Embedded Files
Word Study: Changes for Julie Vocab Sheet
Word Study: Changes for Julie Vocab Sheet
What is this?
This is a vocabulary worksheet I created to be used in tandem with a book I read with the fifth- and sixth-grade class at Howell Mountain Elementary. Before reading the text, students are to decipher each vocabulary word using context clues (L.4.6.A). After reading, students are permitted to use a dictionary to find the definition of the word. They can use their findings to decipher whether their initial interpretations were correct.
Why did I choose this?
I chose to include this artifact because it provides a good tie-in between the sixth grade standard of utilizing context clues (a concept this classroom was focusing on during this particular school year) and learning vocabulary. It's also a good warm-up before launching into the lesson.
What did I learn?
Giving this activity to the class helped me infer which students were meeting the standard for using context clues and which ones were not. Also, as I assessed what they worked on in class, I was able to understand which students needed more help reading and which ones were more advanced in their skills.
Reading Comprehension and Reflection: Changes for Julie worksheet
Reading Comprehension and Reflection: Changes for Julie worksheet
What is this?
This is a worksheet created by me containing varying types of questions about the book Changes for Julie. The purpose of this assignment is to gauge students' understanding of the material presented and to put themselves in the shoes of the book's characters. Students are asked to justify their opinions, which invites them to dig deeper into the content covered in the book.
Why did I choose this?
I chose to include this worksheet in my portfolio because it demonstrates my ability to create engaging, grade-level questions that boost students' understanding of materials. It is a good tool for assessment, as I can check students' answers to the first question (a basic comprehension question) to gauge whether or not they understand what's being presented.
What did I learn?
In assigning this to the class, I was able to learn which students might require extra help comprehending the content. This assignment was given in tandem with an in-class group reading assignment, so the combination of both was helpful for me as a teacher to understand what level the class was performing at.Â
Writing: Colonial Journals
Writing: Colonial Journals
What is this?
These are some journals created by my fourth- and fifth-grade students at Alta Heights Elementary as part of an integrated thematic unit on the thirteen colonies. For the ELA portion of this unit, students created journals from brown paper bags and wrote daily entries from the perspective of an English colonizer. As part of our class-wide simulation, students were given fake, period-accurate names as well as colonial jobs to pursue. Each day, students wrote an entry about what happened to themselves and their fellow colony members as they battled fierce storms, traded with Native Americans, and ultimately tried to make a name for themselves in the New World. Students were invited to be as creative as possible and create their own highly elaborate stories.
Why did I choose this?
I chose this artifact because it challenges the students' writing abilities and allows them to be creative while demonstrating their contextual knowledge about the thirteen colonies. This activity is engaging for the class and they all enjoy having a creative outlet. This is the most in-depth writing activity I have done with any group of students thus far; I figured it was a great way to show the knowledge I have imparted on my students.
What did I learn?
I learned that giving students a creative way to demonstrate knowledge that might otherwise bore them is a great way to keep them interested in the content. Making the prompts open-ended allows for easy differentiation (e.g., EL students may only have to write 3 sentences instead of 5).
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