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Exit slips for kindergarten is a great way to test the knowledge of students on the current lesson for the day. It serves as a quiz and comprehension check. This website can be useful for a SMART learning goal because students will be using classroom manipulatives to show their knowledge on measuring various items.

This site contains free resources for science teachers. Teachers can search to find resources by keyword, such as topic or class. Our group can use this to find lesson plans or activities to support our SMART goal of supplementing instruction for some AP Biology students.

This article details an instructional model called Interactive Learning (IL), which contains ten best practices for educators to follow that must be implemented in all lessons. Using these practices can help student achievement tremendously, as evidenced by the example school, which doubled student achievement in three years using these practices.

This is a informative article about 10 strategies for engaging underperforming students. Since my SMART goal is all about giving additional resources for success to my lowest performing students (students who previously took Biology I) this fits perfectly. This will help me create a plan to reach out and engage each student and write up resources for each of them.

I think these ideas have come a long way and are being implemented in many classrooms. This seems like a norm for my school or even my classroom. Although, I say that and I think it is hard to incorporate all components every day. Especially when I think of student movement. I think this is an excellent article to pinpoint instructional strategies.

Dimension: Student Engagement Rate: 4 My SMART Target Learning Goal is that 80 % of my Pre-kindergarten class will master their reading foundation skills by the 3rd trimester. This EL Education video introduces the concept of interactive writing. This concept allows students to use spelling patterns and high frequency words. The video demonstrated how all of the students participate in tapping out the letter sounds. The students were engaged in the video and used different techniques were utilized to display how various students were engaged in learning. They used different learning tools including: sky writing, full body movements, body writing, sharing the pens and white boards. This relates to my SMART goal because my students need to be able to master reading foundation skills. This is a key component to reading foundation skills. I practice some of these techniques already but I want to try all of them to see if that will improve my students reading foundation skills.

Dimension: Rigor and Relevance Rate: 4 - students think and work My SMART goal is that 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. This EL Education video shows a great model of how to use interactive writing with younger students. The reason I gave this a score of 4 is because although students are in a whole group setting they still were required to think and work. Students had to think and act out words or spellings. They worked as a class to write the sentence. It required students to think and help! While I think this is a great video, I don't really think it is something that could work for my SMART goal. Yes it relates to writing but I think that my students would need something a little more advanced for 4th graders. I think if students had this lesson taught to them at a younger age it would help them achieve this goal. I don't think this instructional tactic is something that would teach students how to defend and support their answer.

This article discusses how teachers can help every student move forward and experience success by anticipating possible gaps in knowledge and building scaffolds into each lesson to address these gaps. The author, Pepper Rollins (2016), describes a variety of tools to provide such support.

Week 7: Margarita Lugo and Erika Eason This journal article is accessible through the link given above by accessing the UMUC library. This article focuses on the "multiple intelligence theory" and its application for foreign language teachers and their classrooms as a way to actively and authentically engage students in learning in all subject areas (however, this article does emphasize foreign language). This theory says that content can be taught in a variety of ways and recommends that teachers should design lessons, projects, homework, and assessments while thinking of students' learning preferences and styles. Specifically, the article goes through Gardner's theory and illustrates how it can be applied to Spanish classroom. Our SMART goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments". This article can help me achieve this goal by giving me new insight on differentiating instruction and assessments for my SPED students who struggle in one or more areas of communication. References: Anders, L., & Willen, W. (2005/2006). Differentiating instruction in the Spanish as a foreign language course using multiple intelligence theory. International Journal of Learning, 12(6), 9-14. Retrieved from Education Research Complete database. (Accession No. 25089780)

Diigo's default comment: LearnZillion is the world's first open, cloud-based curriculum. We help teachers, schools, and districts improve instruction and respond to the specific needs of their students. My comments: Learn zillion provides a large bank of instructional videos and resources that align to the Common Core. The lessons are designed for teachers or students. I often show bits and pieces of certain videos to my students during our ELA or Math block. Occasionally I will just use a Learnzillion video for myself as a refresher on strategies for teaching a specific standard. This resource can help identify and eliminate instructional gaps in the classroom. Teachers can even log in and assign their students specific videos or just share a link.

To correspond with a typical reading lesson, comprehension strategy instruction can be organized into a three-part framework, with specific activities used before, during, and after reading. Providing instruction such as the following example allows students to see, learn, and use a variety of comprehension strategies as they read.

This is a website that gives strategies on how to strengthen students' reading comprehension.