Artifact 2: Sentence Editing Challenge
ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills.
ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.
The second piece of evidence that supports Standard III is aligning instruction based on student assessments. The first grade standard of writing a complete sentence is composed of a capital, end mark, spaces and it has to make sense. I have found that during assessments, students were consistently forgetting to write a complete sentence. In order for students to master this standard, I made up the "Sentence Editing Challenge." Every morning, I randomly choose students to come up to the board and edit one of three sentences. I purposefully mis-spell words that were previously on spelling tests, or sight words we have learned. This sentence challenge is done every morning after calendar time. Students at the carpet must show me how many mistakes are in the sentence, while the student at the board is fixing the sentence. This way, all students are editing the sentences and not just the student at the board. For every student that gets the sentence completely correct, the class gets a point. If not, I get a point. There is a reward if students beat my score by Friday.
This evidence supports Standard III, elements B, D, and H. In order to align instruction with the academic standards I created the sentence editing challenge. Editing the "sentence challenge" on the projector supports element D in that I have thoughtfully utilized appropriate technology to maximize student learning. All students can see the board and are participating in the challenge. I encourage students to use the "word wall" to double check their spellings on sight words. The outcome is to educate students to look at the word wall and use the reference in the classroom during writing. Students who are the actual scribe learn from their mistakes and take the opportunity to look at the wall and fix the sentences while others, at the carpet, show me how many mistakes they see. This system not only engages every student, but they take the initiative to address their learning. Element D encourages proper utilization of appropriate technology from the teacher to facilitate classroom instruction. The sentence editing challenge is projected from the projector in my classroom and we use this on a daily basis. This enhances student learning and students are engaged in face toface learning activities. Element H supports this evidence, as the students have their own white boards orchalkboards to write how many mistakes there are. Each student shows me what answer they wrote down, andothers are encouraged not to look at others answers. This give me the evidence I need to create small groupinstruction based on what students know or don’t know. I am involving each student in monitoring their ownlearning, and assessing outcomes properly by differentiation groups later in the day. Students self asses on avariety of skills and concepts like capitals, end marks, and if the sentences make sense. Using their fingers orwhite boards, students are giving me informal feedback on what they know. They take accountability and apply their knowledge to the task.
I came up with the sentence editing challenge, because it was a fun way to engage all students to check their work, thoroughly. There is an incentive at the end of the week, and if they beat me in the number of mistakes discovered, we decide as a class what the reward will be. In the end, I have noticed that more students are utilizing the word wall when it comes to writing time and students are also checking their work more carefully. I am also noticing students are writing complete sentences, which is a standard in first grade. If students can take accountability of their learning and apply it to their learning, they will be successful, academically.
ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills.
ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.
The second piece of evidence that supports Standard III is aligning instruction based on student assessments. The first grade standard of writing a complete sentence is composed of a capital, end mark, spaces and it has to make sense. I have found that during assessments, students were consistently forgetting to write a complete sentence. In order for students to master this standard, I made up the "Sentence Editing Challenge." Every morning, I randomly choose students to come up to the board and edit one of three sentences. I purposefully mis-spell words that were previously on spelling tests, or sight words we have learned. This sentence challenge is done every morning after calendar time. Students at the carpet must show me how many mistakes are in the sentence, while the student at the board is fixing the sentence. This way, all students are editing the sentences and not just the student at the board. For every student that gets the sentence completely correct, the class gets a point. If not, I get a point. There is a reward if students beat my score by Friday.
This evidence supports Standard III, elements B, D, and H. In order to align instruction with the academic standards I created the sentence editing challenge. Editing the "sentence challenge" on the projector supports element D in that I have thoughtfully utilized appropriate technology to maximize student learning. All students can see the board and are participating in the challenge. I encourage students to use the "word wall" to double check their spellings on sight words. The outcome is to educate students to look at the word wall and use the reference in the classroom during writing. Students who are the actual scribe learn from their mistakes and take the opportunity to look at the wall and fix the sentences while others, at the carpet, show me how many mistakes they see. This system not only engages every student, but they take the initiative to address their learning. Element D encourages proper utilization of appropriate technology from the teacher to facilitate classroom instruction. The sentence editing challenge is projected from the projector in my classroom and we use this on a daily basis. This enhances student learning and students are engaged in face toface learning activities. Element H supports this evidence, as the students have their own white boards orchalkboards to write how many mistakes there are. Each student shows me what answer they wrote down, andothers are encouraged not to look at others answers. This give me the evidence I need to create small groupinstruction based on what students know or don’t know. I am involving each student in monitoring their ownlearning, and assessing outcomes properly by differentiation groups later in the day. Students self asses on avariety of skills and concepts like capitals, end marks, and if the sentences make sense. Using their fingers orwhite boards, students are giving me informal feedback on what they know. They take accountability and apply their knowledge to the task.
I came up with the sentence editing challenge, because it was a fun way to engage all students to check their work, thoroughly. There is an incentive at the end of the week, and if they beat me in the number of mistakes discovered, we decide as a class what the reward will be. In the end, I have noticed that more students are utilizing the word wall when it comes to writing time and students are also checking their work more carefully. I am also noticing students are writing complete sentences, which is a standard in first grade. If students can take accountability of their learning and apply it to their learning, they will be successful, academically.
Below displays the "sentence editing challenge." I wrote incorrect sentences and students were picked to fix them via the projector.