Tag Archives: FEAP 1D

Week 13 – Mathematics – Finishing 2D Shapes

The end of the year is fast approaching and I am just so thankful for all of the opportunities that I have had in the Residency (UTRPP) Program. I am so glad that my collaborating teacher has provided me with the opportunity to continue to take the lead on teaching and planning in all subject areas so I can continue to gain more experience in front of the classroom.

I have many chances to experience guiding students through multiple units and on Monday we finished our 2D Shapes unit. The students took the assessment and based on what I observed, many of the students understood the content. There are still many students (about 6) who were unable to take the test because they were absent but I am eager to see their scores because I think they will show a good understanding of the content. One of the great things about teaching and planning math for the entire unit was that I am able to see the growth of my students and help address misconceptions and alter lesson plans to meet their needs.

For example, when teaching about equal parts, my students were confusing about whether or not certain squares were split into fourths. The students were able to recognize that four small squares or four rectangles that all looked the same are fourths but they were unable to make the connection when looking at a square split in half where the two halves are split in different ways.

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In the top squares, each piece is the same size. (I apologize that the rectangular pieces are not perfect on the second square but I wanted to show a pictorial representation of a misconception that my students had.) The third square, however, looks as if the four parts are no equal. But each side of the square (shown below using colors) is half of the square. Since these two pieces are cut in half each of the four parts are equal.

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This was a difficult concept for my students to grasp so I used actual paper that I cut up in front of the students along with drawings on the white board to help them understand. By providing this realia, I was able to bridge the gap in my students’ knowledge and allow many of them to grasp the idea. I felt like this was an important part to teach to help build their conceptual knowledge of splitting shapes into equal and unequal parts because my students made the assumption (which is a misconception) that when a 2D shape is split into parts of different shapes, that the parts are unequal.

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For example the fourth shape is split into rectangles and squares as taken from the other shapes on top. The parts are all equal even though they are different shapes because they are all half of half of the original shape. Although this terminology seems confusing, this conceptual knowledge can be helpful in the future, especially when students have to discuss fractions using ½ and ¼ and multiplying fractions to find half of a half or ½ x ½ = ¼.

I am approaching the final days of my internship, which is exciting because of the new opportunities that await me in the future but also a bit sad because I will really miss my classroom and my students. I have made so much growth and progress over the course of this year and I just cannot believe everything that has happened to me throughout my experience in the Residency Program. I can definitely say I would not trade this for anything.

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Week 12 – Mathematics – 2D Shapes

Lesson Plan for Observation on 4.9.15

I have continued to take the lead on teaching all subject areas in my classroom, which has been such a wonderful experience. I can clearly tell that I am making growth with my teaching. My collaborating teacher commented that my flow has definitely improved. I am just so excited to be able to practice. In the previous week, I had used a timer to help me stay on track and once I got a feel for the time, I was able to stop using it because I was more familiar with the timing of my lessons.

I planned a special mathematics lesson about decomposing 2D shapes in which I designed all but one of the worksheets. I was really proud of this lesson because it was a real observation to evaluate my teaching and I believe I did a good job. I introduced the lesson by engaging the students with a mathematics game. Then I did some explicit modeling for the students.

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Once I collected enough anecdotal data through a quick check and observations, I made groups based on ability levels and gave the students worksheets that I created. I pulled a small group to provide extra support. Then I called the students back together to complete an exit ticket and for the closure of the lesson I had the students answer the essential question. I really liked the lesson because I gave the students the opportunity to explore the 2D shapes with lots of hands on experiences and movement. One aspect of the lesson that I would have liked to work on would be to give the students a bit more time for the exit ticket but I wanted to make sure that there was enough time for the closure.

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One thing that I really like about creating my own worksheets is that I can make them to meet the needs of my students. For example, on the worksheets there are four small shapes: a triangle, a rhombus, a trapezoid, and a hexagon. The original worksheets that I found (see the first worksheet) had the students simply draw lines to show how they decomposed the shapes but after watching my students during other lessons, I noticed that my students had a lot of trouble with this. I think this may be related to difficulties with fine and gross motor skills but also because it is difficult to record the information even though students can explain it verbally. So I provided my students with the opportunity to circle the shapes they used in order to show me what they did so I could gain a better understanding of whether or not my students grasped the concept. On the actual worksheets, I colored in each of these shapes so the students can choose what shapes they used because they resemble the pattern blocks that they used just in case the students could not tell what the shapes were since I hand drew them. All in all, I really liked my lesson and I am glad that I was able to teach all of the previous lessons so I had enough anecdotal data and observations to make these key decisions to help my students be successful.

Another aspect of my classroom that I am extremely excited about is the amount of exploration elements in the room related to our science content. We have multiple plants growing inside and outside of the classroom. For our Long Term Investigation (LTI) the students are analyzing the changes and growth of catnip grass plants inside and outside, then we are also trying to grow lima beans and two potatoes. We are also raising meal worm beetles and we just received a shipment of pill bugs that we will be introducing shortly. The final, most exciting, element in my classroom right now is monarch butterfly caterpillars.

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The students are extremely excited about the caterpillars. They check them every day in the morning to see their growth and to see how much of the plant has been eaten. I was very happy to see one student doing research on caterpillars when she was in the classroom library so we put the book (as seen in the above picture) next to the caterpillars so they students can learn about the caterpillars as well. One of the best parts about this is that the students are so engaged that they want to share the butterfly garden with everyone that enters the room, including the principal.

I have had so many wonderful experiences in my classroom which I am extremely thankful for. I am so happy that my collaborating teacher has provided me with a lot of support so I can do things such as providing students with all of these exciting parts of the classroom to explore.

Week 11 – Mathematics Content Coaching – Observation 2D Shapes

Lesson Plan: Mathematics – Week 1 – 2D Shapes 

I taught a mathematics lesson about the defining attributes of 2D shapes on Wednesday of the previous week. For this lesson, I met FEAP 1A by aligning my lesson with the standard: “MAFS.1.G.1.1 – Distinguish between defining attributes (e.g., triangles are closed and three-sides) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.” By the end of the lesson, my students had to be able to answer thee essential question: “What attributes can you use to define 2D shapes?”

When I was younger, I built 2D and 3D shapes using toothpicks and marshmallows and I wanted to incorporate that fun and engaging activity into my lesson to keep the students interested. I made sure to discuss the importance of using the items as math manipulatives. My collaborating teacher and the math content coach both agreed that the students were able to use the tools well and there were few, if any, distractions or students who misused (or ate) the tools. I first asked the students to make a rectangle and then I had a few students build rectangles under the document camera. My content coach offered a great suggestion to decrease the amount of time spent waiting for students to build these shapes; she said I should have the students build the shapes on dry erase boards and then have them lift the board and bring it to the front to share.

I had the students build a few other 2D shapes and then I challenged them to build a circle using the toothpicks and marshmallows. Immediately the students were very vocal, telling me that they could not make a circle. I challenged them and told them to try, which unfortunately actually brought one student to tears when we became frustrated. I wanted my students to fully understand that a circle is made up of curved lines, no straight lines, which is why it has no flat sides or vertices and cannot be considered a polygon. I then gave the students a pipe cleaner, which they were able to easily form into a circle. I was a bit shocked that a student actually started to cry from frustrated but I definitely wanted to challenge my students and have them think critically about the shape. One student actually made a circle with marshmallows, which was great thinking but technically not aligned with the question. But I had her share what she did because I think it is so important for students to think outside of the box.

The students then completed differentiated worksheets independently and then they completed an exit ticket, which they helped design the rubric for. They had to answer the essential question, “What attributes can you use to define a 2D shape?”

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I really love this rubric system and have used it many times in the classroom. Purple is the “highest” score one can receive, next green, then orange, and yellow is the bottom color. The students aim to get a purple score, but a green is still a good score. The students led the creation of this rubric.

In mathematics, we have our students explain their thinking using a “5 Star Sentence.” Which is a sentence with a capital letter at the beginning, correct punctuation, correctly spelled sight words, and if a student does not know how to spell a word, he or she underlines the word. The students also needed to make a drawing/model of a 2D shape and label the shape with the attributes. The students decided not to put a specific number for the amount of labels for purple, which I liked because it gave them the opportunity to talk about all different kinds of defining attributes, instead of just sides and vertices.

One interesting part that the students wanted to add was the phrase “Don’t try” to the yellow part of the rubric. I have noticed that sometimes the students want to add this to the rubric. I think that on almost all occasions, students want to try and be successful in the classroom; however, my collaborating teacher and I have made it very clear to the students that they can receive assistance if necessary and that it is better to ask for help instead of not trying. I feel like this word choice was very interesting and it shows that they really want to show what they know and believe it is important to always try their best.

After the students turned in their exit tickets, the math content coach had them discussed what they learned in relation to the essential question. She recorded their responses on the board to see if my class had a good understanding of the content and were able to answer the essential question.

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After the recorded their answers she asked them to tell her what the attributes are of a 2D shape, which she labeled with a box (which one student pointed out is the shape of a rectangle). I was very, very pleased with their answers and I really felt like this discussion showed that my students clearly understood the content from my lesson.

I was really excited that my math lesson turned out well. I will continue to be a part of mathematics content coaching, although I may not receive another full observation cycle but the content coach may come in to observe me. I am excited for the end of the year but I still have a lot to do during these last few weeks. I have been granted the wonderful opportunity to take the lead on teaching all content areas for over two weeks (excluding testing week), which I hope will continue so I can gain more and more experience to help me improve my teaching.

Reading Content Coaching – Second Observation Reflection

It has been a few weeks since I have posted. The week of March 2nd through the 6th was the USF Spring Break; however, I still came to internship on Monday and I was a substitute on Thursday and Friday, all of which were great experiences. The following week was the Hillsborough County Spring Break, and the past week I had my second and final reading content coaching observation.

I was really excited going into my shared reading lesson because I wanted to focus on what I discussed in the previous post-conference, which was making sure to use intonation and emphasis by reading the story with emotion. I had my observation on Tuesday, March 17th. We read the story “Little Rabbit’s Tale” from the Journeys text, which has the same storyline as Chicken Little. The rabbit is outside and when the wind blows, an apple hits his head and he thinks the sky is falling so he warns all of his friends and they tell his mother but she shows him the truth and he apologizes for making his friends miss out on different activities. The focus of my lesson was to analyze the author’s purpose for writing the story to determine what lesson thee author wanted to teach us.

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One thing that I used to struggle with is my presence in front of any group of people. I remember shaking when I gave a book report in the 6th grade even though I had a poster board and was reading off of an index card because I just got so nervous speaking in front of people. Throughout the years, I have taken many steps to remedy this by making myself raise my hand and share my thoughts and present in front of others. I even went so far as to take a Public Speaking course at USF to give myself more practice. During my internship experience, I have had few problems, if any, speaking to students because I am truly passionate about helping them be successful so I focus on them instead of my own worries.

Part of this former fear; however, still lingered when I read texts because I did not read with enough emotion, so this time I made sure that really got into the text. I simply took everything out of my mind except for teaching and giving my students the best experience possible with the book.

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For example, when the apple hits Little Rabbit, the text reads “Thump!” in large, red letters so each time I read that word, I leaned in next to a student and shouted while hitting the desk. The reaction from my students was immediately obvious—they laughed and became instantly engaged, which was great because I drew their attention in on the very first page. I kept reading the story like this, acting it out as well by skipping through the room like the characters as they “dashed” in the story. I also cheered “Hooray!” and jumped up like the characters.

I discussed this experience with both my collaborating teacher and the reading content coach. I was, and of course still am, very excited and I thought that I did a good job and I was pleased to discover that both my CT and the reading coach felt the same way. The reading content coach praised me for working on the skill that we had discussed and making such immediate and apparent improvement with the skill.

This current week is testing for students so I will be unable to teach reading since the testing takes up the entire morning; however, my goal is to take the lead on teaching and planning reading. For the entire last week, I took the lead on teaching the literacy block based on lesson plans that my collaborating teacher and I made together. During this week, I took the lead on planning all of the literacy block (phonics, shared reading, and writing) and I will be taking the lead on teaching it as well. My collaborating teacher will still provide support when necessary but we both agree that by taking the lead, I am gaining valuable experiences that will help me so much in the future when I am a teacher.

During this past week I also took the lead on teaching mathematics and science. The science unit that we have been learning is about living and nonliving things and we will be transitioning into plants and animals next week. In mathematics, my students learned how to tell time on both digital and analog clocks to the hour and half-hour. Although I did not plan these lesson, I taught all of the lessons on time and then gave the assessment on Friday. I am very proud to announce that out of 17 students (1 student was absent) all of my students passed with a 71% or higher on the exam. I then recorded all of this data on an excel spreadsheet that organizes it to show the scores of the students, what percentage of students got the question correct, and how many students missed each question, which allowed me to meet FEAP 4F: “Applies technology to organize and integrate assessment information.” Looking at the results, I noticed that some students still have misconceptions that I will be addressing with them during this week in the time after testing but I am so proud of my students and I am really happy to see the clear results of my teaching.

I will be taking the lead on planning mathematics for the upcoming week and I will be taking the lead on teaching it as well. I will have my mathematics content coaching observation on Wednesday. According to the district calendar, the next unit is 3D shapes but during a Professional Learning Communities (PLC) meeting with all of the first grade teachers at my school, we decided it would be more developmentally appropriate to do 2D shapes next and then 3D shapes.

I was so excited to finally have an opportunity to take the lead on teaching all subject areas. For the remainder of my internship, I hope to take the lead on both planning and teaching all subject areas (with some assistance from my collaborating teacher) to help me improve my teaching skills. I am so thankful for the support from my collaborating teacher, my instructors, and the content coaches for helping me achieve this.

Reading Content Coaching Week 3 – Observation and Reflection

This past week, I was observed for a shared reading lesson of the text The Garden which is a Frog and Toad story. The lesson involved analyzing the text in order to compare and contrast the experiences of the two characters using key details from the text. When I performed this lesson, it was the second day of a three day mini-unit and it was based on the Journeys teacher’s edition. My collaborating teacher and I; however, modified the lesson to fit the needs of our students. For example, I chose to replace some questions from the teacher’s edition with my own because I believe they matched the objective and would guide the students during the lesson.

The essential question for my lesson was “How are the experiences of Frog and Toad similar and different in the text The Garden?” I stated the essential question early in the lesson and made a connection between my question and the note-taking guide that we used. The students and I completed this shared chart as we read by documenting the experiences of each of the characters. I defined experience as “what the characters know and what they do,” which the reading content coach really liked. I tried to make a connection between this definition and my students by talking about how they already know kindergarten math, so they have experience with it, but that they do not have experience with college math because they do not know it and have not done it yet; this connection helped me meet FEAP 3E: “Relate and integrate the subject matter with other disciplines and life experiences.” By making this connection for the students, I met FEAP 3D (“Modify instruction to respond to preconceptions or misconceptions) because I anticipated that my students would not understand the word and so I gave them the definition in the very beginning to guide the lesson. The reading coach suggested that I spend a bit more time in this area of the lesson to make sure that my students really understood my definition so they could complete the objective and answer the essential question at the end as a formative assessment. This helped me to meet FEAP 1D: “Selects appropriate formative assessments to monitor learning.”

Then I read the text, pausing to ask key questions on most of the pages. I decided to read the text in this way because we already read it on the previous day so this re-read was used to refresh the memories of my students and help them analyze the text with a new lens (experiences of the characters). This aligns with FEAP 1B: “Sequences lessons and concepts to ensure coherence and required prior knowledge.” One aspect of the lesson that both myself and the reading content coach agreed that would have helped my lesson and my students was for me to explicitly model by performing a think aloud. In the very first line, the reader learns that Frog has a garden, which reveals that he has experience with garden. I think that using a think aloud to analyze this line would have helped my students be more successful during the lesson. In the future, I will work on using more think alouds. I believe that I stray away from think alouds because I do not want to think for the students too much; however, I simply need to find a balance between my voice as a teacher and the ideas and thoughts of my students. This will simply come with practice which is why I have begun to take more of the lead when co-teaching the literacy block with my collaborating teacher.

One compliment that I received from the reading content coach is that the areas that I should focus on to improve my teaching are very similar to those of a veteran teacher. He praised me for stating my objective early, using the note-taking chart throughout the lesson (mostly with responses directly from the students) and having a coherent plan for my lesson. He would like me to work on using various types of intonation and voice changes as I read the text and teach in order to engage the students. The reading coach and I agree that my collaborating teacher does a fantastic job with this. At one point Toad kneels on the ground and shouts at his seeds to grow; I leaned next to a student and slightly raised my voice during this part but my collaborating teacher actually got down on the ground and shouted at the floor. My students were laughing and then they were able to go back to the text and focus on the lesson. I have been working on this aspect of my teaching for a long time because, in the past, I was extremely nervous to be in the front of any class and sometimes I actually shook when I spoke to a crowd. Now, speaking in front of my students occurs so much each day that I am never nervous and instead very comfortable. The reading coach assured me that this aspect of my teaching will continue to grow and improve as I continue teaching, which is yet another reason why I am trying to get as much practice with taking the lead as possible.

I have scheduled a second observation for the week after spring break. This week is the USF Spring Break so technically speaking I do not have to come to my internship, but I went today (Monday) and will be subbing on Thursday and Friday. The following week is the district spring break so I will not teach my next lesson until March 17th. The week after that is the standardized testing for my grade level and my responsibilities during that time have not been announced. I am excited to continue helping out in my classroom even though I am technically on vacation and I cannot wait to return after the breaks!

Reading Content Coaching – Week 2

This is the second week of reading content coaching. My collaborating teacher and I have been co-planning and co-teaching the literacy block and she has granted me the opportunity to take the lead on planning and some teaching. We plan out a phonics block, a read aloud, shared reading, high-frequency words, writing, and guided reading for each day. I am excited for all of the progress that I have made so far and what I will accomplish in the upcoming weeks. I will be observed on Tuesday for a shared reading lesson that I helped plan and I should be taking the lead on teaching the other days of this lesson as well. Currently, we co-teach for the majority of literacy and I hope to take the lead on literacy in the upcoming months.

I currently have two guided reading groups, the high reading group and the below level reading group. My high group will begin a chapter book next week. I want to begin this type of book because all of these students have started reading chapter books. I want to help them better understand the books so they will be successful and continue to grow as readers. For my low group, we practice sight words as well as the phonics strategies of the week. For example, last week we worked on the “ai” “ay” sounds and my students practiced sounding out and spelling words using magnetic letters. Next week, this group will focus on “ar,” “or” and “-ore” for phonics and both groups will focus on determining the main idea of a text or chapter.

I write about the Florida Educator Accomplished Practices (FEAPs) in all of my blog posts because these are the principles that I need to meet as an educator. Last week, I met with my PRT supervisor and my collaborating teacher to determine what areas I have accomplished and what areas I should focus on in order to continually improve my teaching, which allowed me to meet FEAP 1D: “Engages in targeted professional growth opportunities and reflection both independently and in collaboration with colleagues.”

One area that I will work on is my communication with parents and students. I have already worked on meeting this goal by actively participating in all Conference Nights at my school and writing home notes to parents. I will continue to work on this goal for the remainder of the semester. One way that I worked on this professional goal is by writing a note home to parents informing them about the award that our class won for our STEM Fair project. I typed up and sent home the note to invite parents to the event, which was fantastic. We had a few students come and they were able to explain all of their hard work to their parents and show them their STEM Logs that contain all of their work, which was another opportunity for me to work with parents.

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I was also happy because one parent wrote back in the agenda to congratulate our class for their work.

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I have also been working on communicating with parents about both positive and negative behaviors. I have never called a parent before but I have written in agendas many times in all of my internship classrooms. I attempted to call a parent last week but unfortunately the parent did not respond. One aspect of communication that I want to emphasize is positive notes and phone calls because parents always appreciate hearing about the hard work that a student has done and sometimes they simply hear the “bad news” instead of the great things their child has accomplished. When I interact with parents in person or through notes, I always make sure to focus on the positives and what can be done to help the student improve in the future.

With communication, I have also been focusing on providing immediate and specific feedback to students, which is related to FEAPs 3I and 4A. One way that I have been meeting these FEAPs is by teaching my students test-taking skills and going over test practice that we do as morning work to prepare for the upcoming standardized tests. In the morning, students complete the work by themselves which consists of either multiple choice questions, math word problems, or questions about a text. We then figure out the answers together as a group and use test taking strategies such as referring back to the text, checking all responses, and crossing out incorrect responses. After we finish, the students write “Checked Together” on their papers or we stamp their pages. By taking a small amount of time to do this, the students receive immediate feedback about their work and they are able to learn from their mistakes and see how to prevent them in the future.

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            I am excited and slightly nervous about my observation next week but I have been working hard and taking the lead in shared reading before so I think I will do well. I am excited to receive feedback from the reading content coach so I can continue to improve my teaching. The following week, March 2nd through 6th is the USF Spring Break so the residents are not required to come to internship. I will be a substitute for two days that week and I would like to come in and work in my classroom. The following week, March 9th through 13th is the Hillsborough County Spring Break and therefore I will be unable to attend my internship. I am always sad to be away from my students, which is why I will make sure to come in and visit them. I will also make sure that I am still able to plan with my collaborating teacher so I understand what will be happening in the classroom when I am not there and what we will be doing after Spring Break. I planned a STEM lesson that is science heavy a few months ago in my Teaching Elementary Science class, which is about the needs of living organisms (butterflies) and how to meet those needs with their habitats and I hope to teach that lesson after Spring Break.

Weekly Reflection – Content Coaching – Science Week 3 – Land and Water

Science – Land and Water – Week 3 Content Coaching

Lesson Transcription from 1.30

This past week was a very exciting week for me. I took my teaching certification exam on Wednesday and I passed all sections! I am so happy to accomplish this because it has been a very important long term goal for me. In Science this week, my students took their Midterm Science Exam and I am eager to see how they did. I continued to teach about the land of Earth. Next week, I will continue this theme and we will begin to discuss the water of Earth as well and that all living organisms need water. By planning out my lessons in advance, I am able to sequence my lessons so that they are cohesive and continue to follow the same ideas and theme to match the needs of my students. This allows me to meet FEAP 1B, “Sequences lessons and concepts to ensure coherence and required prior knowledge.” I will be continuing to meet the science standard, “SC.1.E.6.1: Recognize that water, rocks, soil, and living organisms are found on Earth’s surface.” This helps me meet FEAP 1A, “Aligns instruction with state-adopted standards at the appropriate level of rigor.”

This week seemed as if it was a shorter week (especially in the area of science) due to the science midterm and my absence on Wednesday to take my certification exam. I still; however, wanted to make sure to have strong and engaging science plans so I explicitly outlined my plans for the day that I would be absent so my collaborating teacher had an outline to follow so my students continued to stay on track in science.

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One lesson that I was really proud of this week was my exploration, guided inquiry lesson that I taught on Friday. For this lesson, I provided each group of students with three plates—one plate of sand, one plate of rocks and sand, and another plate with dirt from outside. The students were given the opportunity to not only look but to touch the samples. I did not give a name to any of the samples and simply told the students to draw and write down their observations and what they think each sample was called and possibly where it came from. I was amazed at their responses. The students were completely engaged because they could freely touch and explore the materials and I was glad that my explicit instructions helped me make sure that there were no messes or spills.

I incorporated my science goal into this lesson by asking prompting questions to my students. This allows me to meet the professional FEAP 1A: “Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs” and FEAP 1D: “Engages in targeted professional growth opportunities and reflective practices both independently and in collaboration with colleagues.” I was completely astounded at their responses, which can be found in the attachment above labeled transcription. One of my favorite interactions with the students occurred when one group was examining the rocks and, completely on their own, realized that the sand is “little rocks” that come when “you bang [the rocks] a little bit.” I was so excited to see that there were many great responses, which I believe occurred because my students were so excited and engaged by the activity. At the end of the lesson, I had my students write down what they observed and learned in addition to their notes. Below are some student responses.

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I will continue to work on my science goal for the rest of science content coaching. I am so glad to see this progress in my students and in my own teaching methods. I hope to continue to grow as an educator by giving myself professional goals to meet that help me increase student engagement and elicit their understanding.

As I mentioned in an earlier post, my students won the STEM Fair for their grade level at my school. We will be competing with other students in the school district next week. We worked on creating a poster board and we did our best to make sure that student work was at the front and center of the post. In the end, the only aspect that was not student made was the heading made from pre-cut letters. [In the pictures below, there are typed up headings but my collaborating teacher and I decided it would be best to have the students write the headings so we replaced that with student work.] My students and I are very excited about this project and are glad to have the opportunity to compete and display their work.

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            Another important event that occurred this week was Conference Night. Since the second 9 weeks are over, teachers have been meeting with parents and guardians to discuss the progress of students. My collaborating teacher and I met with many parents on conference night, which helped me meet FEAP 4E: “Shares the importance and outcomes of student assessment data with the students and the students’ parent/caregiver(s)” and professional improvement FEAP 1C: “Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement.” I was so happy to attend and to be able to talk to parents directly about their students in the areas that I take the lead on teaching and planning.

Next week is the final week of science content coaching and then I will begin reading content coaching in the following week. I will be volunteering as a judge in the district STEM Fair competition as well. I am excited for this opportunity to participate in my community. I posted a link to download my lesson plans for this week and as you may notice, it contains my lesson plans from the previous week and this week. The old plans from last week are in black and the new plans for this week are in blue. Most of the content remained in black because it was relevant to both last week and this week, for example, standards, misconceptions, and background knowledge are all areas that remained the same so I decided to keep the color the same. For the next week, I will be adding in my new lesson plans to this template in a different color to work on planning and creating a cohesive unit.