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Mrs. Anderson is having her students write a comparing/contrasting newspaper article on Frederick Douglass and William and Ellen Craft.

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Mrs. Washington using kinetic learning to review numbers and phonetics.

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Work in Mrs. Keeling's class regarding fractions and decimals.

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Differentiated literacy stations in Mrs. Keeling's ELA lesson. Students are all working on finding context clues to understand new vocabulary words. The puzzle pieces were considered the "lower" station, the yellow cards were middle, and the green was the highest group.

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Looking through resources on Teachers Pay Teachers during grade level planning to find activities on setting and comparing/contrasting for ELA.

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Example of an in-class activity given in ELA time. The activity works to incorporate the ELA standard of identifying facts versus opinions while also tying in social studies components.

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During math time students worked with manipulatives (fraction bars) to understand equivalent fractions, and how to use fractions with different denominators. After the manipulatives portion of the lesson students worked individually and collaboratively on practice problems.

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These are group packets in which literacy and science were combined during their ELA time. Students were using texts based on a particular animal woven into a story and answering questions accordingly. Mrs. Atkins was too busy to plan that afternoon/day due to meetings and data that was required to go into the computer.

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These are examples of anchor charts used in the 3rd grade team. Many of these are used across all 3rd grade teachers.

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For students who finished early I modeled an extension activity for Mrs. Keeling. I posted a "challenge pizza" on the board that incorporated fractions using different denominators (ex. 1/6, 1/2, 2/3) to see if they could use their logic to start learning the next upcoming standards.

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This is the rubric and scores from a project students had to do in making a poem about Black History. Students recited a poem and were graded on their presentation skills.

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This morning Mrs. T Williams was working in differentiated groups. She had students grouped homogeneously according to ability level. Students are working on different types of questions based on this ability level, using the same text.

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This is the structure for centers rotations in some 3rd grade classes.

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This was a lesson Mrs. Keeling did on fractions. The day prior students had written "orders" for a pizza, dividing the pizza into 4ths or 6ths. On this day another student was given the "order" and had to create a pizza using the right fractions and amounts and ingredients.

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Reviewing fractions using an online interactive tool.

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This is the structure of math stations that some 3rd grade classes are using for their math workshop model.

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Working on Frederick Douglass and William and Ellen Craft. Students were pulling key details out of the text and annotating the text.

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We looked at MAP data in terms of proficiency as well as growth. This layout allows us to compare multiple teachers, growth of student, and proficiency of student. We used this data to then inform the PL that afternoon where we went over best instructional practices. The coaches asked me to look up best practices in math and literacy. I created these documents as a result.

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Example of standards in a 2nd grade classroom and how they are turned into student-friendly language in an Essential Question.

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Nyesha Abdul-Samaad and I spent part of the day helping teachers understand and begin to create math centers (for differentiation, small group instruction, guided practice, individual practice). This is an example of math centers set up in a 3rd grade classroom used as a model for other teachers.

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Nyesha Abdul-Samaad gave a model lesson showing a number talk as well as use of manipulatives in 1st grade math. Three 1st grade teachers sat in on her model lesson.

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After the PL on SOS Strategies, two 5th grade teachers asked for help and wanted me to co-teach a model lesson with them. We worked with incorporating an A-E-I-O-U strategy after a video in Mrs. Williams's 5th grade ELA classroom as well as incorporating 3 Truths and 1 Lie in Dr. Copeland's 5th grade social studies classroom.

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The coaches asked me to make a "request" for teacher/coach support using Google Forms. Teachers can use this tool to ask coaches for assistance and also as a way for coaches to keep track of what teacher is receiving what types of coaching.

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We made a PD/PL Feedback form using Google Forms. Coaches will use this form after PD/PL sessions to get feedback from teachers about the PL session as well as things they found helpful/not helpful and ideas for future PD sessions.

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We made an informal observation tool using Google Forms. When the administrator or coach presses "submit" it instantly creates a .pdf version of the form as well as emails a copy to the teacher whose classroom was observed. We created this tool at Panola Way because coaches were taking observation notes by hand and then spending a lot of time re-typing their notes into the computer to email/print off for the teacher in order to give feedback. We felt this tool was more expedient for the coach and the teacher and also gives coach/teacher a copy of the notes for future reference.

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Led a PL during grade level meetings (K-5) on Discovery Education SOS Strategies, highlighting 6 Word Story, 3 Truths and 1 Lie, Snowball Fight, XO Let's Go, and A-E-I-O-U. Emphasis was put on incorporating tech-based media as well as non-tech resources and scaling the tool for the appropriate developmental level.
https://app.discoveryeducation.com/player/view/assetGuid/2A2DCAEF-D614-DCF8-F9DD-8F7C364385C7

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These are anchor charts in Mrs. Holsey's ELA classroom created in a coaching session on 12/13/16 and used by me in a model lesson on 12/15/16.

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Review game played in 3rd grade ELA class of "un" and "im" vocabulary words