Here Is What's Happening
in My Classroom!
in My Classroom!
Goal #1: 80% of students will meet benchmark in writing vocabulary. This is a personal goal that I have for my students, continuing from year to year.
Even though the students knew several of the basic terms, they had very limited knowledge of more advanced writing terminology. The data below illustrates the gains students made this year.
The students that did not meet the 80% still increased their scores by at least 20%.
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This class saw the largest gains.
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Goal #2: 80% of students will increase reading levels in attempt to meet benchmark in literacy. For those that came into class below grade level, the goal is to raise their grade level reading 1 1/2 to 2 years to catch up.
Students learned several strategies to improve their fluency and reading comprehension:
Visualizing: Good readers create pictures in their minds while they read.
Questioning: Good readers ask questions before, during, and after reading to better understand the author and the meaning of the text.
Connecting: Good readers notice pieces of the text that relate to or remind them of their lives, experiences, books, movies, etc.
Inferring: Good readers draw conclusions based on background knowledge and clues in the text.
Synthesizing: Good readers combine new information from their reading with existing knowledge in order to form new ideas and interpretations.
Inferring: Good readers draw conclusions based on background knowledge and clues in the text.
Synthesizing: Good readers combine new information from their reading with existing knowledge in order to form new ideas and interpretations.
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Determining Importance: Good readers look at text features for clues, titles and headings, pictures and captions, graphs and charts, and chapter objectives and essential questions.
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This is an example of a lecture that I taped during class.
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Reading Aloud: Good readers are able to decode, read under time pressure, and read voluntarily.
Reading Fluency Test Grade 7
Students making gains but still below 80% in Tier 1.
Students making gains but still below 80% in Tier 1.
This group is above 80% and there are no students in the high risk category.
Students are making gains on Words Read Correctly at 95% Accuracy
The students in this hour have not met the 80% mark for literary analysis; however, there has been a significant gain.
The orange data represents scores from early September. The purple are from April.
Reading in Groups
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Generations Love Reading!
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These samples are taken from Actively Learn, a computer based literacy program.
Applying Reading Strategies To Advanced Biology Text
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Goal #3: Evidence of technology use - Sustained use of technology to enhance lessons/differentiation/communication
Students researched information and pictures from their books and iPads. They also used their iPads to create the books. The following programs were used: MS Word, Google Docs, Google Slides, and PowerPoint. Below are sample pages taken from 3 student projects.
Students evaluated their own work and graded their projects. This is a student assessment of her project.
My students use my channel to view specific videos that I assign. Because I have my own channel, I have more opportunity to control what students view and can ensure that they are watching the clips that I assign.
This is an example of a lecture given using the app ShowMe. Students could access the lecture through my webpage or YouTube channel.
This video provides the basic information and expectations that students need to know for my English classes. It is a resource for students and parents. Lovely picture, isn't it?
All of my classes are on edmodo. The students can access their assignments, post questions to me and other students like they would on a social networking site, engage in discussions, take quizzes, tests, and polls.
Law and You is an iTunes U course. The students online textbook can be accessed, as well as lectures, notes, discussion questions, and so on.
This app is used in all of my English classes. The students complete daily grammar assignments to improve mechanics, grammar, and proper usage of commonly confused words. Students are required to redo each assignment until they become proficient in the specific areas.
Socrative is a polling program that provides feedback and allows me to check basic understanding instantly.
All vocabulary is placed on Quizlet. The students can create their own word banks, as well.
Goal #4: Continue to incorporate writing into the ELA curriculum following Common Core standards.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Student Samples of Autobiographies
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Sharing Memory Books in the Coffeeshop
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CCSS.ELA-LITERACY.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Student Sample of "The Lady or the Tiger?" Prewriting
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Rough Draft
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Final Draft Page #1 in MLA format
Standard Rubric for Literary Analysis Essay
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Final Draft Page #2
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Comparison/Contrast Essay: "Richard Cory" and The Outsiders (This was an essay question for the final assessment of the novel.)
Student response includes clear topic sentence, supported by details and examples from both pieces of text.
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Standard Rubric for Comparison/Contrast Essay (Paragraph Response) |
Students wrote holiday or winter themed stories and shared them with their classmates.
These students had their story published and turned into a hardcopy children's book. It is available for purchase online. Follow the link.
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Objective #5: Use differentiated instruction based on interest, learning styles, and learning abilities, as well as using formative and summative assessments.
Law and You Criminal Law Unit Culminating Activity: Tour of Dickinson County Jail and District Court
American History Unit Projects
Demonstration Speeches |
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Kelly demonstrates how she gets her dog to do tricks.
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Kaylin and Danielle demonstrate how to wax skis.
Haley demonstrates how to create an origami jumping frog.
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Students take a "gallery walk" to identify stereotypes. With partners, they discuss what they see and determine if they are judging by looks. True identities of individuals in photographs revealed at end of activity. Assessment: small and large group discussion
Students in sociology created puzzles illustrating the various roles they play in society.
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Goal #6: Monitor and report academic gap identifying student data by gender. Actively participate in district effort to formulate methods to close the gap by improving success of all students.
STAR Reader Spring Results: Percentage of Girls Reading At and Above Grade Level and Below Grade Level
STAR Reader Spring Results: Percentage of Boys Reading At and Above Grade Level and Below Grade Level
I serve as the freshmen class advisor.
Homecoming Fun: School Spirit and Teamwork
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Grammar lessons are created using questions from each student’s favorite celebrities, hobbies, TV shows, and friends.
Authentic assessments: Students drag in commas, click words to capitalize them, throw out unwanted punctuation, and edit the text directly.
Blended learning: Students work at their own pace and practice independently.
Adaptive technology: Questions are adjusted based on what students get right or wrong, drilling down to their underlying misconceptions. When students get stuck, they view tutorials that help them correct their mistakes and keep going.
Unlimited practice: Students have unlimited practice and are challenged to improve their range from red to blue.
Authentic assessments: Students drag in commas, click words to capitalize them, throw out unwanted punctuation, and edit the text directly.
Blended learning: Students work at their own pace and practice independently.
Adaptive technology: Questions are adjusted based on what students get right or wrong, drilling down to their underlying misconceptions. When students get stuck, they view tutorials that help them correct their mistakes and keep going.
Unlimited practice: Students have unlimited practice and are challenged to improve their range from red to blue.
This graph illustrates my report of individual student progress with apostrophe usage. At a quick glance, it is clear that most of the students in this class need more instruction and practice with singular and plural possessives and plural names. However, the students are showing mastery with general contractions, it's vs. its, who's vs. whose, and you're vs. your.
This graph is a sample of the student's view of a progress page. The student can easily identify those skills that he/she has mastered and those skills that he/she needs more practice. The goal is to achieve a green or blue rating. However, any progress is "celebrated."
Noni playing the Grading Game, a grammar app. He just lost because he didn't fail enough students. :)
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Attorney and Norway High School graduate Grant Carlson speaks to law and you students about many of the aspects of law. He shared information on types of law, careers in law, and the importance of being a good citizen and active member of one's community. |
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