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  • 1. 2012-2013 Student Teacher at Martin Luther King Middle School, Oceanside, CA 7th Grade Language Arts

2. School/Classroom Context 7th grade, Language Arts at Martin Luther King Middle School in Oceanside, CA All Language Arts classes at our school are two-hour blocks and reading/writing proficiency for all students is emphasized as part of the King mission statement. Demographics: -Heavy population of military families -48% of students qualify for free and reduced lunch program -Ethnicities 2011 of 1,397: 642 Hispanic/Latino, 444 Caucasian, 129 Black/African American, 76 Filipino, 49 Asian, 39 Native Hawaiian/Pacific Islander, 288 ELLs I was the lead teacher all year in our 3/4 period which is labeled as a Strategic class for students who scored 1-3 on their CST (lower performers). This Strategic class is very challenging with 33 students total, 9 with special needs, majority boys, and about class ELLs of varying proficiency levels. I mostly co-taught, until the last couple months of the year when I assumed lead teacher, in our 1/2 period which is labeled as a Benchmark class for students who scored 3-5 on their CST (higher performers). In this class we have 37 students, three of them highly proficient ELLs and struggle most with a few extremely shy/non- interactive students. 3. Making Subject Matter Comprehensible to Students (TPE 1) Understand how to make language (e.g., vocabulary, forms, uses) comprehensible to students and the need for students to master foundational skills. I worked with students on how to use context clues (other words in the sentence, or details in the paragraph, that the word is found in) to determine word meaning independently. Werent aloud to look words up at first. Read the sentence word was in and then paragraph. They listed what they thought the word meant and then why/based on what context clues. 4. Assessing Student Learning (TPE 2 ) Pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products . Analyzed final test and classwork from Elizabeth 1 unit and noticed majority of students missed questions having to do with point of view. Spent 3 days re-teaching point of viewBeauty and the Beast versions (IR), venn diagram notes/discussion, plus recording past examples on back, read Yeh Shen (omnicient), re-test (1pg shown left). 5. Assessing Student Learning Observation Notes from Marcia Sewall 12/5/12: o Students copying down definitions of terms in study guide. ST models Internal/External Conflict on doc cam. Directs students to continue filling out sections on chart, allowing them to work with partners. ST, CT, and Sp Ed teacher all circulating. Students seem to be on task. o Rings bell, waits to get students attention. Eyes on me. Says they will go over foreshadowing. Students noisy as one student sharesST makes him wait until all are paying attention, then directs him to continue o ST rings bell, calls for attention. Tells Ss because of their difficulties working in partners, she is going to guide them through instead and then maybe let them return to partners. Class quiets down. ST begins modeling on doc cam and calling on student volunteers. Ss are to copy down. Some are still off-task but eventually get on task. oVery good to change course! Makes all the difference in their focus and behavior. o ST refers to a page in the book to help Ss understand. o Taking volunteers for answersthen calls on a non-volunteer instead. Hes surprised! TPE 2: Monitoring Student Learning During Instruction Pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. Working the Crowd and assessing student work/performance/participation levels, leads me to change student grouping and modify instruction style mid-lesson very often. 6. Assessing Student Learning (TPE 3) Teach students how to use self-assessment strategies and provide guidance and time for students to practice these strategies . To prep. For Star Writing Test, students reviewed response to lit., persuasive, summary, and narrative writing formats. For each genre, students took notes on format, learned to use a scoring rubric, evaluated a student sample that earned each score (1-4), did a practice indep. essay, and then scored two peers essays and calibrated with a partner to reach a final score. 7. Engaging and Supporting Students in Learning TPE 4: Teach students strategies to read and comprehend a variety of texts and a variety of information sources, in the subject(s) taught. Story Map Structures of Reading Notes/Examples Insert (Scope) 8. Engaging and Supporting Students in Learning TPE 5: Ensure that students understand what they are to do during instruction and monitor student progress toward academic goals. Teacher and peer modeling is a daily/consistent practice as well as addressing academic language demands 9. Engaging and Supporting Students in Learning TPE 6B: Developmentally Appropriate Practices for Grades 4-8: Design learning activities to extend students concrete thinking and foster abstract reasoning and problem-solving skills. Frankenstein Readers Theatre, Critical Thinking Questions/Discussion, Drawing 10. TPE 7: Teaching English Learners.know and can apply theories, principles and instructional practice for English Language Development leading to comprehensive literacy in English. Song of the Trees Mildred D. Taylor - Lesson *Text preview through pictures and listen to audio reading *Context Clues *Reading stops (prediction, recall, personal and historical connections, inference, analysis) with use of think, pair, share before writing and sentence frames *Point of View discussion and Quickwrite (from another characters POV) *Theme Web (graphic organizer) 11. Planning Instruction and Designing Learning Experiences for All Students include both student language and learning needs (TPE 8) Using formal and informal methods, they assess students prior mastery of academic language abilities, content knowledge, and skills, and maximize learning opportunities for all students. I put up this Anticipation Guide (one without the blue markings which were for my own use) and had students record their responses in a notebook. I then went through one at a time and we did a show of hands for what they chose and I asked the questions shown on this copy in blue for some of them to promote discussions. I was impressed at how vulnerable my students were in the things they shared and also at the range of responses/opinions amongst them. This was to prime the pump for reading an autobiographical account of a girl whose family fled Laos during the Vietnam war and eventually settled in the United States. Afterwards we came back to the Anticipation guide questions and they re-evaluated their responses and did a show of hands of people who changed at least one of their answers based on the reading. About 1/3 had. 12. Planning Instruction and Designing Learning Experiences for All Students include both student language and learning needs (TPE 9) In planning lessons, they select or adapt instructional strategies, grouping strategies, and instructional material to meet student learning goals and needs. The Highwayman is a long, narrative poem which uses old-fashioned language and was difficult for my students to understand. We worked on summarizing key parts and main ideas together as a class first through various discussions and activities. Then, in order to do stanza analysis, they were placed in groups of three and each group completed a brief summary, defined an unknown/unfamiliar word, and drew a representation for two stanzas which they presented to the class. In this way they completed a summary of the entire poem together. Incorporating images, peer support, attention to vocab., graphic organizers, and oral activities are all helpful tools for my struggling students. 13. Creating an Effective Environment TPE 10: Establish procedures for routine tasks and manage transitions to maximize instructional time. Get out section on board Planner notes Daily Binders (to find work if absent) --Daily routines aimed to help students self- manage their own work/success. 14. Creating an Effective Environment TPE 11: Promote student effort and engagement and create a positive climate for learning. Speech Masters Program -Student centered and generated learning. They run the program, model, and evaluate each other. -Student roles: evaluator, timer, gramarian, sergeant at arms (monitor audience behaviors), speech master (entertain the crowd and manage transitions), speakers -Procedures: Brainstorming/outlines, speaker sign ups and practice, parent interview to contribute personal info. and evaluation, assign jobs and set up, student and teacher roles completed, debriefing. -Many students felt safe enough to share some very sensitive personal info. about themselves as well as interesting facts (hobbies, travels, future goals, etc) which promoted peer and multicultural learning and awareness 15. TPE 12: Professional, Legal and Ethical Obligations: Resist racism and acts of intolerance Incidents of intervention: *In one instance, one of my students sitting near me at the front of the class described a poem we were studying as a little fruitcake poem and I know that that term is a derogatory one for homosexuals. I rebuked him loud enough that those around him who heard his comment could hear, but not the whole class and asked him what he thought that work meant. He shrugged and laughed, looking around at his peers. I then said, Well in case you didnt know, it is a negative term for homosexual people and can be very offensive to some people so please dont use that language in my class. *In another incident, a student (who had been a trouble maker all year) was giving a demonstration speech to t