Group items tagged

This resource discusses the strategy of Total Physical Response (TPR) used in physical education classes. This strategy will help me reach my SMART target learning goal as students develop vocabulary through integration of words and movement through my implementation of the TPR strategy.

"This protocol is inclusive of all students and promotes collaboration and shared understanding as students either guess or share important words or concepts with their classmates in an interactive way."

Quiz Quiz trade is a great resource that fully involves students. Students are highly engaged in the reading and answering of questions with their classmates. This fits into my SMART goal of getting students to recognize their musical notes and forms because they can practice quizzing each other on different types of notes and songs.

Dimension: Depth of Knowledge Rating: 3 This article is a good example of how to collaborate and learn from peer to peer. I like this exercise because it would allow students to apply words to topics for understanding what is necessary to build an essay. This could be used for group#4 action plan and a good tool to support my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students because it focus on decreasing their English language barriers so they are able to reach their WIDA exiting level of 4.4. With practice students will be able to remember what they are learning so that they are able to break the text and understand what they mean in order to write. Scaffolding would be a good way to get to the bottom of improving in the English language.

Great video! It directly addresses many issues ESL/ELL teachers have in reaching their students, and in helping them make sense of complex texts (like the one mentioned here from 'The Washington Post') and other readings. (Again, as I often mention, if you have taken 'reading literacy' courses for your state teaching certification, you know that newspapers like 'The Post' are designed for students with grade 12+ reading ability.) For ESL/ELL learners, this is especially difficult. In the school featured here, 27% are ESL learners in a "blended" classroom in a Portland, Maine middle school. It appears that the social studies teacher and the ESL support teacher work effectively in tandem, helping students to be "close readers," and focusing on students themselves as those responsible for their own learning. The teachers use excellent ESL/FL strategies such as "pacing and pausing," "reading aloud," "sharing with partners," and so forth. ESL/ELL learners work together with their mainstream counterparts, and the process seems to work quite well. I like their approach ('Reading, Thinking, Talking, Writing') here. With proper teacher guidance, this puts the burden on the students to come up with their own interpretations of the text/s they are reading. From the 'Planning and Protocol Rubric': hitting '4s' on most dimensions, except for perhaps 'Technology Integration' (not entirely evident). Otherwise, students are expected to perform at a very high level. My SMART Learning Goal: After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. Targeted instruction, based on the requirements of the 'Action Plan Tracking Sheet,' closely hews to what is going on in this video.

This video was useful for exploring the dimension of both 'student engagement' and 'depth of knowledge'. The teacher explores ideas and experiments with ways to involve the student into asking themselves what things are relevant to their own learning. This is relevant to my SMART goal of 100% pass rates among my SLO group on their standardized tests because I can have them explore and better understand the language, vocabulary, and contextual reading goals I am setting for them in my class. I think these strategies could be universally effective in nearly all learning environments.

I found this video to help with the dimension of 'Rigor and Relevance.' It explores the practice of 'language dives', something I was previously unfamiliar with. This video deals with them in the primary setting, but I think it could be easily adapted to secondary education, and can especially have a place in the music classroom. I do believe implementing these strategies could help me achieve my SMART goal of 100% passing rate on state and county standardized tests among my target SLO group.

"Eighth-grade students in Rich Richardson's class at the Expeditionary Learning Middle School in Syracuse, NY, offer feedback to their peers in preparation for revising their writing. The praise, question, suggestion protocol helps students see the strengths of their work and consider questions and suggestions that will lead to revision and improvement."

My Smart goal is 80% of students will reach level K in reading (lowest grade-appropriate reading level for second grade) by the beginning of the December. Even though this strategy was used in writing, I believe it could be used for reading as well. The students in my class have reading partners they work with very closely. They could read and show how they are using comprehension strategies and their partner could use the protocol praise, question, and suggestion. Using the planning protocol rubric, it is clear this strategy would be highly effective in the classroom and could be aligned to the content standards. There isn't a high technology element, but it could be adjusted to include a technology portion.

Ericka Posey smart goal: By the end of April, 80% of the 10th grade LSN Government students will be able to analyze political cartoons and write accurate BCRs with 75% accuracy for historical content and meaning. The planning protocol rubric has 7 dimensions if I had to devise which of these dimensions it would be rigor or relevance or student engagement both with a level of 3. I believe that if students peer read each other's written papers they can gain insight on what is incorrect with their peers papers and how they can improve their own writing. Student can find two point to praise on their partner's paper, two question to bring forth inquiry and analysis, 2 suggestions for their partners written works in which the students are building critical thinking and analysis skills to help them analyze political cartoons and writing BCRs.

WEEK 4, Name: Julie - 2ND Grade Teacher SMART Goal: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. SUMMARY: This article focuses on reading instruction, and discusses why it is important for parents and educators to familiarize ourselves with what scientific-based research tells us about teaching reading comprehension. The topics covered in the article includes scientific research on phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and text comprehension instruction. The article determines that there is not a one size fits all solution in reading comprehension intervention. For instance, the article states that students that have underlying decoding or fluency weaknesses would most likely also need instruction in vocabulary and comprehension strategies.

SMART Goal: Given one month, students in below grade level reading groups will be able to increase their reading level by at least one level. This resource is useful for teachers looking to improve the reading abilities of young students. When discussing phonics instruction, this article aides educators in articulating the significant relationship between letters of written language and sounds of spoken language to developing readers. In addition to addressing the fundamentals of phonics, this resource offers methods for fluency instruction, such as repeated oral reading.

EDTC615 Fall2018 Group1 According to my smart goal: By the end of 1st quarter 75% of the LSN Government students will be able to analyze political cartoons with 75% accuracy for historical content and meaning for the LSN FAST 2 test, my student need to be able to read for accuracy, use effective vocabulary, and understand symbolism of political cartoons. This resources includes a lesson plan which provides strategies for literacy in three stages, before reading, during reading, and after reading. These strategies include a word wall, the first amendment of the Constitution, and the questioning exercise help to prepare the students for reading within the content area and with HIstorical analysis; the major area in which my students struggle. The lesson presented also is in direct correlation with the information that my students need to know as a part of my smart goal.

"Science talks allow all students to do exactly what scientists do: think about, wonder about, and talk about how things work, the origins of phenomena, and the essence of things."

SMART Goal: Students will be able to solve an on-grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. Planning Protocol: Student Engagement can be a tactic that my team can use for the SMART goal because students are lacking the ability to defend their reasoning when it comes to writing the information down on paper. If we practice students defend their answers by engaging them in guided questions and discussions (orally) and letting students know what they instructors are looking for, I think it will help students be able to defend their answers when writing them down.

Week 8: Group 2- James Sweigert, Sabrina Carey, Jennifer Freburger

This is a journal article accessible via the UMUC Library. The focus of this article is on a three-year study in which a focus group consisting of middle-schoolers were targeted. More specifically, this target group consisted of 123 students, all with disabilities from 12 different schools in the mid-west. The focus of this study was to compare these students willingness to show empathy, caring, and a willingness to intervene to help a victim of bullying with their academic test scores and report cards grades. This target group was compared to schools without the intervention plan. In the 12 target schools, the selected students participated in intervention lessons through the program "Second Step-Student Success Through Prevention". Our group, Group Two felt strongly connected to this article as two of us teach students with disabilities while all three of us are employed in the public school system where character traits such as empathy, caring, and a willingness to intervene to help a victim of bullying are taught through advisory lessons to ALL students. However, within our schools and counties there are no programs tracking data on the effectiveness of such lessons. This article is highly useful to our team because our Smart Target Goals all relate to increasing specific scores or improving behavior types. We will be using information discussed in this article within our current implementation period. For example, by applying an emphasis on This is a journal article accessible via the UMUC Library. The focus of this article is on a three-year study in which a focus group consisting of middle-schoolers were targeted. More specifically, this target group consisted of 123 students, all with disabilities from 12 different schools in the midwest. The focus of this study was to compare these students willingness to show empathy, caring, and a willingness to intervene to help a victim of bullying with their academic test scores and re

I provided a description, but it is not showing in here. It said: This website is a resource for finding fiction and nonfiction books. It requires a paid subscription, but is not too expensive and can make your classroom library ten times as big. This would directly impact my smart learning goal: 80% of students will reach level K in reading (lowest grade-appropriate reading level for second grade) by the beginning of the December. These books use the same level system and the teacher can assign specific texts for students to read to aid in the fluency and comprehension skills.

Smart Target Learning Goal: By the end of the four week close reading intervention, 80% of students will be able to write a paragraph with less then 5 grammatical, spelling, and structural errors. Students will meet with the teacher three times a week for a 30min session. Planning Protocol Rubric Score: Rigor and Relevance:4 Reading A-Z provides a vast amount of reading support and resources for students. Activities on RAZ would be extremely useful in helping a teacher differentiate instruction in order to make the content accessible to learners of various levels of proficiency.

This is an article that discusses increasing student's reading comprehension in 1st and 2nd grade. This supports my smart goal because my goal is about reading comprehension. The article explains the importance of students working in cooperative groups such as readers theatre to increase comprehension.

The video resource on how to use data to reach SMART goals can be found here: https://www.teachingchannel.org/video/common-formative-assessment. This video explains how teachers can use data to strengthen teaching and learning to enhance students' abilities in class. This is a great tool for practicing teachers who are still learning about the value that data provides in the classroom. The teachingchannel.org also offers other video components that are directly related to data driven learning. Another Impactful Video can be found here as a resource: Using CFA's (Common Formative Assessments) for improving Teaching & Learning https://www.teachingchannel.org/video/common-formative-assessment This video covers how formative assessments can help with teacher instruction and student learning. By utilizing the CFA's, teachers can come up with learning goals that reflect the students' current needs, skill level and abilities.

"The Think-Pair-Share protocol is a simple way for all students to get a chance to think, talk, and learn from others. "

Think-pair-share is a great way to get students talking about information that is being taught. This is a great way to help students think about the topic that is being taught from a peer's point of view. Dimension: Student learning Rating: 2 This would work towards my fellow teammate's SMART goal,"By the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment. This allows students to talk about what they are understanding about theme and gain new understandings.

SMART GOAL: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. (Heather's goal) Dimension: Impact on Learning Impact: 4 Reason: Think-Pair-Share is a strategy where students have a discussion with a partner to solve a problem or answer a question posed by their teacher. After which, the students individually share their ideas/solutions with the entire class. I believe that this strategy will be useful in Heather's attempt in eliminating the reading comprehension gap in her class because asking varying levels of question encourages students to discuss new ideas that deepen their understanding. This strategy will also give Heather the opportunity to assess student understanding by monitoring their discussions. It also has the bonus factor of stimulating student engagement

This will help me achieve my smart goal by incorporating these reading strategies into my future lesson plans. Treble clef reading is one of the areas where I am seeing the biggest learning gaps between my general student group, and SLO group.

This study focuses on the stages of literacy development in Kindergarten up to 8th graders. The author states how children's minds do not learn by taking mental pictures or by memorizing but by constructing mental images over time. It also includes resources to engage students in word study at various levels.

This resource explains how children from grades K-8 develop their knowledge of words/vocabulary. It explains how teachers can instruct in a way that meets each learner's needs by expanding from what they already know, adding new content, but not too much where the teacher frustrates the learner. This resource helps with my groups SMART Target Learning goals because it meets everyone's grade level (K-8), and focuses on reading skills.

SMART Goal: By the end of marking period 3, 80% or higher of students will score a 90% or higher on a representing numbers assessment. This website is offers fun and engaging games to support math development of students grades pre-kindergarten through high school. When selecting a grade level, teachers can view a large list of skills associated with Common Core. Skills are categorized, making it easy for educators to look for desired math practice. In regard to the SMART goal posted above the teacher could select from the series of skills related to representing numbers such as: Counting tens and ones - up to 20, County on ten frames - up to 40, and Counting by tens - up to 100. Students will be motivated by this resource as it is colorful and interactive. A benefit to using this site is that when students are unable to answer a correctly, they are provided with an explanation of how to correctly apply the skill.

This website has sample activities to support Kindergarten students with measurement and data concepts. The sample activities are linked to a learning objective and provide a description of the standards. For each objective there are a few sample activities you can use in the classroom and then there are math centers available for purchase. Many of the sample activities have strategies which incorporate manipulatives to support students with the concepts. This website addresses my data teammate's SMART goal which is for students to be able to use manipulatives to effectively solve problems involving measurement. There are great resources which can be printed and used in the classroom.