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Standard 1:
1. Write a brief observation of each child (consider doing this in a time period- like in a week, or a subgroup one week and another the next)
2. Write a positive handwritten note to a parent about something that happened that day.
5. Establish a system or method to create a community of learners, and encourage friendship and teamwork.
6. Do a lesson that incorporates 3 developmental domains

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Develop a plan to differentiate learning for 1-2 students and clearly connect this plan to knowledge of where the child is developmentally (not just standards).

During the activity toss the chips I made a modified response sheet for some of the students. The activity consists of shaking two sided colored chips and creating an addition number sentence based on how many red's and how many yellows you have. In my inclusion setting there are present students with difficulty focusing.  This was an early lesson in addition so I created an answer sheet with the addition and equal symbol provided for the student so they could keep focus on  the number of chips. This was also needed for one student as they are still working towards number recognition and needed to maintain attention on forming the numbers.

Another way I have modified instruction is to provide manipulatives for one student during math instruction. While most students can perform the math problems without a concrete example this student presents with developmental delays. Due to that, their instruction needs to brought down to the concrete phase as would be appropriate for a younger student.

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9. Attend/participate in community event (not a school function) (This should be in the community in which the school is located or from which the children come).
10. Make community connection and bring it into the classroom.  11. Remind parents about an upcoming event
12. Develop and introduce a new way to include families in the classroom community.
13. Engage in a reciprocal relationship with one family using a journal (requires discussion with mentor teacher).

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23. Create 3 Transitions (one should include an attention getter)
24. Create a positive reward system in addition to what the teacher is doing.
25. Create a math game based on a specific skill
26. Create activities for morning routines (problem of the day, daily questions, check in boards, etc.)
27. Create a fun shared reading lesson (characters to act out story, props, etc.)
28. Make a pocket chart activity +use during your teaching.
30. Update an existing center in a meaningful way, based on contextual factors or learning objectives. (If you do not have centers or need a new space, create a new learning center.)
32. Take one lesson, and figure out how it could be modified for small group or individual instruction.

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39. Make a video to be shown to future PK3 students giving advice about any of the following:

* What I wish I knew as a junior in PK3

* What I wish I knew as a fall senior in PK3

+ may choose to record two of the above

Videos can be found at:
https://drive.google.com/file/d/0B3LmZ87iapmsQjgtZXN1Qng4MWc/view?usp=sharing
- What I wish I knew as a junior
https://drive.google.com/file/d/0B3LmZ87iapmsSXRPNFhyeG9KS0k/view?usp=sharing
-what I wish I knew as a fall senior

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36. Participate in a research project targeted at teachers
38. Interview 3 teachers about classroom management approaches. Ask them the same 3 questions (you choose the questions) and write a brief report or record a video on what you learn about classroom management.

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15. Practice using a math checklist/anecdotal notes.
16. Go to an ancillary class and do anecdotal record for two children
17. Participate in a school level/building level IEP (if this opportunity isn't available-discuss w/supervisor/mentor teacher substitution).
18. Complete a behavior assessment (remember Dr. DiCarlo's class).
19. Develop a rubric to assess content in science or social studies.
20. Use 3 assessment strategies other than work sample, anecdotal records, video/audio (see your portfolio rubric)
21. Work with teacher to develop authentic measurement.

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Implement an art lesson from KKCM

The students made aluminum foil sculptures, after discussing what sculpture is and having the process modeled. I made a person out of aluminum foil while modeling how each part what represented (head, body, legs, arms). Many of the students created their favorite animals. This activity may be more successful with older students as the kindergarten students rushed through it and were unable to form identifiable features.