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We pick one student for MVP! at the end of the day. We give them a sticker that says MVP! and explain why they got picked for their parents to read.

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Write a positive handwritten note to a parent about something that happened that day.

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Write a positive handwritten note to a parent about something that happened that day.

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

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

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Small group reading lesson 4/12/22 observation

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Implement the lesson plan (from item 2), documenting/assessing child’s progress and offering implications.

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Implement the lesson plan (from item 2), documenting/assessing child’s progress and offering implications.

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The lesson plan was for my pre-assessment for TWS. The student had to name three living and non-living things, and tell me how they know it is living or non-living. I included the standard, explained what the student did, offered implications, and provided an artifact of the pre-assessment.

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I created a newsletter for my full week of teaching that went to the parents via email. The newsletter contained important dates, what we would be learning that week, and reminders for the parents.

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

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

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I learned that when making a newsletter you must explain yourself thoroughly. Parents have so much going on, they appreciate when the directions are clear and they know what they should prepare. Also, I learned it is always good to put volunteer opportunities on the newsletter. Parents want to volunteer, if the parents are not aware of opportunities, they will miss out.

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Communicate with parents using a technology application like Remind 101

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Communicate with parents using a technology application like Remind 101

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Participate in a Parent/Teacher Conference (can count for either Standard 2 or 3, but not both).

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Participate in a Parent/Teacher Conference (can count for either Standard 2 or 3, but not both).

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I participated in a parent/teacher conference on March 30, 2022. The conference was informal, and it was scheduled through the parent who were concerned about her son's behavior chart. We informed the mother of what his habits are, and we provided feedback on how they can work on his habits at home.

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In the newsletter I sent home during my TWS week, I reminded the parents about an upcoming field trip. Also, I reminded the parents about the weekly family reader.

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The student had a perfect score on her running record

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Complete 3 running records. For example: DRA or an Informal Reading Inventory.

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Complete 3 running records. For example: DRA or an Informal Reading Inventory.

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Go to an ancillary class and take anecdotal notes on two children.

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Go to an ancillary class and take anecdotal notes on two children.

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Art ancillary 3/22/22

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

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

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My TWS had three learning goals. For learning goal 1&2, the questions were 2 points each, and the questions for learning goal 3 were 5 points each.

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Update an existing center in a meaningful way, used on learning objectives.

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Update an existing center in a meaningful way, used on learning objectives.

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I created a math tub that allowed the students to use manipulative with beans inside of an egg carton. The students had to create number bonds of ten.

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Create 3 Transitions (one should include an attention getter)

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Create 3 Transitions (one should include an attention getter)

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1. I clap once. The class is supposed to hear it and repeat the clap. Then, I clap twice and all students should have their eyes on me by then.
2. I say "All set" the class claps twice then I say "You bet" and they clap twice again. I announce what we are doing next. Then, I say "Everybody clean up chant" we do a clap beat together that the class knows, and we shout "Let's clean!"
3. For math tubs, "Everybody pivot towards the math tub chart, it's about time for math tubs to start".

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I have taken over morning calendar and transitions for everyday. I use a train whistle to grab the students attention, then we say "All set, you bet" and the kids are ready to transition.

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

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

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TEAM Captain- We pick a different team captain for the class everyday. The team captain gets to sit in a special baseball chair, and they get the be the line leader.

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Create activities for morning routines (problem of the day, daily questions, check-in boards, etc.)

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Create activities for morning routines (problem of the day, daily questions, check-in boards, etc.)

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Use the activities (from item 39) during your teaching.

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Use the activities (from item 39) during your teaching.

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After the students get unpacked in the morning, they do a daily word problem. We have been focusing on subtraction. They complete the word problem on a flash card where they have to have the correct answer and prove it with a picture and number sentence.

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I created a new math tub that focused on subtraction. The student's could chose a blue egg that had numbers 1-10 written on them. After they picked an egg, they were to make a subtraction number sentence with the number that equaled ten.

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

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

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My finalized classroom management plan that I plan to use in my own classroom.

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Math and the Beanstalk board game. Works on addition and subtraction in a fun way!

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Create a math game based on a specific skill.

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Create a math game based on a specific skill.

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

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

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Student's are actively engaged while playing the board game.

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

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

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Attended an early literacy workshop where I gained knowledge on DRA's, DIBELS assessment, and tips on reading groups for diverse learners.

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Share what you learned (from item 52) with someone in cohort or placement school.

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Share what you learned (from item 52) with someone in cohort or placement school.

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We learned about DRA, DIBELS, and how to correctly score reading assessments. The workshop was very helpful, and I can use this knowledge in my future classroom.

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Implement something you learned (from item 52) in your teaching/work.

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Implement something you learned (from item 52) in your teaching/work.

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Small group reading lesson where I implement what I learned from the early literacy workshop. I learned tips on reinforcing students and how to get them to get their mouth ready to sound out a word.

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Actively participate with a professional organization.

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Actively participate with a professional organization.

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We learned the importance of gardening during our volunteer opportunity this semester. The organization, Bureigh Farms, allowed us to bring knowledge back to our classrooms on how to implement a garden and teach students about sustainability. We are participating with this organization over the summer to help them where they need.

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I created a video for my personal philosophy statement. Future PK-3 teachers can watch it and hear my philosophy. My video shows what I believe as a teacher, and it shows how passionate I am as a teacher.

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Do a lesson that incorporates 3 developmental domains.

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Do a lesson that incorporates 3 developmental domains.

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During TWS- I did 5 different tubs, "Have to's".
These tubs included math, science, social studies, art and writing. I had to relate each domain to the subject of living and non-living things unit.

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

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

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My morning calendar lesson plan is designed for all learners. The plan allows students to participate, watch, and learn. They get the chance to learn about math, science, social studies, and reading and writing during calendar time.

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Practice using a math checklist/anecdotal notes.

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Practice using a math checklist/anecdotal notes.

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Anecdotal notes during math D.I. I took these notes while observing my mentor teacher during math direct instruction.

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Develop an assessment partnership with another professional to inform your instruction.

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Develop an assessment partnership with another professional to inform your instruction.

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Above you can see my design for instruction for my TWS week. I collaborated with my mentor during my TWS week. She gave me useful tips that helped me support each of the students in my class. I made sure the worksheets and the activities lined up with the standards and the unit that we were working on.