Artifact 1: Writing Focus Board
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.
The first piece of evidence that supports Standard I is based on 1st grade writing standards. Displayed in my classroom is a “writing board." This board’s is a reference, year round, and changes for each writing unit. The standard is posted with an example that the students and I did together during a lesson. Posting the writing example holds students accountable for contributing to the writing piece and connects them to the lesson's plan of instruction. Keeping the focus board as simple as possible, yet highlighting the main teaching points of the writing standard and how to write a complete sentence. The plan (graphic organizer), writing example, sentence rubric and writing standard are featured. Also displayed are examples of work that displays a partially proficient (2), proficient (3) and advanced (4). This way students can compare their work with that of the writing board. Students reference the board when they have a writing assignment to complete in class.
This evidence supports Standard 1, Element A and D. Element D is supported by the instructional practice of song and movement to remember components of writing a complete sentence. Using a variety of instructional strategies addresses all students’ needs. Using graphic organizers help students begin their writing, and of course differentiating those organizers for those students who are lower or higher performing. One of the teaching strategies used to understand the steps in writing is our "color pads." This is where students physically step from one color pad to the next aligning the correct color/topic of our graphic organizers. Students build on these skills and knowledge to explore more complex concepts of writing, such as adding in more details. Students are able to discuss next steps in learning with me. They are then able to perform with higher expectations.
I have found that students prefer to have a visual aides available to reference. Allowing them to physically go to the writing focus board to observe the components of writing increases their ability to perform on their own. Students have a better connection with this writing sample because they are the ones who contributed to it during the lesson. As educators, we know that not every child learns at the same rate, so I have been able to target those lower performing students and given them appropriate instructional practices and graphic organizers to meet their needs and lead them to academic achievement.
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.
The first piece of evidence that supports Standard I is based on 1st grade writing standards. Displayed in my classroom is a “writing board." This board’s is a reference, year round, and changes for each writing unit. The standard is posted with an example that the students and I did together during a lesson. Posting the writing example holds students accountable for contributing to the writing piece and connects them to the lesson's plan of instruction. Keeping the focus board as simple as possible, yet highlighting the main teaching points of the writing standard and how to write a complete sentence. The plan (graphic organizer), writing example, sentence rubric and writing standard are featured. Also displayed are examples of work that displays a partially proficient (2), proficient (3) and advanced (4). This way students can compare their work with that of the writing board. Students reference the board when they have a writing assignment to complete in class.
This evidence supports Standard 1, Element A and D. Element D is supported by the instructional practice of song and movement to remember components of writing a complete sentence. Using a variety of instructional strategies addresses all students’ needs. Using graphic organizers help students begin their writing, and of course differentiating those organizers for those students who are lower or higher performing. One of the teaching strategies used to understand the steps in writing is our "color pads." This is where students physically step from one color pad to the next aligning the correct color/topic of our graphic organizers. Students build on these skills and knowledge to explore more complex concepts of writing, such as adding in more details. Students are able to discuss next steps in learning with me. They are then able to perform with higher expectations.
I have found that students prefer to have a visual aides available to reference. Allowing them to physically go to the writing focus board to observe the components of writing increases their ability to perform on their own. Students have a better connection with this writing sample because they are the ones who contributed to it during the lesson. As educators, we know that not every child learns at the same rate, so I have been able to target those lower performing students and given them appropriate instructional practices and graphic organizers to meet their needs and lead them to academic achievement.
The video below shows a student using the "color pads" correlating to our plan graphic organizer, to tell about 3 American Symbols.