This is a collection of artifacts that I have collected during my student teaching experience. The student work, lessons plans, and assignments demonstrate my understanding of the six domains of the California Standards for the Teaching Profession. I have read, learned, implemented, reflected, and adjusted my teaching practice to align per the standards to ascertain mindful and appropriate teaching practice in my classroom.
CSTP 1. Engaging and Supporting All Students in Learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
Spiders - Grade 3
In this language arts lesson for my 3rd grade students, I read a non-fictional text Spiders by Gail Gibbons. The purpose of the read-aloud was to compare and contrast different kinds of spiders. Since majority of my students were English Language Learners, I started the lesson with a picture walk of the book (Yopp & Yopp reading comprehension strategy). With the students we came up with possible vocabulary words we may encounter in the text. Using this comprehension strategy allowed me to meet two objectives: tap into my students prior knowledge and inform my next steps in the lesson.
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
Spiders - Grade 3
In this language arts lesson for my 3rd grade students, I read a non-fictional text Spiders by Gail Gibbons. The purpose of the read-aloud was to compare and contrast different kinds of spiders. Since majority of my students were English Language Learners, I started the lesson with a picture walk of the book (Yopp & Yopp reading comprehension strategy). With the students we came up with possible vocabulary words we may encounter in the text. Using this comprehension strategy allowed me to meet two objectives: tap into my students prior knowledge and inform my next steps in the lesson.
Informational Text - Spiders.pdf | |
File Size: | 84 kb |
File Type: |
CSTP 2. Creating and Maintaining Effective Environments for Student Learning
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
My Missing Shape - Grade 3
This lesson was part of the Geometry unit day 4; sub-unit was quadrilaterals. Students had discovered different kinds of quadrilaterals, their properties and knew their names. Todays task was to work as a team of four to make a poster for your Missing Quadrilateral. Criteria was laid out, students had to work as a group to come up with the design, verbiage, and audience for their missing poster. By giving students the framework but not the step by step details, this lesson promoted initiative, team work, and creativity. Students learned and practiced social skills, communication skills, and team work. The final task was to go on TV (make believe) and make a Missing Shape announcement.
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
My Missing Shape - Grade 3
This lesson was part of the Geometry unit day 4; sub-unit was quadrilaterals. Students had discovered different kinds of quadrilaterals, their properties and knew their names. Todays task was to work as a team of four to make a poster for your Missing Quadrilateral. Criteria was laid out, students had to work as a group to come up with the design, verbiage, and audience for their missing poster. By giving students the framework but not the step by step details, this lesson promoted initiative, team work, and creativity. Students learned and practiced social skills, communication skills, and team work. The final task was to go on TV (make believe) and make a Missing Shape announcement.
Missing Shape Lesson Plan.pdf | |
File Size: | 102 kb |
File Type: |
CSTP 3.Understanding and Organizing Subject Matter for Student Learning
3.5 Using and adapting resources, technologies, and standards aligned instructional materials, including adopted
materials, to make subject matter accessible to all students
Measurement - Grade 1
To ensure both conceptual and concrete understanding of elementary measurement, I planned a sequence of three lessons for my 1st graders. Measurement lesson sequence began with a read aloud of a text Super Sandcastle Saturday by Stuart Murphy. The first task in the sequence was to draw your foot on a blank sheet of paper and measure it using unifix cubes. This task was to be completed with a partner and the objective was to be able to use the correct measurement language using sentence frames provided and compare and contrast the foot size. This activity also taught them horizontal measurement. The next day students with a partner constructed a tower made out of cuisenaire rods and measured it using unifix cubes, dominoes, and a unit ruler. This activity exposed them to measure length and height. On day three students used string, unifix cubes, unit ruler, or their foot steps to measure objects around the room, then using appropriate compare contrast language (sentence frames provided) describe their objects. The lesson was wrapped up with a discussion about what an appropriate unit of measurement is. This lesson had multiple entry points as such it was accessible to all learner types. In planning this sequence of lessons for my 1st graders I was able to demonstrate my skill in planning, adapting resources and materials to make subject matter accessible to all students.
3.5 Using and adapting resources, technologies, and standards aligned instructional materials, including adopted
materials, to make subject matter accessible to all students
Measurement - Grade 1
To ensure both conceptual and concrete understanding of elementary measurement, I planned a sequence of three lessons for my 1st graders. Measurement lesson sequence began with a read aloud of a text Super Sandcastle Saturday by Stuart Murphy. The first task in the sequence was to draw your foot on a blank sheet of paper and measure it using unifix cubes. This task was to be completed with a partner and the objective was to be able to use the correct measurement language using sentence frames provided and compare and contrast the foot size. This activity also taught them horizontal measurement. The next day students with a partner constructed a tower made out of cuisenaire rods and measured it using unifix cubes, dominoes, and a unit ruler. This activity exposed them to measure length and height. On day three students used string, unifix cubes, unit ruler, or their foot steps to measure objects around the room, then using appropriate compare contrast language (sentence frames provided) describe their objects. The lesson was wrapped up with a discussion about what an appropriate unit of measurement is. This lesson had multiple entry points as such it was accessible to all learner types. In planning this sequence of lessons for my 1st graders I was able to demonstrate my skill in planning, adapting resources and materials to make subject matter accessible to all students.
Measurement Lesson Grade 1.pdf | |
File Size: | 63 kb |
File Type: |
CSTP 4. Planning Instruction and Designing Learning Experiences for All Students
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
Completing the PACT (Performance Assessment for California Teachers) was an experience that helped me to: Prepare, Plan, Execute, Reflect, and Implement next steps for a sequence of lessons in a unit. Since, PACT I have planned several units at my student teaching placements. One of which I implemented was in a 1st grade classroom where I developed a sequence of lessons that supported all learners in the classroom. The unit was Fractions. 1st graders are early readers, and following a sequence of steps is challenging for them yet. This unit was planned as a sequence of three days. On day one a read aloud of the text, The Doorbell Rang by Marlyn Burns was read. Students were introduced to the new vocabulary and the concept of sharing was introduced too. On day 2 the students then engaged in cutting colored construction paper in half and then quarter. With the help of sentence frames students were reinforced the vocabulary. By cutting and placing their fractions on a larger piece of paper student used the mathematical practice of making use of manipulatives to make sense of the concept. On day 3 students decorated their pizza based on the order they were given. This helped students understand the concept in a real life situation. This element of teaching and learning is similar to Project Based Learning, strategy that emphasizes learning by doing and making connections to real life examples. On day 4, students transferred what they learned over the last three days in a game to shade the most shapes with their color.
In developing this sequence of lessons I demonstrate the skill set necessary to this CSTP.
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
Completing the PACT (Performance Assessment for California Teachers) was an experience that helped me to: Prepare, Plan, Execute, Reflect, and Implement next steps for a sequence of lessons in a unit. Since, PACT I have planned several units at my student teaching placements. One of which I implemented was in a 1st grade classroom where I developed a sequence of lessons that supported all learners in the classroom. The unit was Fractions. 1st graders are early readers, and following a sequence of steps is challenging for them yet. This unit was planned as a sequence of three days. On day one a read aloud of the text, The Doorbell Rang by Marlyn Burns was read. Students were introduced to the new vocabulary and the concept of sharing was introduced too. On day 2 the students then engaged in cutting colored construction paper in half and then quarter. With the help of sentence frames students were reinforced the vocabulary. By cutting and placing their fractions on a larger piece of paper student used the mathematical practice of making use of manipulatives to make sense of the concept. On day 3 students decorated their pizza based on the order they were given. This helped students understand the concept in a real life situation. This element of teaching and learning is similar to Project Based Learning, strategy that emphasizes learning by doing and making connections to real life examples. On day 4, students transferred what they learned over the last three days in a game to shade the most shapes with their color.
In developing this sequence of lessons I demonstrate the skill set necessary to this CSTP.
fraction_sequence_grade_1.pdf | |
File Size: | 66 kb |
File Type: |
CSTP 5. Assessing Students for Learning
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
Part of the methods class for the MEd program was a class specifically on Teaching the English Learner (EDS 351). This class taught me the skill set and mind set how to teach English Language Learner (ELL). Part of the course work was to identify two ELLs, collect data from several sources: the CELDT score, teacher interview, student interview, parent interview, express assessment, and observation. In other words keep a Learning Record of the student. I collected the data, analyzed it and established learning goals and planned to differentiate and modify instruction as per the need of the student. This process taught me ways of collecting data, analyzing the data and formulating the next steps in teaching and learning.
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
Part of the methods class for the MEd program was a class specifically on Teaching the English Learner (EDS 351). This class taught me the skill set and mind set how to teach English Language Learner (ELL). Part of the course work was to identify two ELLs, collect data from several sources: the CELDT score, teacher interview, student interview, parent interview, express assessment, and observation. In other words keep a Learning Record of the student. I collected the data, analyzed it and established learning goals and planned to differentiate and modify instruction as per the need of the student. This process taught me ways of collecting data, analyzing the data and formulating the next steps in teaching and learning.
individual_learning_profiles_-_copy.pdf | |
File Size: | 79 kb |
File Type: |
CSTP 6. Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
6.4 Working with families to support student learning
During this year I learned theory in my classroom at UCSD and implemented what I learned at my student teaching placement. One of the requirements of my methods class was to reflect on lessons that I taught. Over and above that I had the privilege to observe master and veteran teachers in action in the classroom, demonstrating their learned and well practiced skills. I was also fortunate to have had a cohort that was just as passionate and willing to collaborate in my teaching and learning practices. In particular, at my 3rd grade placement I was fortunate to have a colleague who was also placed in a 3rd grade classroom right next door to me. We not only collaborated but co-taught lessons in each others class. Further, my cooperating teacher was very supportive; she invited me to several PLC's, we co-taught, and more importantly at the end of the day we reflected and collaborated on the lesson completed and the lesson for the next day. Additionally, I also had the privilege to sit in parent-teacher conferences and IEP meetings. This allowed me to practice and demonstrate what I have learned and know about working with families to support student learning.
Lastly, during this year I had the opportunity to participate at the California Math Council conference held in Palms Springs this past year and volunteered at the Junior Achievement BizTown event held here in San Diego. My program has offered opportunities to me and I have utilized them to develop myself as a professional educator.
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
6.4 Working with families to support student learning
During this year I learned theory in my classroom at UCSD and implemented what I learned at my student teaching placement. One of the requirements of my methods class was to reflect on lessons that I taught. Over and above that I had the privilege to observe master and veteran teachers in action in the classroom, demonstrating their learned and well practiced skills. I was also fortunate to have had a cohort that was just as passionate and willing to collaborate in my teaching and learning practices. In particular, at my 3rd grade placement I was fortunate to have a colleague who was also placed in a 3rd grade classroom right next door to me. We not only collaborated but co-taught lessons in each others class. Further, my cooperating teacher was very supportive; she invited me to several PLC's, we co-taught, and more importantly at the end of the day we reflected and collaborated on the lesson completed and the lesson for the next day. Additionally, I also had the privilege to sit in parent-teacher conferences and IEP meetings. This allowed me to practice and demonstrate what I have learned and know about working with families to support student learning.
Lastly, during this year I had the opportunity to participate at the California Math Council conference held in Palms Springs this past year and volunteered at the Junior Achievement BizTown event held here in San Diego. My program has offered opportunities to me and I have utilized them to develop myself as a professional educator.
Social Studies Lesson Observation and Reflection.pdf | |
File Size: | 53 kb |
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Reflection Grade 1.pdf | |
File Size: | 52 kb |
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Reflection Grade 3.pdf | |
File Size: | 49 kb |
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Reflection_Grade 3.pdf | |
File Size: | 48 kb |
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