1a: Aligns instruction with state-adopted standards taking into consideration varying aspects of rigor and complexity.
Aligns Instruction with Standards
In this lesson plan, I was able to align my instruction with the State-Adopted Standards, which were SC.4.P.10.4, SC.4.N.1.4, and SC.4.N.1.6, at appropriate levels of rigor. This can be seen in my lesson plan with the standard SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations as multiple parts of my instruction are aligned with this standard. During the Direct Instruction, I showed my students a model of how they should set up their journal with the date, title, hypothesis statement, data chart, and observations column. I made sure that I explained to the students why they should set up their journal like this and distinguished the purpose of the Observation chart. This part of my lesson will promote SC.4.N.1.6 since I am helping my students understand the difference between inferences and observation; I am also helping them understand how they should write down the data that they collect in their journal, which will help them with keeping records of clear data from the experiment. During the Guided Practice/Investigation, I made sure that the students would write down what they saw during the investigation in the Observation column and I made sure that they recorded the distance of the water flow in their journal for each hole. This is aligned to SC.4.N.1.6 since having my students track the observations that they made by writing them down in their Science Journal. This meets FEAP 1a since I am aligning my instruction with state-adopted standards with appropriate levels of rigor.
Artifact: Supervisor Observation Lesson Plan- Week 4
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 







1b. Sequences lessons and concepts to ensure coherence and required prior knowledge:
Sequences Science Lessons to Ensure Students Have Prior Knowledge
For my science lessons this week, I made sure that I sequenced them in a way that will allow them to gain prior knowledge that they might need for specific activities or lessons. For example, I had my students complete their Online Word Labs + Vocabulary Foldables on Monday which would allow them to gain knowledge about the vocabulary words for this part of the chapter, which were vibration, sound wave, frequency, and pitch. The supports for these activities, which include Spanish transitions, images, and text-to-speech tools, ensure that students are able to complete this activity and have an understanding of the vocabulary for this week. As a result, the students will be able to have the background knowledge needed in order to participate in the Hands-On Investigation that we would be doing on Wednesday, which requires students to have knowledge about vibrations and sound waves since they would be documenting how the rubber band vibrated and the sounds it made when it was plucked. Students that had knowledge about vibrations and sound waves were able to complete this part of the activity successfully by documenting accurate information in their journals. Also, I planned on doing a read aloud of Chapter 7.3 as a group on Thursday in order to help students gain more knowledge about sound energy and vibrations. During the read aloud, I would ask my students questions about how sound energy can be transferred in real world locations such as the barbershop in order to help students bridge personal connections to the material that they are learning. The activities that I had my students complete on Monday, which were the vocabulary foldables and online word lab, will help the students have background knowledge on the reading material and allow them to participate in class discussions as they read the text. This meets FEAP 1b since I was able to sequence lessons and concepts to ensure coherence and required prior knowledge.
Artifact: Weekly Lesson Plans- Week 3

















 
1c. Designing instruction for students to achieve mastery:
Gradual Release Strategy + Daily Formative Assessments (IXL Group Jam)
In my Math Lesson Plans for this week, I intentionally designed my instruction to build my students up towards mastery in multiplying fractions by whole numbers. I follow a consistent, structured instructional strategy during my Math block every day that involves slowly releasing responsibilities from myself (the teacher) to the students, which is known as the “I Do, We Do, You Do” strategy. I would directly model how to solve a problem on the Smartboard in front of my students (I Do), then I would put another problem on the board and guide my students through solving the problem as they completed it on their own Whiteboards (We Do), and then I would put up another problem on the board and give my students some time to solve the problem on their own which would require them to show their own work and explain how they solved the problem on their own. During the Group Jams, which were Formative Assessments that I had my students do daily, I would monitor the progress of my students by seeing how many students got a specific problem wrong, which would allow me to provide them with feedback and demonstrate how to solve the problems that they are struggling on. By monitoring the progress of my students on IXL, I can assign them specific action plans for Standards that they need to practice and I can call them to the back table if I feel like they need my support on certain problems. This meets FEAP 1c since I am designing my math instruction for students to achieve mastery in multiplying fractions with whole numbers by following a gradual release strategy, monitoring my students on IXL to see how they are progressing on that standard, and calling my students to the back table if I feel like they need extra help on a certain problem.
Artifact: Weekly Lesson Plans- Week 6 (Math)






















1d. Selects appropriate formative assessments to monitor learning:
Checking Science Journals During Vocabulary Activity
In this lesson plan, I was going to introduce some new science concepts to my students since we were about to begin a new chapter. As a result, I had to decide how I would incorporate formative assessments so I could effectively monitor my students as they learned the new material. During this lesson, my students would do their Vocabulary Foldables by drawing a picture of the word, writing the definition in their journal, and completing an Online Word Lab activity which was connected with the Vocab Foldables activity. In order to see how they were doing with learning the new vocabulary, I decided that I would check their vocabulary foldable to see if they included an illustration with the definition of the vocabulary words (speed and motion) that they were learning and their Online Word Lab to see if they answered each question correctly. If the students made a drawing of each vocabulary word, wrote down the correct definition of each word, and completed their Word Lab, I would allow them to continue to the next activity. If they were missing something for the Foldables or the Word Lab, I would provide effective and timely feedback to them that would help them understand what they need to improve on. By doing this as a Formative Assessment, I was able to see how well my students were understanding the new vocabulary terms by looking at their definitions and illustrations for these terms. I also used an Exit Ticket assessment at the end of the class which required my students to state the difference between speed and motion. Students would be assessed on their ability to clearly outline how these two vocabulary words are different by stating the definitions of these words with a 1-2 sentence response. They would write their response on a Post It Note and stick it on the door so the teacher can review the Exit Ticket later in the day.  This is aligned with FEAP 1d since I was using an appropriate formative assessment that would allow me to effectively monitor my students as they were learning in the classroom.
Artifact: CT Observation Formative Assessments- Week 5
 




















1e. Uses diagnostic student data to plan lessons:
Using Diagnostic Student Data To Create New Reading Groups
In this classroom, we have book clubs where students read novels and have discussions about the books. I love this idea since the students were reading appropriate grade-level books that were entertaining and allow them to think critically as they discuss the book. At this time, the groups of students were finishing the novels that they were currently reading. My CT and I began discussing how we should manage the next set of reading groups, which would involve re-arranging the groups of students and picking the books that they would begin reading once they are done with their current books. To organize the students into groups, we would use FAST ELA Grade 4 PM2 student data and arrange the students into groups based on their scores/performance from that diagnostic assessment. We divided our students based on that data into three different groups, which was a low group, a medium group, and a high group. Now that the students were divided into groups, I was able to select the next set of novels that my students would read during book club, which my CT allowed me to have full control over. After doing some research on the books that were available at the school, I was able to choose How to Eat Fried Worms by Thomas Rockwell for the lower group of students, Because of Winn Dixie by Kate DiCamillo for the medium group of students, and Number the Stars by Lois Lowry for the higher group of students. This meets FEAP 1e since I used student diagnostic data (FAST ELA Scores) to plan and create reading groups for my students.
Artifact: Book Club Groups February Sheet





















1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies:
Students Demonstrate Scientific Thinking + Communication Skills During Lesson
In this science lesson, I was able to develop the learning experiences of my students by having them demonstrate many applicable skills and competencies. One instance where this can be seen in my lesson plan was when I had my students engage in scientific thinking by having them create a hypothesis statement before they begin an experiment, participate in Hands-On Learning by having them measure the distance of water flow with a specific unit of measurement (centimeters), record the observations that they found during an investigation, and make a claim based on the hypothesis and data/observations from the investigation. This experience gave my students an opportunity to show their ability to think scientifically and record data/notes from an investigation in their journals. This lesson also required students to demonstrate communication skills that involve speaking and listening to the teacher and other students. One part of the lesson plan where students had to demonstrate these skills include the turn-and-talk where they had to share examples of moving water. During this discussion, students had to talk about their example of moving water with a partner, listen to their partner as they share their example of moving water, and then respond to the teacher if they were called on to share an example of moving water. This activity requires students to demonstrate communication skills by having a conversation with a partner by sharing your thoughts, listening to your partner, and then responding to the teacher’s question appropriately if they were called on. This meets FEAP 1f since the lesson plan I designed requires my students to demonstrate a wide variety of skills and competencies.
Artifact: Supervisor Observation Lesson Plan- Week 4
 





















1g. Provides classroom instruction to students in prekindergarten through grade 12 that is age and developmentally appropriate and aligned to the state academic standards as outlined in Rule 6A-1.09401, F.A.C., and is consistent with s. 1001.42(8)(c)3., F.S.:
Age and Developmentally Appropriate Instructional Strategies for my Class
During my time in this classroom, I was able to provide classroom instruction to my 4th Grade students that was developmentally appropriate and aligned with the state academic standards. This can be seen in the classroom instruction that I deliver to my students for Math block. The primary strategy that I use during this time, which is a gradual release strategy (“I Do, We Do, You Do”), is very appropriate for my Fourth Grade students. A gradual release strategy is appropriate to use with these students since it helps them build an understanding of what they are learning with modeled instructions from the teacher (I Do, We Do) which will eventually lead them towards solving the problems independently (You Do). Other appropriate strategies that I use with them are doing problems on whiteboards and solving real-world problems. Whiteboards are highly effective and appropriate for these students since they allow them to easily show their work to demonstrate their thinking while also allowing me to provide them with clear and effective feedback based on what I think will help them solve these problem, whether it is stating that they forgot to complete a step or telling them that they wrote down a wrong number. I learned from my CT that providing students with real world problems (with their name mentioned in the problem) will help them understand the problems more clearly by looking at them with a real-world context and it will get them more engaged with solving the problems since they can see themselves. Using IXL and Group Jams as a tool to monitor student progress, collect data, and reinforce certain math concepts is appropriate for these students since it helps my students achieve mastery in the appropriate state academic standards while also helping me understand how I can further improve my instruction. By providing my students with this instruction ensures that it is meeting the appropriate grade-level standards without lowering the expectations that I have for my students. Creating problems for my students such as “3 x ½” and “Marley read 1/4 of a chapter in her new book every day. So far, she has been reading her book for 9 days. How many chapter has Marley read so far?” are aligned with the standards MA.4.FR.2.4 and MA.4.AR.1.3 while also being appropriate for school.
Artifact: Weekly Lesson Plans- Week 6 (Math)





















2a. Organizes, allocates and manages the resources of time, space, and attention:
Using School-Wide Attention Getter
Throughout my time in this classroom, I used an attention getter by saying "(school name)...(school mascot)." As I would say each word, the students would respond with a phrase indicating that they were paying attention to the teacher. 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. This meets FEAP 2a since I am effectively managing my students' attention. 
Artifact: Video of Attention Getter Screenshot













2b. Manages individual and class behaviors through a well-planned management system:
Use of ClassDojo Points System
During my time at this school, I used Class Dojo, a digital tool, in order to effectively track and manage the behavior of my students. This is a tool that allows teachers to manage the behaviors of the students and communicate with students and parents in the class with updates in the classroom both publicly and privately. This was the first time that I have ever used ClassDojo even though I have heard of this tool; however, I must say that I really enjoy using this tool so far. It’s great that I can easily monitor and manage the class behaviors since there is a points system that is based on how well-behaved the students are. For example, if a student is keeping their hands to themselves and sitting at their desk quietly, I am able to give them a DojoPoint for practicing self-control in the classroom. Some other behaviors that get students DojoPoints are showing respect towards others, being on-task while working, and achieving their goals by not giving up on challenging tasks! This meets FEAP 2b since I am managing class behaviors through an effective management system.
Artifact: ClassDojo Points Screenshot














  

2c. Conveys high expectations to all students:
Establish High Expectations When Establishing a New Routine for my Students
During my first two weeks of my internship in this classroom, a goal that I wanted to accomplish was establishing at least one new classroom procedure; however, I thought that would be very difficult since this classroom was already very organized and I did not want to throw off the flow of the students. Thankfully, I was able to come up with a procedure that wasn’t too difficult and implementing it in the classroom made a lot of sense. Due to recent vandalism in the bathrooms located in our building, I decided to introduce a bathroom/water sign out sheet for my students to use in the classroom. Students will sign their name and the time that they left the classroom to get water or use the bathroom. I encouraged my students to use this sheet by reminding them that the sheet will let us know who is currently out of the classroom and telling them that they will get a Dojo Point if they are able to complete those steps. I always thought it was odd that my classroom did not have a sign out sheet when I joined during my first few days since the bathrooms were outside the classroom, but I’m thankful that the students were able to respond to this new procedure well since they are consistently signing on that sheet. This meets FEAP 2c since I am conveying high expectations to my students about a new procedure for the classroom.
Artifact: Bathroom Sign-Out Sheets

















2d. Respect students' cultural, linguistic, and family background:
Send Introduction Letters Home in Different Home Languages to Families
Setting a good impression on the families of my students was one of the most important things I needed to accomplish in order to ensure that my Final Internship experience will go smoothly over the course of the next few months. To do that, I decided to send an introductory letter home to the families involved in this classroom. In this letter, I wanted to ensure that the parents will know why I will be in this classroom, how long I will be in the classroom, and that I will support the students and their families to the best of my ability during my time in this classroom. As I was writing this letter, I asked my CT about the home languages of the students and their families since I did not want there to be any transition issues when sending these letters home to the caretakers. I learned that while most of the families primarily spoke English, there were a few families that spoke Spanish at home. As a result, I sent letters that were written in English to families that mostly spoke English, and Spanish translated letters to the families whose home language was Spanish. This meets FEAP 2d since I am respecting the cultural and linguistic backgrounds of the families involved in this classroom.
Artifact: Introduction Letters















 
2e. Models clear, acceptable oral and written communication skills:
Clear Directions to Set Up Transition
When you start a transition in the classroom, it is crucial that you model clear and explicit directions to ensure that your students understand what the expectations are for a smooth transition. This is especially important if you are moving to a different area of the school for something like recess or specials. My students are able to understand my expectations for what they should do during a transition since I am able to explain what they need to do step-by-step. As shown in the first image, I am getting the attention of my students by using the school-wide attention grabber, which helps me convey my directions more effectively since I know that they are listening. I then have my students complete “step 2,” which is them standing up and waiting quietly either behind their desks or on the carpet in this case. Once I know that my students are ready, I will ask them to complete “step 3,” which is to line up at the door in a single file line and to wait quietly. My students know these expectations since they were practiced heavily throughout my internship and I reward the students with Dojo Points if they are following these specific expectations. This meets FEAP 2e since I am modeling clear directions for my students during a transition.
Artifact: Transition to Specials Video Screenshots















2f. Maintains a climate of openness, inquiry, fairness and support:
Anchor Chart
When the class was doing a lesson on fractions, I created an anchor chart about mixed numbers and improper fractions for them. I was able to help the students understand mixed numbers and improper fractions through a clear and concise chart that described how they should convert mixed numbers and improper fractions. 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. This meets FEAP 2f since I am providing support to my students that might struggle with Mixed Numbers through an anchor chart. 
Artifact: Mixed Numbers + Improper Fractions Anchor Chart














 




2g. Integrates current information and communication technologies:
Introducing Myself Digitally to Families via ClassDojo
As mentioned above, ClassDojo was a tool that I primarily used to manage and track the behaviors of my class. However, it can also be used to communicate effortlessly with the parents, families, or caretakers of all your students. It’s a great communication tool since it is a digital app and it is incredibly easy to translate the messages in over 130 languages. As a result, I decided to introduce myself to the families of my students using ClassDojo as well! I found using this communication technology to be incredibly effective and I began to immediately notice the benefits of using this tool. Some examples of benefits of using this tool were being able to quickly communicate with all the parents rather than sending individualized messages, being able to see who viewed my post/introduction, and not having to translate a message in a different language for the families that might speak a different language. While it is true that some types of technology might overcomplicate some aspects of teaching, ClassDojo is most definitely not difficult to use at all! This meets FEAP 2g since I am integrating current communication technologies into the classroom.
Artifact: Screenshot of ClassDojo Post













 

2h. Adapts the learning environment to accommodate the differing needs and diversity of students while ensuring that the learning environment is consistent with s. 1000.071, F.S.;
Repeated Directions + Praising Students Who Are Meeting Expectations
Throughout this transition, I made sure to repeat the directions multiple times so I would know that my students understood them. I repeated my directions as the students were standing up behind their desks, lining up at the door, and walking in the hallway to the playground. I did this to help my students that have a hard time paying attention. I also praised the students who were doing what they were expected to do. I did this by saying "I like how x student is standing up behind their chair and waiting quietly" or “I like how y student is standing in line and waiting at the door." Whenever I praised a student, I made sure to give them a DojoPoint in ClassDojo since they were showing self-control. I did this to ensure that the students would know what they should be doing while also rewarding the students who were doing a great job. This meets FEAP 2h since I am accommodating my students with differing needs, such as students that might struggle with listening, with accommodations that support a successful learning environment.
Artifact: Video of Transition to Recess Screenshots
















2i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals:
Visual, Auditory, and ESOL Supports in Vocabulary Assignment
When learning domain-specific vocabulary, students with learning difficulties and English Language Learners might have a harder time comprehending the vocabulary when they are seeing the terms for the first time. Since this is the case, it is crucial that students are able to have access to supports that will help them participate in classroom activities and achieve their academic goals. One assignment that I assigned during a Science lesson was an online word lab. The goal of this assignment is to help students fully understand the new vocabulary terms that they will be learning in a upcoming science lesson. This of course would be highly effective since students would have access to a variety of supports that can be used to help them accomplish the assignment. Some supports that they were able to have access to include visual aids (pictures), auditory supports (text-to-speech), and Spanish translations for my students that speak Spanish. This meets FEAP 2i since it is utilizing technology that enables students to achieve their educational goals no matter the specific needs that need to be met in the classroom.
Artifact: Weekly Lesson Plans-Week 3 (see Monday)



















2j. Creates a classroom environment where students are able to demonstrate resiliency as outlined in Rule 6A-1.094124, F.A.C.:
Practicing SOAR Expectations in the Classroom
“Resilience” is a skill that I want all of my students to practice in the classroom. They must show that they will always complete their work, do their best in the classroom, and not give up on a task just because they think it is too difficult. This is crucial since my students will not be able to grow as learners if they quit when they get confused or whenever they make a mistake. My class uses the SOAR expectations as a general set of rules in the classroom. SOAR stands for self-control, on task, achieve your goals, and respect. I’d argue this creates a classroom environment where the students are able to demonstrate this trait since you must show resiliency in order to stay on task and achieve your goals. You must show that you can overcome many different challenges in the classroom in order to complete your work to the best of your ability and achieve academic success in the classroom. This set of rules as a whole requires students to show resiliency by controlling themselves, staying on track to reach their goals, and showing respect towards the teacher and the other students. This meets FEAP 2j since this set of rules does allow students to demonstrate resiliency in the classroom.
Artifact: SOAR Chart
















3a. Deliver engaging and challenging lessons:
Engaging and Challenging Activities Throughout My Math Lessons
During this lesson, I was able to involve my students in creative, engaging activities that would allow them to fully master and understand the concepts that I was teaching them. To start off the lesson, I fully modeled how to add up decimals by referencing my Anchor Chart  and walk them through each step. As I completed the problem , I had them copy what I was writing so they could see how I was solving the problem so they could working through the problem step-by-step, which I think would help them grasp the concept a lot quicker. Another method that I used was having them guide me through solving the problem by asking them questions about what I should do. I would usually ask questions such as “what do I need to add first”, “what step am I forgetting”, or “what is 1 + 2.”  By having my students do this, I can ensure that they not only know the steps that they need to take in order to correctly solve the problem, but also that they understand math concepts such as addition, regrouping, and decimals that are necessary for mastering this concept. This isn’t just challenging for the students; it is also very engaging since they are very excited to have an opportunity to help out the teacher. Other engaging activities that I involved my students are having them listen to a song about adding decimals and an exciting IXL Group Jam. This meets FEAP 3a since I am delivering an engaging and challenging lesson.
Artifact: Supervisor Observation Lesson Plan- Week 8














 






3b. Deepen and enrich students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter:
Read Alouds, Venn Diagrams, Highlighting/Underlining Text, and Recalling
During a Read Aloud, I wanted my students to understand the differences between the life cycles of flowering plants and non-flowering plants. To do this, I decided to use literacy strategies that I believed would support my students as they identified these differences. To start off the reading activity, I explained that they would be highlighting information from the text that help us identify the differences between the two life cycles. As we read through the text, I had them highlight/underline key ideas such as “nonflowering plants begin life as a seed” and “pollen from male cones is carried by the wind to fertilize the female cones.” I gave them time to highlight the details that I told them would be important to ensure that they could complete the activity that I would have them during the lesson. After we finished reading the text, I had them draw a Venn Diagram with the labels “Flowering Life Cycle” and “Non Flowering Life Cycle.” This activity would allow them to organize the similarities and differences between the two life cycles by using the information that they find in the text. As we completed this activities, I had my students look through the text in order to recall information about the life cycles that they highlighted in the text. When the students were stuck on one of the differences (how pollen is carried), I told them to think about the Hands On Investigation that we completed in the previous week and think about how seeds and pollen are spread out, which cued them into saying that pollen is carried by the wind in non-flowering life cycles and animals move pollen in the life cycle of flowering plants. By making connections to an activity that I completed with my students, I was able to help them recall information that they learned about in a previous lesson. This is connected to FEAP 3b since I am deepening and enriching students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.
Artifact: Science Chapter 4.3 Read Aloud Artifacts














 

3c. Identify gaps in subject matter knowledge:
Identifying Student Knowledge With Exit Tickets
My primary method of identifying gaps in subject matter knowledge is using short Exit Tickets that my students complete at the end of a lesson. I primarily use Exit Tickets during my Science block or with my small reading groups. In this artifact, I am presenting Exit Tickets from a science lesson about speed and motion. My goal for this lesson was to ensure that my students know the difference between speed and motion. I was able to see if my students achieved this goal through a short response question that ask my students to describe the difference between speed and motion with 1-2 complete sentences. By the end of the lesson, the Exit Tickets were turned in, which allowed me to determine if my students had the appropriate subject matter knowledge to demonstrate an understanding of these concepts. . Based on the responses that they submitted, I was able to see that my students demonstrated that they were able to identify the difference between speed and motion. This meets FEAP 3c since I was able to identify gaps in subject matter knowledge across all of my students.
Artifact: Science Exit Tickets- Speed and Motion














 

3d. Modify instruction to respond to preconceptions of misconceptions:
Preparing for Student Misconceptions by Incorporating Them In My Lesson and Anchor Charts
When I was looking through the 4th Grade B1G-M to plan an upcoming lesson on adding decimals, I noticed that the guide mentions a common mistake that students will make when they are beginning to learn this concept, which was that students do not know that they have to line up the decimals in order to add and to align the place values properly. Since this is a new concept that my students would begin learning, I wanted to make sure that I squash this misconception immediately. As I planned my lesson, I designed parts of my lesson to address this misconception through various means. Some strategies that I used to drill this concept in their heads was playing a catchy song about adding/subtracting decimals with a lyric that addresses the importance of lining up decimals, read through my Anchor Chart that mentions lining up the decimals as a very important step, and I intentionally misaligned my decimals when I was modeling how to solve the problem to see if my students noticed the mistake while also reminding them that they must line up the decimals in order to get the correct answer for these problems. By the end of the lesson, I was able to see that my students knew about the importance of lining up the decimals since they were able to complete their IXL lesson and they were able to show me their work for the problems they completed, which required lining up the decimals. This meets FEAP 3d since I am modifying instruction to respond to preconceptions of misconceptions.
Artifact: Supervisor Observation Lesson Plan- Week 8














 
 





3e. Relate and integrate the subject matter with other disciplines and other life experiences:
Making Real World Connections to HOI
During a Hands-On Activity on Seed Dispersal, I was able to make multiple real-world connections that my students were able to relate to through their life experiences. One example of a connection that I was able to make with my students was making a wish with dandelions and then blowing on them. I was able to draw this connection with my students since it is something that most students have previously experienced, and it is directly related to Wind Dispersal, which is a concept that my students were learning about. Another example of a real-world connection that I was able to make for my students was the “spiky brown things” you sometimes find in grass and you get them stuck to your socks and shoes, which one of my students pointed out are called “burrs.” I believe that this was an effective connections since my students immediately knew what I was talking about since they would get them on their clothes from playing outside. I made this connection since it connects to what they are learning about since burrs getting stuck on animals is a great example of animal dispersal. This meets FEAP 3e since I am relating and integrating the subject matter with other disciplines and other life experiences.
Artifact: Weekly Lesson Plans- Week 7 (Science)














 







3f. Employ questioning that promotes critical thinking:
DOK Questions
When I work with my Small Reading Groups, I will usually have discussions with them about their books and review the questions that they would answer in a packet that they complete as they read each chapter to see what they think about the book that they are reading. To wrap up our discussions, I usually ask them a DOK Question that is connected to the chapter(s) that they finished reading. These questions do not come from their work packets since I come up with the questions to ask them so I can see what they know about a specific thing that they read about. These questions really require the students to think since they target various DOK levels and require different levels of thinking for my students to achieve in order to answer these questions through critical thinking. Some questions such as “what does Gloria Dump drink now instead of alcohol” require students to recall information that they read about in their books, while other questions such as “how does Annemarie use Little Red Riding Hood to guide her behavior” requires students to think critically about the text and share evidence to justify their reasoning for their answers. I am able to engage my students in critical thinking as we have a group discussion about the question that we are trying to answer. This meets FEAP 3f since I am employing DOK Questions that promote critical thinking skills.
Artifact: Weekly Lesson Plans- Week 8 (WING/Small Reading Groups)















 






3g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding:
I Do, We Do, You Do Teaching Model, Whiteboards, and Anchor Charts
As a teacher, it is important that you are able to make instruction accessible for different types of learners in the classroom to ensure that everyone is able to succeed. This is why I use a variety of instructional strategies that use appropriate technology and teach for student understanding. During one of my Math lessons, I used a variety of strategies that were able to support a diverse classroom full of unique learners. One strategy I used in this lesson was the I Do, We Do, You Do model of gradual release. To show my students how they add decimals, I started by modeling a problem for them step-by-step; as I completed the problem, I had them copy how I was solving the problem on their personal whiteboards. After we finished the first problem, I had them guide me through solving a different problem by telling me what to do for each step as I did the work on the Smartboard. Lastly, I had them practice the problems independently during a Group Jam and while they were working on their IXL Lesson assignment. Using a gradual release strategy allows me to support my students at the beginning of the lesson as they learn about decimals which leads to the eventual release of responsibility as I let my students complete their work independently. Other strategies that I used during this lesson includes showing Anchor Charts that show the step-by-step process for adding decimals and requiring students to model their work on the carpet using their whiteboards and markers. Using a diverse set of strategies allows you to support diverse learners; these include auditory, visual, and kinesthetic learners. This meets FEAP 3g since I am applying varied instructional strategies, resources, and appropriate technology to teach for student understanding.
Artifact: Supervisor Observation Lesson Plan- Week 8 














 







3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students:
Science Worksheet With Differentiated Question Formats
In the average classroom, you will likely have students that have some specific needs that might need to be met. One of our ESE students is able to keep up with the rest of the students in terms of subject matter knowledge, but he really struggles to keep up with the speed of the classroom, especially when writing is involved. For a digital Science activity, I had my students to complete short response questions on a worksheet that would allow me to see if they were able to identify similarities and differences between two animal life cycles. I was confident that all of my students, including the ESE student, could accurately answer these questions assuming that they completed the activity. However, I knew that my ESE student would struggle with the short response questions due to his writing difficulties, which would mean that he might not complete the worksheet. As a result, I decided to differentiate the assignment for him by changing the type of questions that he would complete. Instead of having him complete short response questions that would require some writing, I decided to make the questions multiple choice for him, which would only require circling the answer. This was a highly effective use of differentiation since I not only saved this student a lot of time by not requiring him to write out his answers, but I also ensured that he would be meeting the same learning objectives during this assignment since I did not change the questions that were on the standard worksheets. This meets FEAP 3h since I am differentiating instruction based on an assessment of student learning needs while recognizing individual differences in students.
Artifact: Life Cycles Science Worksheets (Standard Worksheet + Differentiated Worksheet)














  










3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement:
Giving Feedback on Online Word Lab and Vocab Foldables in Journal
Giving timely and specific feedback is an underrated, yet super important factor to ensure that you promote student success in the classroom. During a Science lesson, I made sure that I gave my students effective feedback so they could know what they did well and what they need to improve on. In this lesson, my students were required to demonstrate their understanding of the vocabulary terms that they were learning about, speed and motion, through an Online Word Lab which asked them questions about the terms and a Vocabulary Foldable which required them to create an illustration of the word and to write down the definition of the word that they found in the Word Lab activity. During this activity, I gave my student specific feedback on their Vocabulary Foldables; I primarily focused on their definitions of the words while also mentioning their illustrations. Some examples of specific feedback that I gave to my students was “you did a great job on your definitions of the words since you clearly define speed as a measure of how fast or slow an object moves”, “you did a great job on your illustrations and your definition of speed, but I would elaborate more on your definition of motion, take a look at the Online Word Lab so you can find the meaning,” and “you did your illustrations, but you forgot to write down your definitions, please write those down and then I’ll check your journal again.”  The feedback I provide to my students is shared immediately when they show me their journals and points out specific things that they did well in or need to improve on. Providing this feedback promotes student growth and achievement in the classroom since they are able to improve their work and develop in the classroom if they follow through on the feedback. This meets FEAP 3i since I am supporting and encouraging my students as I provide immediate and specific feedback to students to promote student achievement.
Artifact: CT Observation Lesson Plan- Week 5 + Picture of Foldables  












































3j. Utilizes student feedback to monitor instructional needs and to adjust instruction:
Students Showing Their Work on Whiteboards
During a Math lesson, I had my students independently solve the math problem 2.50 + 1.24 on their whiteboard with a 1-minute timer. This will allow my students to have enough time to accurately solve the problem step-by-step while also allowing me to monitor the students as they completed the problem. I would walk around the carpet to see how my students were doing and make adjustments to my instruction if I see a common mistake that my students were making. After the timer went off, I asked my students to raise their whiteboards so I could see their answers. By doing this, I was able to see all of the answers that my students wrote down for this problem, how they solved the problem step-by-step, and how many students answered the question correctly. After looking at their whiteboards for a few seconds and seeing that all of my students got the correct answer (3.74), I knew that they were able to begin moving onto the next activity. I was able to demonstrate an ability to adjust my instruction based on student feedback on how well they solved the problem. Another part of my lesson where I demonstrated this was during the IXL Group Jam, which was an independent practice activity where my students answered practice problems from IXL as review. As they worked on their problems independently, I would observe how they were working out the problems on their whiteboards to see if they were able to remember the step-by-step process for solving these problems. The IXL Group Jam also allows me to see how many students got a problem right/wrong and the specific students that got it right/wrong. This activity helps me adjust my instruction based on student feedback since I would move onto a harder problem if most of the students got it right, review the problem with my students if most of them got it wrong, and it helps me identify students that I will need to call to the back table while their completed their IXL Lesson assignment.  Both of these meet FEAP 3j since I am utilizing student feedback to monitor instructional needs and to adjust instruction.
Artifact: Supervisor Observation Video Screenshots- Week 8  
 
























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:
Using IXL Assessments To Inform Instruction and Identify Learning Needs
In order to develop highly effective Math lessons for my students, I looked at data from multiple IXL assessments to diagnose the learning needs of my students. This would allow me to create instructional plans that would be built around meeting the needs of my students and keeping track of where the students are at in terms of demonstrating mastery. I demonstrated this during a recent unit on decimals and fractions as I used data from a mid-unit quiz and an end of unit test that my students took during this unit.  After the class completed a short quiz which was on the standards we covered as a class so far, I took a look at the data in order to identify concepts that I would need to reteach during targeted review lessons. Based on the data collected, I determined that I would target concepts such as comparing decimals on a number line and converting decimals to fractions during my targeted review lessons before an upcoming test. After my students finished a test that was on every concept that I taught them during the latest unit, I identified the concepts that my students have mastered or will need to review in the future. Based on the data, my students demonstrated mastery in concepts such as comparing decimals on a number line and putting decimals in order on a number line; however, they would also need future targeted review lessons on concepts such as place value in decimals and word problems involving money. Also, I identified the students that demonstrated mastery and some students that would need targeted support during future Math lessons. Based on this data, I can see that 4 students were able to demonstrate mastery on the concepts and 3 of my other students would need highly intensive support. This meets FEAP 4a because I analyzed data from multiple assessments to diagnose learning need, informed my instruction based on student needs, and drove the learning process in my students.
Artifact: IXL Quiz (left) + Test (right) Data- Week 9















 

























4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery:
Vocabulary Foldable, Online Word Lab, and Exit Tickets
When I began a new unit for science, I like to introduce these new concepts to my students by having them familiarize themselves with the vocabulary. As a result, a learning objective that I set for one of my lessons was to ensure that “students will be able to define acquired traits, inherited traits, offspring, organism, and parent while making an illustration for each term” and “students will be able to differentiate between inherited and acquired physical traits of organism.” The activities that would serve as formative assessments were the Vocabulary Foldables and the Online Word Lab, both of which were vocabulary activities that were connected with each other. In the Online Word Lab, students would answer questions about the vocabulary that they were learning about, which would also show illustrations and videos to further support comprehension of these new terms. As for the Vocabulary Foldables, students will write the definitions of the word while also drawing an illustration that represents the term. I would check the Word Lab to see if the students answered every question accurately; and I checked their Vocabulary Foldable to see if they include their definitions of the word and their illustrations. These are appropriate formative assessments since they are connected to the learning objectives and they do lead to mastery. As for my summative assessment, I had my students complete an Exit Ticket question, which was asking them to identify the difference between an inherited trait and an acquired trait. This is an appropriate summative assessment since I am having my students complete it independently and it directly measures mastery in one of the objectives. If my students were able to identify the differences between each term, then they have demonstrated mastery in being able to differentiate between inherited and acquired physical traits of organism. This is connected to FEAP 4b since I was able to design formative and summative assessments that matched my learning objectives and led to mastery.
Artifact: Vocabulary Foldables, Exit Tickets, and Online Word Lab from Lesson 5.1- Week 11
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 














 

4c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains:
IXL Progress Monitoring Assessments
During Math Club, I use a wide variety of assessments in order to monitor student progress and learning gains in the classroom. These include completing practice problems on the carpet and biweekly IXL Progress Monitoring Assessments. Before I allow my students to work independently on their computers, I have complete a handful of practice problems on the carpet. As they completed the problems, I watched them to see how they were showing their work on their paper. By doing this, I am able to monitor them to see them make learning gains on these concepts, identify misconceptions, and identified which students were showing growth in certain concepts. Every two weeks, my students had to complete a Progress Monitoring Assessment that would be used to track how much progress students were making on math standards that they need to improve on. After my students completed their first Progress Monitoring Assessment, I could see that their scores were pretty low across all of these concepts as most of the students got less than 4 questions right and the average score was a 60%. Since this was the case, I decided to continue reviewing these concepts until I saw massive improvement. After another two weeks, my students completed another Progress Monitoring Assessment. My students showed a lot of improvement across all of these concepts since most of the class showed improvements in their score and the class average was an 81%. As a result, I decided to begin teaching new concepts since my students showed that they demonstrated growth in the previous concepts that I taught. This meets FEAP 4c since I was able to use different assessment tools to monitor student progress, learning gains, and make adjustments to my instruction based on data.
Artifact: IXL Progress Monitoring Student Data/Scores- Week 7 and 9

























 



4d. Modifies assessment and testing conditions to accommodate learning styles and varying levels of knowledge:
Differentiated Spelling + Vocabulary Tests for ESE Students
I provide modified spelling tests for an ESE student that has severe reading difficulties and is well below grade level in ELA. The difference between the standard test and the modified tests is the amount of questions they are required to complete. During these tests, I usually ask my students to accurately spell ten words from a word list; however, I have my ESE student complete a modified version of the test by only having to spell the first five words. This supports various learning styles and levels of knowledge since it allows the student to process a smaller amount of words effectively rather than focusing on more words and the tasks require a shorter amount of time to complete. As for the vocabulary, I only have my students answer six questions from the vocabulary test. As shown in the images, I highlighted the questions that the student had to complete and the key words that they were able to choose from. These modifications ensure that the student is able to eventually reach grade-level expectations in ELA despite the student being well-below grade level. I also modified the testing conditions by allowing the ESE student to sit at the back table and I gave the student some extra time to finish spelling a word before we moved onto the next word. These modifications meet FEAP 4d since they accommodated an ESE learner that was at a lower reading level compared to their peers.
Artifact: 7.2 Spelling + Vocabulary Tests- Week 11 (top is differentiated, bottom is standard test)
















 






























4e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s):
Student-Led Conferences Nights
At the end of the 3rd Quarter, my school hosted a student-led conference night where the parents visited the classroom as the students showed what they were learning about in the classroom by showing off their data portfolios which contained their spelling tests scores, Benchmark reading assessments, and IXL Bingo sheets. When we were preparing the students for the conferences, we gave the report cards to the students so they review their own data so they could communicate their data with their parents or caretakers. This allowed them to see the outcomes of their performance on recent assessments while also helping them understand how they can improve during the rest of the school year. Also, by encouraging them to reflect on their strengths and areas of growth, I am also reminding them about the importance of setting achievable goals. During the conference nights, the students would share what they are currently learning about in the classroom by showing their portfolio and IXL reports. My CT and I would also share a “Glow & Grow Conferencing Report” that had their student’s glows (strengths), grows (areas needing improvement), and FAST Assessment Data from PM1 and PM2 in an outline that would be clear enough for parents to comprehend. As a result, parents would understand how much progress they have made in the classroom so far throughout the year and how they can support their child academically at home. Hosting these conferences in your classroom builds positive relationships with the homes of your students. This meets FEAP 4e since I am sharing student assessment data while discussing the importance and outcomes with the students and their caretakers.
Artifact: Student-Led Conference Glow and Grow Reports






















 










4f. Applies technology to organize and integrate assessment information:
FAST ELA 4th Grade Excel Data Sheet 
I put all of the FAST ELA 4th Grade data that I found during the first few weeks of my internship and put it into a Microsoft Excel sheet. I included data points I found from their grade 3 PM3 Assessment, their 4th Grade PM1 Assessment, and their 4th Grade PM2 Assessment. I also included another data point indicating how much growth the students had made between their PM1 and PM2 Assessments. The data sheet is color-coded according to the performance levels of the students so I could see patterns in the classroom a lot easier. I began using this data sheet to compare their performances on these assessments over the last few months, plan out small-group WING lessons, and identify students that might need intervention or extra support from instructors during lessons. Based on the performance level of my students, I would put them in small reading groups and have them read novels that were appropriate for their reading level. Thanks to the data that I collected and organized into an Excel Spreadsheet, I was able to group my students appropriately and make my small group reading lessons a lot more effective. This meets FEAP 4f since I am applying technology to organize and integrate assessment information.
Artifact: FAST ELA 4th Grade Excel Data Sheet