybody Freeze!"
- "Hocus Pocus"..."Everybody Focus"
- "Class Class"...."Yes Yes"

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Running Record #1

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Running Record #2

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Running Record #3

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33.  Use the transitions (from item 32) regularly

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33.  Use the transitions (from item 32) regularly

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22.  Practice using a math checklist/anecdotal notes

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22.  Practice using a math checklist/anecdotal notes

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This checklist was used as a pre assessment for my small group lesson on coins. This checklist was used to see if students could identify a penny, nickel, dime, and quarter.

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

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

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I attend PLC meetings every Tuesday and grade level meetings on Wednesdays. I have also attended a "Classroom on a Budget" and "Grant Writing" meeting.

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23. Go to an ancillary and take anecdotal notes on 2 children.

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23. Go to an ancillary and take anecdotal notes on 2 children.

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A created a newsletter capturing an overview of the next week. I have also included a note to the parents.

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25. Participate in school level/building level IEP. 

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25. Participate in school level/building level IEP. 

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I attended a building level meeting for RTI students on 10/18.
I also attended a meeting with a parent to have a 504 written for a student on 11/15.

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13.  Write a reflection after creating the newsletter about what you learned/will do to engage families regularly 

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13.  Write a reflection after creating the newsletter about what you learned/will do to engage families regularly 

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

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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 Central's Halloween Hullabaloo dressed as Winnie the Pooh.

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

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

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

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

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This Grammar lesson was differentiated for the SPED and Reading RTI children in my classroom. Part of their accommodations include having all of their test read orally to them. For each worksheet given, I read the sentences aloud to the students.

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4. Write a positive hand written note to a parent about something that happened that day

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4. Write a positive hand written note to a parent about something that happened that day

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5. Complete an ecomap for a child (other than your portfolio child)

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5. Complete an ecomap for a child (other than your portfolio child)

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6. Do ecomaps with a few children in your class from their perspective. Compare to teacher's perspective)

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6. Do ecomaps with a few children in your class from their perspective. Compare to teacher's perspective)

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(Only one pictured)
I helped a student create this ecomap of her influences in her life. When comparing to my mentor's perspective, my mentor informed me that this student is adopted and still contacts her biological parents occasionally but she did not list her biological parents as having influence on her.

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7.  Establish a system or method to create a community of learners, and encourage friendship and teamwork

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7.  Establish a system or method to create a community of learners, and encourage friendship and teamwork

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The students worked in a group to plant eggshell gardens.  They colored faces on their eggs and gave them names.  They were told to treat their eggs as if they were babies.  At the end of each day, each group comes together to observe the growth of their plants, water them, and give them sunlight.

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8.  Do a lesson that incorporates 3 developmental domains

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8.  Do a lesson that incorporates 3 developmental domains

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This Spelling lesson required students to spell words using their bodies. It incorporates the physical, language, and cognitive domains.

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

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

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My students learned about "service workers" in social studies. My mentor and I developed a plan to invite a few members of Central's Fire Department to talk to the students about fire safety.

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16.  Remind parents about an upcoming event

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16.  Remind parents about an upcoming event

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20.  Participate in a Parent/Teacher Conference

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20.  Participate in a Parent/Teacher Conference

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

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

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28.  Use three assessment strategies other than work samples, anecdotal records, video/audio

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28.  Use three assessment strategies other than work samples, anecdotal records, video/audio

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I have used Running Records, Checklists, and Rubrics as forms of assessments. (all pictured)

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34.  Create a positive reward system in addition to what the mentor teacher is doing

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34.  Create a positive reward system in addition to what the mentor teacher is doing

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After the students created their egg plants, they are reminded each day that the most well-behaved member of their group/family will be allowed to water the eggs.

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35. Use the system (from item 34) during your teaching

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35. Use the system (from item 34) during your teaching

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Students are reminded each day that the most well-behaved member of their group/family will be allowed to water the eggs.
Ex:
"I am looking for someone from to water our eggs at the end of the day.  This person is quiet, sitting in their seats correctly and waiting for my instructions"

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36.  Reflect on the reward system (from item 34), discussing effectiveness, changes, and alignment with your management philosophy

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36.  Reflect on the reward system (from item 34), discussing effectiveness, changes, and alignment with your management philosophy

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37.  Create a math game based on a specific skill

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37.  Create a math game based on a specific skill

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I created a "Make Ten" football game for the students to play in Math Centers. Students pair up and take turns rolling two dice. If the two numbers they rolled create a sum of 10, players are allowed to move their cube towards the endzone. Each time a player reaches the endzone, they score a point

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

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

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Math game was played during math center rotations.

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39.  Create activities for morning routines

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39.  Create activities for morning routines

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Every morning the students have spelling practice activities (write words 3x each, spelling word sort, ABC order, spelling sentences). Every Thursday morning the students use their spelling words in a sentence.

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40.  Use the activities (from 39) in your teaching

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40.  Use the activities (from 39) in your teaching

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Each morning around 10:00, I display their morning work on the Smartboard and review their work with them.

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This was not a "pocket chart" because we do not have pocket charts, but it was an anchor chart created by the students and myself.  It was used in our grammar lesson about sentence types and their corresponding punctuation marks.

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54.  Share what you learned with someone in your cohort ot placement school

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54.  Share what you learned with someone in your cohort ot placement school

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I attended my first PLC meeting on 10/17/17 and shared my what i learned with Jasmine!

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55.  Implement something you learned in your teaching/work

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55.  Implement something you learned in your teaching/work

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56. Actively participate with a professional organization

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56. Actively participate with a professional organization

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I am a member of KDE and AEYC.

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57.  Actively participate with a professional organization other than KDE/AEYC/Distinguished Scholar/CxC

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57.  Actively participate with a professional organization other than KDE/AEYC/Distinguished Scholar/CxC

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I am a member of A+PEL LSU.

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60. Participate in a book club related to professional reading

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60. Participate in a book club related to professional reading

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I created a book club along with Megan Daley and Whitnee Gray.

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61.  Write a reflection about what you learned from the reading

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61.  Write a reflection about what you learned from the reading

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

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

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I conducted a lesson with my students where they each had 3 punctuation marks in their hands. I read them sentences, and they would hold up the appropriate punctuation mark. We referred to the pocket chart during our lesson

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46.  Update an existing center in a meaningful way, based on contextual factors or learning objectives

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46.  Update an existing center in a meaningful way, based on contextual factors or learning objectives

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Every week in reading center rotations, I read a story to them and work on their oral comprehension. I updated this center by incorporating a comprehension board game for them to play each week on the day before their quiz.

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50.  Take one lesson and figure out how it could be modified for small group or individual instruction

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50.  Take one lesson and figure out how it could be modified for small group or individual instruction

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This lesson was about different types of sentences. It was introduced as whole class, and we worked together to create an anchor chart. I created a small group lesson which involved students making a flip book.

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

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Each student in Math center rotations is expected to mentally solve subtraction problems within 100. This lesson is differentiated for a SPED student with autism. I worked with her one-on-one and talked her through all the steps. She was also allowed to use a hundreds chart to help her solve problems.

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10.  Implement the lesson plan (from item 9), documenting/assessing child's progress and offering implications.

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10.  Implement the lesson plan (from item 9), documenting/assessing child's progress and offering implications.

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Anecdotal note: Rosalie can perform basic subtraction problems with the help of her fingers, and she needs a hundreds chart to help with bigger numbers.
Implications: She would benefit from extra practice of subtraction facts. Extra practice could help increase her retention.

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52. Develop a classroom management plan and implement a piece of it during your teaching

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52. Develop a classroom management plan and implement a piece of it during your teaching

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The boys and girls are on a tally mark system. They earn a tally mark for their team when they behave without having to be told. When they are constantly scolded, they lose a point. Whoever has the most tally marks at the end of the day choses a piece of candy out of the bucket. This helps with their teamwork skills and holding each other accountable

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29.  Use the new strategies (from item 28) for assessment in your TWS.

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29.  Use the new strategies (from item 28) for assessment in your TWS.

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Checklist was used in TWS.

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63.  Make a video to be shown to future PK3 students giving them advice

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63.  Make a video to be shown to future PK3 students giving them advice

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https://youtu.be/G1ELVsALR8U