Domain 1a. Demonstrating Knowledge of Content and Pedagogy
Embedded Files
Title: Lesson Plans
Date Produced: Week of October 17, 2021
Description: This artifact shows a part of my weekly lesson plan on Planbookedu.com for a reading intervention group embedding phonemic awareness, phonics, new concepts, heart words, and comprehension.
Purpose: The purpose of planning for each group is to be well informed and organized about the content being taught for each group. Every lesson provides knowledge of the curriculums being used as a guide for instruction, but is not limited to teachable moments and altering of skills taught based on observations and data when teaching.
Domain 1b. Demonstrating Knowledge of Students
Title: Modified Reading Task
Date Produced: December 2023
Description: This artifact shows a modified reading task. One student was working on reading fluency, as the other students were working on decoding.
Purpose: This demonstrates the purpose of knowing your individual students within each reading group in order to differentiate tasks accordingly.
Domain 1c. Setting Instructional Outcomes
Title: Tiered Tasks in Reading
Date Produced: May 2023
Description: These artifacts show tiered tasks in reading that were student centered, multi-sensory, and based on reading and researching a nonfiction topic of interest. These artifacts show a sequence of instructional outcomes over a few days of teaching and learning.
Purpose: The purpose of different tiered reading tasks is to facilitate scaffolding of content, deeper thinking and understanding of a topic.
Domain 1d. Demonstrating Knowledge of Resources
Title: Resources
Date Produced: Fall 2021
Description: These artifacts show a sound wall and students reading and writing using the LLI Fountas and Pinnell reading system. These tools are resources are utilized daily during reading intervention.
Purpose: The purpose of these artifacts are to demonstrate daily implementation of classroom resources that enhance grapheme to phoneme correspondence, and a reading and writing connection.
Domain 1e. Designing Coherent Instruction
Title: To, With, By Model
Date Produced: March 2023
Description: This artifact shows a part of a lesson plan written for an administrator where students were explicitly taught a skill, practiced with peers, and were then expected to apply the skill during independent practice. (To, with, by model)
Purpose: The purpose of gradual release of responsibility when facilitating lessons in reading is to shift from teacher centered instruction to student centered instruction and practice. This practice allows students to own the skills they are learning.
Students will be working in a 4:1 reading intervention group where they will be actively participating in a modified Heggerty lesson as a whole group. Students will be explicitly taught about the two different sounds that suffix ending -s makes, put together base words with suffix ending, and then sort them into /s/ or /z/ sound charts. Students will be introduced to a new book, make predictions, have a discussion about using their imagination, and then read and apply reading strategies utilizing a checklist as they read.
Engagement/Check-in: Students will give a thumbs up, sideway thumb, or thumbs down to check in with their day so far.
Heggerty: blend and segment sounds with one syllable words with long and short vowel sounds
Fundations: Teach explicitly the two sounds that suffix ending -s.
To-Model how to connect the base word and the suffix.
With-Students will work together to read the base words with the suffix ending -s and sort some words.
By-Sort words independently and explain why the s says /s/ and /z/.
LLI: To: I will conduct a book introduction and have students make a prediction and look at the cover to the book to have a brief discussion about what they think is happening in the picture. Then, I will model how to read a page and use a checklist with different reading strategies as I read.
With: Students will read a page together and practice using the checklist.
By: Students will read the rest of the book independently and continue to use the checklist.
Materials: Heggerty handbook, LLI teacher book, student copies of books, pictures, markers, chart paper, books read previously, puzzle pieces, anchor charts, checklist, sentence starters.
7. Summary/Closure: How will you end your lesson?
Which strategy did you use the most? How did it help you? What strategy would you tell your classmate about so you can be a good helper? Students will share as they turn and talk to each other.
8. Assessment: How and when will you know whether the students have learned what you intend? How will you know objectives were met? What assessment techniques will you employ?
I will use informal observations as I check in with students as they participate during Heggerty, and as they sort words with suffix ending -s that end is /s/ and /z/.
I will informally observe if students transfer the knowledge learned about the two sounds suffix ending s says when reading books.
I will formally observe and take notes on my checklist when students are reading and using their checklist to check for understanding.
9. Is there anything that you would like me to specifically observe during the lesson?
This group of students are all struggling with either articulation, stuttering or problems that are out of their control, yet they come to reading intervention with an eagerness to learn, and put forth great effort.
Domain 1f. Designing Student Assessments
Title: Formal Reading Assessments
Date Produced: March 2024
Description: These artifacts are samples of the ongoing formal assessments given to reading intervention students to evaluate student learning utilizing reading assessments from the district such as: Heggerty, ARC, and our own reading measures.
Purpose: The purpose of formal reading assessments is for evaluation of growth, needs, and data to successfully drive instruction.
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