Você está na página 1de 1

Bondurant-Farrar Community Schools Artifact

Artifact Title: Small Reading Groups


Portfolio Author: Miss. Dohmen

Date: School Year 2015- 2016

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.

I chose this artifact to show:


__X__ growth in this standard
_____ strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
This artifact is a picture of my Small Reading Group board. I group the students based on their reading fluency
throughout the year. Within the groups the students will work at different stations around the room throughout the week.
I use data of students needs, backgrounds, and interests to help group my students and plan the stations activities.

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.

Você também pode gostar