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Iowa Teaching Standard #3 Demonstrates competence in planning and preparing for instruction.
a.
b.
c.
d.
e.
Uses student achievement data, local standards, and the district curriculum in planning for instruction.
Sets and communicates high expectations for social, behavioral, and academic success of all students.
Uses student developmental needs, background, and interests in planning for instruction.
Selects strategies to engage all students in learning.
Uses available resources, including technologies, in the development and sequencing of instruction.
Reflection on artifact (what went right, what went wrong, how to make better)
The Reading Groups board is a display of activities that informs students of their work expectations during our literacy
block of small groups. The students are grouped according to their CMB-R FAST fluency score. Throughout one week
of school, the students will participate in read to self, listen to reading, read with someone, work word, vocabulary, and
small group with me. Each station is designed based on students needs, background, and interests to either learn,
practice, or master a reading and vocabulary skill. Some activities include working with our weekly vocabulary words,
practicing our spelling words, reading a leveled reader to someone, and listening to our anchor text. When a group meets
with me, we work on the targeted reading skills along with building our fluency.
I really enjoy this part of the school day because it allows me to see where my students are at in their reading skills, and
also how students work with other students and independently. At the beginning of the school year, I always take 2
weeks to set up my reading groups because it takes time for students to understand the expectations of reading groups. I
follow the teach, model, and practice strategy to help students understand what it looks and sounds like at each station.
As the school year continues, I am continuously changing the stations activities to make sure they fit the need of my
students.