Sara DenisonMAT Candidate Teaching
Summit PresentationSpring 2013
"Education's purpose is to replace an empty mind with an open one."~ Malcolm Forbes
Website
Sara W. Denison
• Master of Arts in Teaching: Early Childhood Education • Sweet Apple
Elementary School• Located in Roswell,
Fulton County• Kindergarten All Subjects• Collaborating Teacher:
Ms. Amanda Whiteside
Fulton County
• 58 Elementary Schools, grades K-5 (prekindergarten available in some schools)
• System-wide Enrollment: 93,818• 2011-12 Racial Composition:
Black White Hispanic Asian Multi-Racial Native American 42% 33% 13% 9% 3% less than 1%
• 2011-12 System-wide Free/Reduced Meals: 44% Eligible
Sweet Apple Elementary
Principal: Natalie RichmondAsst. Principal: Shavanda ToomerCST: Barbara Bell
“For the strength of the Pack is the Wolf and the strength of
the Wolf is the Pack”
Sweet Apple Elementary
Young Audiences Smart Start program – 8 week artist in residency program to reinforce the Language Arts standard of retelling a story. TOTAL: $3,500.00
Class, Size, Diversity of Students
• Kindergarten, Full Inclusion• 20 Students• 9 Girls and 11 Boys• 19 Caucasian• 1 Mixed Race• 1 SST• 1 IEP• 1 Recommended for IEP / 2 for SST• 6 Tested for TAG (3 Accepted)
Schedule
From-To: Monday Tuesday Wednesday Thursday Friday
7:15 - 7:50 Wake Up Work Wake Up Work Wake Up Work Wake Up Work Wake Up Work
7:50 - 8:10 Announcements and Calendar Time
Announcements and Calendar Time
Announcements and Calendar Time
Announcements and Calendar Time
Announcements and Calendar Time
8:10 - 9:00 Math Workshop Math Workshop Math Workshop Math Workshop Math Workshop
9:15 - 9:45 Writer's Workshop Writer's Workshop Writer's Workshop Writer's Workshop Writer's Workshop
9:50 - 10:30 Specials* Specials Specials Specials* Specials10:50- 11:20 Lunch Lunch Lunch Lunch Lunch
11:20 - 11:45 Read Aloud /Bathroom Break
Read Aloud / Bathroom Break
Read Aloud / Bathroom Break
Read Aloud / Bathroom Break
Read Aloud / Bathroom Break
11:45 - 12:00 Recess Recess Recess Recess Recess
12:00 - 12:30 Rest and Reflection Rest and Reflection Rest and Reflection Rest and Reflection Rest and Reflection
12:30 - 12:50 Share Time Share Time Share Time Share Time Share Time
12:50 - 2:00 Reader's Workshops Reader's Workshops Reader's Workshops Reader's Workshops Fun Friday
2:00 - 2:15 Science / Social Studies Science / Social Studies Science / Social Studies Science / Social Studies Fun Friday
2:15 - 2:25 Snack / Pack Up / Read Aloud
Snack / Pack Up / Read Aloud
Snack / Pack Up / Read Aloud
Snack / Pack Up / Read Aloud
Snack / Pack Up / Read Aloud
* Grade Level Planning
As I Began Candidate Teaching…
YIKES!!
Thoughts
Apprehension, Uncertainty, Excitement
Feelings
Classroom and Time
Management
WeaknessesEnthusiasm, Lesson Plans, Addressing Modalities
Strengths
Impressions of Staff and
Administration
Fears
My Planning
• ALWAYS Start With the Standards– ELACCKRF2: Demonstrate understanding of spoken
words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words.
• Pre-Assess
My Planning
• Group Based on Results (Scores, Readiness)• Address as Many Modalities as Possible for
Various Student Needs• Determine Applied Practice Activities Based on
Pre-Assessment and Multiple Intelligences• After Seeing Process of Pre-Assessment and
Student Scores Post-Assessment Must Be Reworked to Be Independent Activity
Instructional Strategies
• Flexible Grouping• Partner Work – Assigned and Student Chosen• Whole Group• Small Group• One-On-One Instruction• Multiple Modalities Addressed• Bloom’s Questioning• Choice-Based Activities• Multiple Product Choices Available• Centers
New Knowledge
Teacher will say words that rhyme with student names. When they hear their rhyme they can sit. Once seated, teacher will explain that rhymes/word families are groups of words that all end with the same sound.
Teacher will use post-it notes to show how you can switch out the first sound, leaving the ending sound and make a different, rhyming word (_at, _ap, _an). Further explain that rhymes are like names; people in your family may all have the same last name but they each have a different first name, just like the word family words.
Students will move through three rotations in 15 minute increments. When rotations are complete, students will work through Dr. Seuss flipchat on Activboard.
Applied Practice
Assignment 1: Dice Coloring Sheet. Activity will be differentiated by reading level and early finisher activities.
Assignment 2: Don’t Hop On Pop. Activity will be differentiated by number of rhymes that students must provide when landing on various words.
Assignment 3: Word Family Books. Activity will be differentiated by ending sound provided. Supported learners will work with _at books, on-level will work with _an books, and above level will work with _ap books.
Assessments
Name Group During Lesson Group After Lesson Direction of ChangeKate Above Above Dean Supported Supported
Khadija Supported Supported Stephen Supported Supported Annika Supported On-Level Moved UpLauren On-Level Above Moved UpQuinn Supported Supported Ashley On-Level On-Level Aidan On-Level On-Level Peter Above On-Level Moved DownRoger Above Above Katie Above Above
Cooper Above Above Hannah Supported Supported Kyson On-Level Above Moved UpTessa On-Level On-Level
Maggie Above Above Dylan Supported Supported
Grouping Prior to and After Initial Lesson
Assessments
Number Word Pair Incorrect (%)1 Fox / Socks 11%2 Cat / Hat 5%3 Cat / Cake 0%4 Boy / Bat 5%5 Fish / Dish 0%6 Foot / Book 27%7 Sam / Ham 0%
Number Word Pair Incorrect (%)1 Cat / Hat 0%2 Hop / Pop 0%3 On / Go 0%4 Get / Pet 12%5 Am / At 0%6 He / Be 0%7 Red / Said 6%8 Can / Me 0%9 Not / Hot 6%
10 For / Run 0%
Pre-Assessment
Post-Assessment
Adjustments Based On Impacts
• Flexible Planning– Ability To Adjust Based On Student Needs
• Adjusted Assessments– Using Data From Lesson To Change Assessments
• Re-Teaching– Collecting Data and Addressing Weaknesses With
Additional Instruction
• Re-Framing of Student Expectations– Learning What the Students Are Actually Capable Of
Versus What I Think They Can Accomplish
My Philosophy
THEN NOW• Traditional• Skeptical About
Application of Differentiation• Curious• Unaware of Need
to Address Many Modalities**
• More Open to Differentiation• Have Seen Value
and Impact of Differentiation• Adamant That
Many Modalities Be Addressed**
Professional Development
• Weekly Staff Meetings• Collab Teams• Key Teams• Grade Level Meetings – Monday and Thursday
Every Week• 2 SST Meetings• Attended School Luau• Supervised During Two Field Trips• 2 Extended Planning Sessions• Kindergarten Musical Rehearsals
Professional Development
BITD a girl BKA Sin Di had 2 N/C stepH8rs who made her do all of the work while they text each other:
StepH8r 1: WUStepH8r 2: TT2TStepH8r 1: YStepH8r 2: WDHLMStepH8r 1: WTMIStepH8r 2: WE
…Suddenly, a fairy BFF appeared with a wand and said IAG. I’m UR DGA!
Text Complexity
Next Steps
• Future Education: – Additional Endorsements– Specialist in Education (EdS)– Possible Doctorate
• Future Plan: – Get a Job!– Get a Job!– Get a Job!
• Possibilities: – If Future Plans Don’t Work Out - Sub, Tutor, Mentor,
Look at Daycare Centers