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Using the mustache rule to find and read words with double consonants.

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Kindergarten students working on CVC words with differentiation.

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Small group math work differentiated for all students.

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Learning targets are posted on the board. I start the lesson by having the students repeat after me. We break it down into the meaning of it. I refer back to it a few times during the lesson. I then end the lesson by having the students repeat the learning target again. I usually do an exit ticket, or thumbs up/down to see where students are at.

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I use a weekly review to help determine what skills need to be retaught in small group the following week.

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Students work with a partner and use this checklist to help meet success criteria for writing.

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Students work with a partner and use this checklist to help meet success criteria for writing.

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We are trying to create the SC together, everybody's input is added to create our statements for SC.

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We created a Shapes (2D & 3D) museum, the format used on this video was developed during small group instruction. This tool was taken from EDM extra resources.

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In kinder, I have boxes with success criteria posted. Each box includes one of the academic standards that the students have been working on all year. They include things like recognizing all the capital and lower case letters, letter sounds, shapes, number recognition, counting by 1s, 5s, 10s, etc. When students have passed the kinder screener, the student's names are listed in the appropriate boxes. Students are so excited to see their name as well as their friend's name on the board.

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Revised Elements of Art Student Success Rubric

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Single Point Rubric as students are practicing rhythmic performing skills. I model different types of performances while students identify what I have mastered and what I need to work on. Before each practice activity, students do a pre-check picking the one area they want to focus on and a post-check.

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I have been having the students write the LT and SC with me. Then I ask them, "Why?" Occasionally, I will say "Who cares?" That one gets their attention quickly. But, we discuss why and why we care. They are coming up with amazing examples of where we would use this information, now, tomorrow, and in the future.