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Ashley Davis

Quality of Instruction.
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective
educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor


http://ashleyddavis.weebly.com/blog-53
This blog discusses what standard I used during a science lesson and goes into detail of how the lesson went. It is important to use the
standards to develop a lesson plan. In developing a lesson plan the standards should flow with the instruction that is being given.
b. Sequences lessons and concepts to ensure coherence and required prior knowledge
c. Designs instruction for students to achieve mastery
d. Selects appropriate formative assessments to monitor learning
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In this blog I discussed how the assessments that I administered in the beginning of year and then in the middle of the year have
shown a great improvement.
e. uses variety of data, independently and in collaboration with colleagues, to evaluate student learning outcomes, adjust planning and
continuously improve the effectiveness of lessons
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For a lesson I did, I had to adjust what I had planned to improve the effectiveness because my Collaborating Teacher touched on the
material.
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In this blog post I discussed how it was important to talk with my collaborating teacher about lessons I did in her classroom. Taking
that constructive feedback to improve on lessons in the future to increase effectiveness.
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies
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The students needed to use their inferencing, predictions, and summarizing skills on the sink or float lesson that I gave them. The
students did exceptionally well considering this was their first science experiment.

Ashley Davis

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible,
inclusive, and collaborative, the effective educator consistently:
a. Organizes, allocates, and manages the resources of time, space, and attention

Seating chart of arrangement in the room


(space) Having a seating chart for the students is important because it keeps them accountable for where they chose to sit. A seating
chart can also be used in the event that the teacher has to be out. This seatting chart shows the arrangment of both of the classes that
my Collaborating Teacher has. The placement of the tables allows the teacher and students to walk freely around the room without
much difficulty.
Step-by-Step Plan
(What exactly do you plan to

Time

Who is
responsibl

Each content area may require a different step-by-step format. Use


whichever plan is appropriate for the content taught in this lesson.

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do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

e (Teacher
or
Students)?
2
mins

For example, in science, you would detail the 5 Es here


(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Students
Take out Math journal

5
mins

8
mins

Teacher
Good afternoon class, last week I gave everyone an assessment
about the material you would be learning today and tomorrow.
Today we are going to be learning about comparison. What does the
word compare mean? What do these symbols mean >, <, =? (Write
the definition in the Math journal to be copied under the Elmo.)
Teacher/
Students

Teacher/
Students
4
mins

Hand out multiplication fact sheet. The students will be given five
minutes to complete the multiplication facts. They will be given
three minutes to compare the products straight across from each
other with >, <, =.They will then turn and talk with their table to
see what they thought.
Collect multiplication comparison sheet. Then pass out a three digit
number paper to each student as well as the millions place value
chart. The students will write their number on their place value
chart.

Students

5
mins
Students

They will have one minute to walk around to music once it stops the
person they closest to is the person they will share their number
with. The students will then write down the number their partner
had on their place value chart and compare the two numbers by >,
<, =.
The students will then add their own number to either side of the
number on their paper (the one with just the number not the place

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5
mins

Teachers

value paper). Then they will transfer that number on the place value
chart. When the music comes on they will walk around and find a
new partner and share their new number and compare the two
numbers by >, <, =.
*They will continue this process until they reach the millions
place value.
For the last ten minutes the students will be given a post
assessment of the material we learned today to see what they need
further assistance with.

10
min
Lesson plan that I did this semester in Mathtime management.
This semester I chose to focus on time management in math because I realize last year that I had a difficulty. With each one of my lessons that I
taught I made sure to add in the time section. In adding in the time section I could go back and review my video on the lesson I did to reference the
time. Throughout the day as teachers we manage time through our lessons and daily schedules.

b. Manages individual and class behaviors through a well-planned management system

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These are the

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behavioral charts that are used in my Language Arts and Writing C.T.s classroom.
During this semester I have had the privilege to see two different styles of classroom management styles. In the math and science class
the students only had to follow one rule, make any decision they wanted as long as it didnt create a problem. In Language Arts and
Writing she used a behavioral chart. If the students were misbehaving they were asked to move their clip. They were given the chance
to get to move their clip back if they choose to make better decisions while in Language Arts and Writing. The classroom needs some
type of management system in order to withhold an organization on a daily basis.
Tally sheets for individual students- communicating with students and parents

This is a tally chart that I started with two students that seemed to get off task from time to time. I decided to keep track of how many
times throughout the day the students would stray from the assignment. I then would talk with these students at the end of the day
letting them know how many times I noticed they were off task. As the days went on I noticed that all I had to do was look over at one
of the student or be in the proximity to redirect them.
c. Conveys high expectations to all students

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*Picture states, My CT is building a problem solving


environment. The students are given directions and then they are suppose figure out how to solve it, she will not help them solve it
unless they have exhausted all possibilities. She has the students interact on a daily basis and each day is different from the other. They
are constantly evolving each day as fourth graders. It took some getting use with this style of learning process. I would probe the
students with questions to help assist their thinking when I was walking around. If I felt that a student was asking about each question
then I would let them know that they needed to work on the problem before I could help assist them.

Creed

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At the beginning of the school year the students as a whole class with the assistance of my Collaborating Teacher created. Each day
before the students start their day they hold up their left hand to acknowledge that they are ready. One student will ask the class if they
are ready to start and begin reading the creed while the whole class including myself and my Collaborating Teacher. This is setting
their own expectations for themselves, but all holding them accountable for those expectations each day.
d. Respects students cultural and family background
Respecting students values (not celebrating holidays)

In the image I have posted states, commented on the fact that not all families participate in Halloween and that it is acceptable.
When I gave this lesson I want to express how important it was that not everyone celebrates Halloween and that it was okay. Since it
was Halloween I read a scary short story on a big hairy toe. Students should never feel that they are being singled out because they
dont celebrate something that someone else does.
Changing the content so it relates to students
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through

LAFS.4.RL.3.7-Make connections between the text of a story or drama and a visual or oral presentation of the
text, identifying where each version reflects specific descriptions and directions in the text.

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them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you


teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale

Using sensory details to visualize a picture and draw it on paper from listening to a text.

Students will be given a sheet of paper with the text being read to them. They will be
able to draw a visualization they have that they got from the text.

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Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?

Teaching this objective to the students will help them grow as readers. They will be able
to read text without pictures and still be able to visualize what they are reading.

I will walk around and check off that the students have indeed drew some type of image
related to the text.

Address the following:


What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully

The teacher needs to know what it means to visualize and also be able to read a text.

The students must be able to draw simple pictures and listen to text being read to them.

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meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to

Lecture, demonstration (reading), integrated guided release

Time

Who is
responsibl
e (Teacher
or
Students)?

Students

Each content area may require a different step-by-step format. Use


whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

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address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

20
mis

Students will be given a piece of blank paper.

What will you do if

a student struggles with the content?

Teacher
Will explain that in a few days is Halloween and today I am going to
be reading a spooky story to them. Just as they did yesterday, but
without the text they will have to draw what they visualize from the
story.
We will then let the student share their work with one other person.
If any student would like to they can share their work on the Elmo to
the class.
If time permits then we will read another story and they can
continue to visualize the text.

All of the students will not have the same images, but will need to be listening carefully
to the text being read.

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a student masters the content quickly?
Each of the students will be working at the same pace. If they finish early then they can
go back and add more detail.

Meeting your students


needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
In two days is Halloween and although not everyone may celebrate it is only considered a
spooky story.
If applicable, how does this lesson connect to/reflect the local community?
In the community there will be several places that will be handing out candy because of
Halloween at night.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Each student is able to draw their own image as to what they think the image would look
like.
How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the

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accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Blank piece of paper (students), Story of Hairy Toe and Vinder Viper Story (teacher only),
pencils, Elmo

This is the lesson that I taught to the students in reading. Since it was Halloween in a few days I wanted the students
to relate to the material that I was teaching them. I chose a reading that was scary and creepy because Halloween
was coming up to give the students that connection. Even if students did not celebrate Halloween they would get
the chance to enjoy a different type of story about a hairy toe by visualizing.

e. Models clear, acceptable oral and written communication skills


Model expectation, keep model visible

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This is a screen shot from a video that I took during one of my lessons. In this image it shows a picture of the fraction bucket tiles with
a fraction tile placed in one of the buckets on the promeathen board. Having a model of what the students should be doing is important
because the students will have a model that they can reference throughout the lesson.
To-do list

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I chose to take a picture of the daily objectives for the day. Each day the objectives are changed and posted in each class for the
students to see throughout the day. The students will be able to know what they are doing and what is expected for them to know each
day.
f. Maintains a climate of openness, inquiry, fairness and support
Listening to both sides of conflict

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On Veterans Day there were two students that were having an argument in line while we were coming back from a speaker. I stopped
one of the students to speak with him to hear what was going on and then I listened to the other students side. Once I heard from both
of the students I pulled the students to the back of the room and spoke with each of them in front of each other. I also let them share
their thoughts in order to clear their anger towards each other. Afterwards the students shook hands and nothing else was said between
the students. It wouldnt be fair if I was only to listen to one side of the story because its not giving the other student the opportunity
to defend their selves.
Guide their thoughts instead of saying they are wrong

It is not appropriate for a teacher to tell a student that they are wrong when they answer a question. It can hurt the will and drive of the
student to continue their work if they feel that the teacher is not supportive. In my Collaborating Teachers class we ask the students to
answer a problem and then have a debate about it. Having a debate gets the students to think about their own thinking through
someone elses explanation. In an acceptable way the students that had an incorrect answer were able to figure out how to get to the
correct answer.
g. Integrates current information and communication technologies
Using assistive technology to help students interact

Ashley Davis

The first supervisor observation I did I used the computer and speakers to play music for the transition times during the math lesson.
Using the music gives the students the opportunity to transition while enjoying themselves. I had my supervisor jot down the times
that it took to do each step and what happened during those steps during my lesson. As you can see below when the music starts and
when it stops.
1:25

Music starts

1:29

New Music

1:34
1:37
1:38

Music
New Music
Music stops

Using video to assist in lesson

Music stopped, still on,


stopped now. Only 2
groups comparing. You
are working on
computer, I hear a lot
of commotion. 5
correct answers/2
incorrect/3 not finished
1 off-task (other
student doing)
1 copying her number
after rotation; 3 correct
with help, 3 correct; 1
thinks sign has a dot in
corner (like the one you
drew on board).
Lots of 9s in problems

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During my observations I used my computer to video my lessons. I use the videos in order to look back at some of things I may have
missed during my lesson. Afterwards I write a reflection on my lesson so I can grow as a teacher and work on any misconceptions that
happened during the lesson.
h. Adapts the learning environment to accommodate the differing needs and diversity of students
Know your students and accommodate based on their needs
There is one student that has broken her arms in class, it is her dominate hand. She has been writing with her left hand in class which
takes her a little longer to write the material. I go to her at times when a lot of writing is involved and ask her if I can help her. I will
transcribe some of the writing for her. As you can see in the picture the student wrote the first section, last section, and the pictures. I
simply helped write the middle two to get her caught up with the other students.

Ashley Davis

Diversity in the classroom


* Girls- 10,Boys- 8, Caucasian- 5, African American- 5, Hispanic- 13, ESE- 2 ELL-3
How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
I will let the students use the strategy that works the best for them in figuring out how to compare fractions to decide on
the placement. Working with a partner will help the students support system in making their decisions.

How will you differentiate instruction for students who need additional language support?
The students will have an anchor chart that will be posted for them to see. The students may use an English/Spanish
dictionary if they need too.

Ashley Davis

This is a section of the lesson plan that I fill out each time I create a lesson. It is based on differentiation for the students depending on
what the lesson is focusing on. In my class there werent many students that needed much differentiation and for the few ELL students
I have they dont receive any accommodations. Throughout a lesson I make sure to monitor around the ELL and ESE students to help
them with sounding out words during any subject.
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions
and achieve their educational goals.
Use of ELMO to display work

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The Elmo and promeathen board is used on a daily basis in the classroom. The Elmo projects an image of things that are placed under
it or transferred from the computer. The promeathen board broadcast what was placed on the Elmo for students to see. Sometimes it
will be used to model what the students should be doing.
Computers used for I-Ready

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On a daily basis the students are taken to a computer lab at the school to do I-Ready. I-Ready is a reading program on the computer
where the students are taken through several lessons. If the students dont take the lesson seriously then they may have to redo the
lesson until the pass it. My Collaborating Teacher looks through each one of the students scores to see how their progress is coming. I
help assist the students by sitting with them if they are having difficulty getting past the lesson. Sometimes all it takes is getting the
students to slow down and take a look at what the question is asking them.
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of
the subject taught to:
a. Deliver engaging and challenging lessons
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b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the
subject matter
c. Identify gaps in students subject matter knowledge
d. Modify instruction to respond to preconceptions or misconceptions
e. Relate and integrate the subject matter with other disciplines and life experiences
f. Employ higher-order questioning techniques
g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding
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http://ashleyddavis.weebly.com/blog-71

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h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement
j. Utilize student feedback to monitor instructional needs and to adjust instruction
Throughout this lesson I asked the students to self-asses themselves. Towards the end of my lesson so I knew which math problems
for the review we were working on, I asked the students to write down which problems they struggled on the most. This showed me
which problems I needed to review the most.

4. Assessment. The effective educator consistently:


a. Analyzes and applies data from multiple assessments and measures to diagnose students learning needs, informs instruction based
on those needs, and drives the learning process
http://ashleyddavis.weebly.com/spring-2015-blog
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson?
Evaluation Plan- How will
you know students have
mastered your objectives?

Given a review problem the students will be able to use what they know about area
models in order to correctly solve the problem. The students will be able to use their
knowledge of a number line to correctly place the fractions.

Address the following:

Exit ticket before coming to the carpet; Write the number of the problem that you are

Students will be actively participating in the review to make sure that they got the
correct answers to study for the test the next day.

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What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Objectives- What are you


teaching?
(Student-centered: What will
students know and be able to
do after this lesson?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

struggling with the most.

Given a word problem or comparison problem the students will be able to work through
them efficiently to produce a correct answer.
The students will be able to use their knowledge of a number line to correctly place the
fractions.
Students will be actively participating in partnered work problems throughout the
PowerPoint in their math journal.
Exit ticket question with a self-assessment on how the students are feeling about
comparing fractions with the same numerator.
I will be collecting the students math test that they will take tomorrow to see how they
sored vs. how they assessed their selves on problems they struggled with.

In each one of these artifacts these are a section of my lesson plans that I have done in my third grade class. Each of these focuses on
how I implemented formative and summative assessments in my lessons based on y learning objectives. It is important to realize that
when you are teaching a lesson that you are able to have a way to show you that the students are understanding what you are teaching
them.

Ashley Davis

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains
http://ashleyddavis.weebly.com/blog-42
In this blog I discussed how the assessments that I administered in the beginning of year and then in the middle of the year have
shown a great improvement.
d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge
e. Shares the importance and outcomes of student assessment data with the student and the students parent/caregiver(s)
http://ashleyddavis.weebly.com/spring-2015-blog
f. Applies technology to organize and integrate assessment information.

5b 5f http://ashleyddavis.weebly.com/blog-71

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