FEAPs:

1a: Aligns instruction with state-adopted standards at the appropriate level of rigor.
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1b. Sequences lessons and concepts to ensure coherence and required prior knowledge:
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1c. Designing instruction for students to achieve mastery:
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1d. Selects appropriate formative assessments to monitor learning:
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1e. Uses diagnostic student data to plan lessons:
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1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies:
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2a. Organizes, allocates and manages the resources of time, space, and attention:
Attention getter
Throughout my time in this classroom, I used the "give me five" attention getter. I used this attention getter since my students were already familiar with it due to their school using it as an attention getter. I used it to get their attention when they were sitting at their desks. Once the students were at an appropriate noise level, I began to give my students instructions.
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2b. Manages individual and class behaviors through a well-planned management system:
Establish clear expectations
For the lining up students observation, I made sure that I established clear expectations for my students. I did a review of the expectations for lining up to leave the classroom and hallway behavior with my students before I let them line up. I was able to prepare and manage the behaviors of my students by creating and following my lesson plan. The routines and procedures were well-planned out and helped support student behavior.  
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2c. Conveys high expectations to all students:
Set higher expectations for my students in order to prepare for a change in routine
The hallways that the students usually walked down to get to lunch were being painted on the day of the observation. Since this was the case, I had to change my procedures and have my students follow a different path. Once my students were lined up and I knew I had their attention, I told them that we would have to go through a different path to get to the cafeteria since the hallways were being painted. Also, I told them about the specific change in the regular routine that I wanted them to do (take a left on the main hallway instead of a right). I set even higher expectations for them regarding hallway behavior and staying in line since this would be unfamiliar for the students.
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2d. Respect students' cultural, linguistic, and family background:
Respecting student's linguistic background
When I was planning a Reading lesson for a small instructional group, I had to figure out how I would accommodate potential ELLs that would be in the group. One thing I did was keep my student's language background in mind with how their home language transfers to English. An example of this is how the /m/ sound transfers to all languages, but the mb spelling pattern does not transfer. Also, the /n/ sound transfers in most languages, but the kn and gn spelling patterns do not transfer. I also try to pick books that would not offend any cultures.
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2e. Models clear, acceptable oral and written communication skills:
Clear Directions
For a small instructional group lesson, I helped my students understand my expectations by modeling clear and explicit directions. My students understood what they were supposed to do for a phonics activity since I told them that they were going to write a word with me and sound the word out with me. I helped them understand how they would  read a book by telling them that we are going to whisper-read the book and I helped them make their sequence of events chart by explaining that they would write about the events of the story in the order that they happened in. When I was providing my expectations, I used clear language by speaking at an appropriate speed and utilizing appropriate vocabulary.
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2f. Maintains a climate of openness, inquiry, fairness and support:
Anchor Chart
When the class was doing a lesson on perimeter, I created an anchor chart about perimeter for them. I was able to help the students understand perimeter through a clear and concise chart that had a summary of everything about the perimeter of an object. An anchor chart like this can help the students that struggle with understanding Math-related topics such as ELLs. Being able to have a reference like this while you are doing work will help you successfully understand it.
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2g. Integrates current information and communication technologies:
Using technology during a lesson
To integrate technology into a small instructional group lesson, I decided to create a Kahoot game that I would use to assess their knowledge. I was able to increase student engagement during the lesson since they were excited to play the Kahoot game. After each question, I would see how many students got the question right and provided them with feedback on why the answer is correct. By using technology, I was able to increase the lessons effectiveness and made the students more excited to participate.
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2h. Adapts the learning environment to accommodate the differing needs and diversity of students:
Repeated directions for students that struggle with paying attention
Throughout my observation, I made sure to repeat the directions multiple times so I would know that my students understood them. I was able to repeat the directions before we left the classroom and when we were walking in the hallway. I did this to help my students that have a hard time paying attention. 
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2i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals:
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3a. Deliver engaging and challenging lessons:
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3b. Deepen and enrich students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter:
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3c. Identify gaps in subject matter knowledge:
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3d. Modify instruction to respond to preconceptions of misconceptions:
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3e. Relate and integrate the subject matter with other disciplines and other life experiences:
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3f. Employ higher level questioning techniques:
DOK Questions
During my small group lesson, I asked my students DOK questions that would engage them with a topic and help them expand upon their answers. I would ask them questions at varying DOK levels so I could engage them with different types of thinking and expand on their understanding. After the students finished reading a book, I asked my students DOK questions so I would be able to assess their understanding of the book. Also, I was able to ask my students some DOK questions during the Kahoot so I would be able to help them think critically. I created these questions during my lesson planning, so I knew what I would be asking my students ahead of time.
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3g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding:
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3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students:
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3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement:
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3j. Utilizes student feedback to monitor instructional needs and to adjust instruction:
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4a. 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:
Scoring Rubrics 
I created scoring rubrics to ensure that I was able to easily analyze data from different assessments, use the data to diagnose learning needs, and adjust instruction based on the data that was found. Each rubric contains a level of mastery in different areas of the assessment that will help me determine where the student is at in terms of performance in that area. These levels include "shows mastery", "needs improvement", and "not present".  This will allow me to easily keep track of the performance of my students and see if my students need any assisstance to improve their learning. The rubrics will also help drive the learning process since the students will be able to clearly understand the feedback that their teacher provides.
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4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery:
Assessments Aligned with Specific Learning Objectives
The formative and summative assessments in the Unit Lesson Plan have specific learning objectives that they are aligned with. The purpose of these assessments is that they will lead to mastery in the objectives that are aligned with that assessment. A specific example of this would be the . The specific learning objectives that are aligned with this assessment are "identify uses of figurative language in a text that they read" and "analyze how figurative language influences the meaning of the text." Students that were able to accurately answer the questions in the Kahoot demonstrate mastery for these specific learning objectives. 
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4c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains:
Different Assessment Tools
I used many different assessment tools throughout this unit. I did this in order to effectively monitor my students for learning gains and progress in their learning. The tools that I used for this unit include Kahoot, a graphic organizer, Five Fun Facts Worksheet, and a Figurative Language presentation. There is a variety tools that are used in these formative and summative assessments which can be graded in order to effective track student progress. Using different assessment tools will help educators track student progress more effectively and accurately since having variation in the tools will help the students demonstrate mastery of the objectives through various means.
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4d. Modifies assessment and testing conditions to accommodate learning styles and varying levels of knowledge:
Performance Assessment with Differentiation
I created a performance assessment that had differentiation for my students in this unit. Since this performance assessment was designed to meet every specific learning objective in this unit, I needed to include differentiation to ensure that my students have an equal opportunity to demonstrate mastery of these objectives. Some examples of differentiation in this assessment include using English-Spanish dictionaries, usage of text-to-speech tools such as Speechify, adjusted assignments for my gifted students, and printed instructions in the primary language of the student. These methods of differentiation will ensure that the needs of my students are met and that they can successfully complete the assessment. Another example of differentiation that I used was allowing my students to choose a different format that they would use to complete their final project. By allowing my students to have a choice between dowing a Powerpoint, a Tri-Fold Poster, or a poster, it helps my students demonstrate their learning through a method that they feel would be the most effective for them. 
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4e. Shares the importance and outcomes of student assessment data with the student and the students parent:
Parent/Caregiver Communication Plan 
At the end of this unit, I would follow the parent/caregiver communication plan that I designed. First, I would talk to each student individuall so I can briefly talk to them about how I scored their assessments, that areas that they did well in, and the areas that they could improve on. This will help the students since they will be able to understand what they did well on more clearly and try to improve themselves academically based on that feedback.  I would then invite the parents to my classroom during the next parent-teacher conference night in order to discuss the progress that the student made in the unit. First, I would introduce the unit to the parents by briefly describing the purpose of the unit. I would then share a positive about the student so the parents would be able to hear something positive about their child. Then, I would discuss the areas of the unit that their child would need to improve on in the future. I would also share some teaching strategies that the parents can use in order to help their child's education at home. 
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4f. Applies technology to organize and integrate assessment information:
Rubrics and Portfolios
IIn order to organize and integrate the information about assessments, I would use portfolios that saves work/assessments from this unit for each student. The two types of portfolios that would be used are a "best works" portfolio and a "growth and learning" portfolio. I would use the best works portfolio if I felt like a student demonstrated their best work in a summative assessment. I would also use a growth and learning portfolio if I notice that a student has made significant progress in an area that they previously struggled with. Along with these portfolios, I would also use rubrics that would be able to effectively score my students and keep track of the areas that they do well in and need improvement in. These rubrics would have clear expectations that my students have to meet in order to demonstrate mastery. The descriptions of these levels includes "shows mastery", "needs improvement", and "not present". These clear descriptions would allow me to easily keep track of my students progress since I would be able to attach it to the assessment. 
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5a. Designs purposeful professional goals to strengthen the effectiveness of lessons based on student needs:
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5b. Examines and uses data-informed research to improve instruction and achievement: 
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5c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons:
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5d. Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement:
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5e. Engages in targeted professional growth opportunities and reflective practices:
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5f. Implements knowledge and skills learned in professional development in the teaching and learning process:
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