Toolbox Stage – one
Toolbox Stage One
I have learned a few new things about myself as a teacher through the Teaching Beliefs section in the Continuum of Levels of Teacher Development. In order for me to begin the school year and adapt my lesson plans accordingly I send home an (All about me) worksheet the first day of school. This gives parents and students the opportunity to tell me all about their special interests and what their learning style preferences are.
I like to use a readiness test to assess every student on letters and sounds. I also use a (Number Identification) pre-assessment and re-assess before the end of the first quarter. These in-formal assessments help me to get a basic understanding of where my students are when they come to me in the beginning of the year. As a school we use AIMS web testing (AIMS). Each student has 11 different assessments for AIMS, both oral and written. This one minute timed test can be a great indicator for the areas of improvement that particular student may need assistance in.
My first teaching goal for the upcoming school year will be to assess all students on their (Dolche SIght Words) by the end of each quarter. Each student will be assessed individually orally and written. Each of the students will receive a copy of the words to practice and be tested on five to six words a week. The students will receive extra practice during center work (Sight Word Center) and as a whole group by practicing them aloud on a PowerPoint Presentation on the Smart Board.
My second goal for the upcoming school year is to provide my students with many reading opportunities to increase their reading level. I would give a simple
(Reading Level Comprehension) test to identify which level each student is on. Each child must read each level, starting with A, and pass it with a 95% accuracy rate before moving on to the next letter level. Once each student has been tested they will be given a letter (A-Z) level and be placed into small groups and be given a (Reading Level Color-Codes) to help me place each student into leveled groups.
Each year I spend in the classroom and school setting I gain more experience and a better understanding on how to differentiate instruction to each group of students. It requires me to make more time in my lessons to address every different learning style and the more practice and advice I get, the better off my students are. I seek out ideas from my co-workers and special education department (Occupational Therapy and Psychologist as well). An area I am lacking in is providing more time to the students who are struggling with a concept , I tend to look at the clock and see it is time to move on to the next subject, special or lunch, and not always go back right away to assure those students that we will get back to that topic. My goal is to address the issue immediately and reassure those students who are struggling that I will slow down the pace to catch them up.
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