Vous êtes sur la page 1sur 4


Grade- Miss Alysha Staggers

Domain 1: Planning and Preparation

1a. Demonstrating Knowledge of • Clear and accurate classroom expectations
Content and Pedagogy: o Model, practice, and establish routines
What is the content being taught? o Check for understanding
What prerequisite learning is o Consistency
required? • Accurate answers to student questions
• Knowledge of Content and the • Awareness of students’ misconceptions and how they can be
Structure of the Discipline addressed
• Knowledge of Prerequisite o Before reading a non-fiction book or beginning a new unit, my
Relationships students and I complete a schema map. The schema map allows
• Knowledge of Content- for all prior knowledge to be shared and recorded. During the unit,
Related Pedagogy the map also allows a space to record new information and
includes a misconceptions box for any incorrect prior knowledge
the students may have had.
• Feedback to students that furthers learning
o Orally posing higher order thinking questions
o Asking follow up questions on assignments/readings using the
Depth of Knowledge question stems
• Interdisciplinary connections in plans and practice
o I plan cross-curricular activities to incorporate reading and writing
into all instructional areas. For example, in social studies and
science we do many writing activities. In November, we wrote
about the Pilgrims and Native Americans to go along with a social
studies activity we were doing. We also wrote about plants when
we studied them in science.
o During science and social studies, I take advantage of the non-
fiction texts to teach text structure, main idea and details, etc.
• Instructional strategies are suitable to the content
o I incorporate the “Best Practice” strategies as much as possible.
Because our classroom is primarily centered around small-group
instruction, we use the Interaction Sequence to review
expectations before beginning our group time.
§ Checking for Understanding (repeat to remember)
§ Wait Time
§ Wait Time Extended
§ On the Clock
§ Beginning of Class
• Agenda, objectives, Bell Ringer
§ Anticipatory Set
§ Closure
§ Interaction Sequence
§ Hit/Run/Push/Pull
o Pre-teaching
o Scaffolding
o Think-Pair-Share
o Graphic organizers
First Grade- Miss Alysha Staggers
o Incorporate movement
o Use manipulatives
1b. Demonstrating Knowledge of • I’ve adapted my classroom to make it meet the individual learning
Students: needs of my students. Through small group instruction and the use of
Characterize the class. How will the iPads, most subjects operate with a small group “rotation.” I am
you modify this lesson for groups able to meet with groups of varied levels, and teach them in a way
or individual students? that will be most beneficial for them.
1. Knowledge of Child and • Formal and informal information about students used in planning
Adolescent Development instruction and assessing student skill levels
2. Knowledge of the Learning o DIBELS
Process o BAS
3. Knowledge of Students’ Skills, o District Writing Assessments
Knowledge, and Language o Math Computation Probes
Proficiency o Pretests are used before each math chapter to assess prior
4. Knowledge of Students’ knowledge and form small groups.
Interests and Cultural Heritage o Posttests are given after each math chapter to assess student
5. Knowledge of Students’ learning and form small skill groups in need of reteaching.
Special Needs o Day 6 Assessments (spelling, HFW, sentence dictation, reading
strategy, fluency)
o Teacher observations and notes
o Daily practice sheets
o Oral reading
• Student interest and needs addressed when planning
o Student information sheet
o Parent questionnaire
o “Holidays Around the World” – unit completed in December,
highlighting winter celebrations from numerous countries and
o Incorporation of the iPads- the students’ engagement increases
whenever we use the iPads, so I take that into account when
planning lessons
• Updated medical records and emergency forms
• Plan lessons with different follow up activities designed to meet the
varied ability levels of students
o I differentiate instruction for every subject. Students are given a
pretest at the beginning of each math chapter. After analyzing the
pretest results, I place my students into flexible groups to meet the
specific learning needs of the students in my class.
o I differentiated instruction for ELA daily. Instead of whole group
lessons, my students are divided into groups and given
assignments at their instructional level to maximize learning.
§ Leveled texts, main selections, phonics readers
§ Student and teacher created writing goals
• Inform students of their individual reading level and guide them in
making independent reading choices
o Guided Reading stations
o “Free time”
First Grade- Miss Alysha Staggers
• Examine Cumulative folders and Performance Tracker to ascertain the
proficiency levels of students prior to the beginning of the year
• Allow for student choice
o “Early finishers” are given a list of activities that they can use to
guide their learning

1c. Selecting Instructional • I create outcomes of a challenging cognitive level

Outcomes: o I use Webb’s Depth of Knowledge to write objectives and pose
What do you want students to higher order questions.
learn during lesson? o The First Grade Team also created math “Bell Ringers” based off
• Value, Sequence, and the CASE Assessment that explore different Depths of Knowledge
Alignment • I write statements of student learning, not student activity
• Clarity o Objectives are written and gone over orally prior and during each
• Balance lesson (what? and how?).
• Suitability for Diverse Learners • Outcomes differentiated for students of varied ability
o Dolch Words – Students move through the lists at their own speed
o Enrichment homework group
o Challenge spelling list vs. first grade list
o Math groups-My highest math group goes deeper into the material
and beyond the first grade standards
• Lesson plans follow curriculum and pacing guides to ensure accurate
• Connect previous learning to future learning
o Relationship between addition and subtraction
o Model to students how to use their knowledge of tens and ones as
a strategy to assist them with counting and making change

1d. Demonstrating Knowledge of • IPads
Resources: o Customized Learning apps meeting cross curricular
What resources were considered • Utilize all materials provided by the district
for this lesson and rejected? Why? o Leveled guided readers matched to student skill level
What resources will be used? o Houghton Mifflin Reading
Why? o Theme books
• Resources for Classroom Use o Houghton Mifflin Math
• Resources to Extend Content o FOSS Science Kits – Balance and Motion, Plants
Knowledge and Pedagogy o Social studies texts
• Resources for Students • Utilize a range of texts
o I pull texts to supplement all subject areas from the library
o I have purchased books from Scholastic for different themes/skills
o Incorporate books from previous reading series
• Utilize Internet resources
o I download resources from Teachers Pay Teachers
o I use videos from You Tube to supplement learning when teaching
grammar, math, and social studies
o Students visit interactive websites during work stations
o Students use interactive iPad apps during small group rotations
when they’re not meeting with the teacher
First Grade- Miss Alysha Staggers
• Community resources
o “Stage the Page” at the Appell Center
• Guest Speakers
o Art Goes to School
1e. Designing Coherent • Lessons support instructional objectives and reflect important
Instruction: concepts
Why did you choose to present o Learning experiences connect to other disciplines
this content in this manner? • High-level thinking activities
• Learning Activities • Use of varied resources
• Instructional Materials and o While completing guided reading stations, my students have
Resources access to a wide variety of resources that are organized by type
• Instructional Groups and reading level so they can make the best selections.
• Lesson and Unit Structure § Fiction books
§ Nonfiction books
§ Chapter Books
§ Books on RAZ kids
§ Books on Storia
§ Books on EPIC
§ Audio Books on Youtube
• Thoughtfully planned learning groups
o Skill groups – nonsense words, reading fluency, fact fluency, telling
time, etc.
o Guided reading groups – based on instructional reading levels
o 3 Groups – Above Benchmark, At Benchmark, Below Benchmark
o Partners
• Structured lesson plans
o Differentiated for individual student needs

1f. Designing Student Assessment: • My lesson objectives match my assessments
What forms of assessment will you • My assessments are suitable and appropriate for the objectives
use during this lesson? • I offer a variety of performance opportunities for students
• Congruence with Instructional o Paper/pencil
Outcomes o iPad-students submit on Seesaw for me to view, along with
• Criteria and Standards their parents
• Design of Formative • I modify assessments for individual students as needed
Assessments o Chunking math tests
o Sentence dictation – provide lines
o Reading strategy – read to select students
• I utilize formative assessments during instruction to guide
• I have developed instructional routines; my students know if they
are struggling with a concept, they will work with me one on one
or in a small group. On the other hand, my students know they
will be given a more challenging activity if they have met the
learning objectives.