________s Evidence Binder Charlotte Danielson Model ABO School

________s Evidence Binder Charlotte Danielson Model ABO School

________s Evidence Binder Charlotte Danielson Model ABO School District Domain 1 Planning and Preparation Domain 2 The Classroom Environment Domain 3 Instruction

Domain 4 Professional Responsibilities v v Examples of Evidence 1A: Demonstrating Knowledge of Content & Pedagogy 1B: Demonstrating Knowledge of

Students 4D: Participating in a Professional Community Lesson Plans Student Evidence of completed support and Teacher Created Student Activity Interest Inventory cooperation, volunteering for Lessons based on Student Journal current best Responses

school committees practice and extraSurveys and Advanced communications curricular courses in content to families are responsibilities and techniques used to gather Chairing information committees, Instructional artifacts (evidence Uses

school etc. or information usedteams, 4d Note of confidential as my evidence in the form of records, i.e. test coordinating 4f ExampleClassroom Safety Management Plan (editable) student work scores, permanent programs products with records, IEPs etc. List of School and

comments) sources of District 4f Example- Steps toasTake to Resolve Conflicts knowledge of Committees Instructional interactions with students. Also Service to the students uses sources such Profession Log as conversations Record of outside with prior

activities that you teachers and sponsor other school Supplemental personnel. Assignments Lesson plans Volunteer and reflecting supervision differentiated activities instructions 4F: Showing

Professionalism Daily interactions with students Helpfulness for needy students Is open-minded and willing to adopt new approaches Uses data to support actions Sets long-term goals and takes responsibility for own professional growth Demonstrates

high ethical standards through compliance with school/district codes and community expectations Professional organization leadership roles Leadership roles in the school or in the community TAT Evidence Examples The following pages are all

examples of evidence you may include in your binder. Some of the documents are editable. Feel free to use them if they will benefit you. Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy Observation Lesson Unit Topic: Folktales Lesson Topic:: Legends, Sequencing #1 Grade Level: 4th Date: Student Learning Outcomes/Objectives A. Students will identify characteristics of legends.

B. Students will recognize that legends are a subgenre of folktales. C. Students will recall that sequence refers to the order in which events take place in a story or the order in which information is given in nonfiction. II. Common Core Standards Alignment The following CCS standards are addressed throughout the lesson and center daily 4 activities: 4.R.9.Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 4.R.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. 4.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. 4.W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of

keyboarding skills to type a minimum of one page in a single sitting. 4.W.10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 4.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly, consulting references as needed. 4.L.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. This lesson also demonstrates alignment with CLCS Elementary Goal #1: Focus on Individual Student Achievement: All students will be self-sufficient to their fullest potential through diverse instruction, technology integration and multiple educational opportunities to ensure successful transition into

adulthood. This document is editable! Measureable Objective Students will list three characteristics legends, a subgenre of folktales. Students will identify important events of a story in sequential order. Materials/Resources Used Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy Quotes from various folktales B. Folktales Subgenre Chart and Folktales I Know Chart Between Earth & Sky: Legends of Native American Sacred Places by Joseph Bruchac D. Sequencing worksheet to accompany legend handout E. TECHNOLOGY: Computers and access to kidblog website. Students began using kidblog As a medium for writing in September. The site is secure and can only be accessed using a class page password. The teacher monitors all posts and must approve all comments on posts before they are published. It helps to meet CCSS objective: 4.W.6. With some guidance and support from adults, use

technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. F. LCD projector connected to computer to display information G. Define It, Illustrate It, Use It worksheet for word work Anticipatory Set Have students number a piece of scrap paper 1-5. Tell students that they will hear quotes from various famous stories and they will try to write down the title of that story on their scrap paper. The teacher will use quotes from various genres of folktales and animate the lines as they are spoken to create more interest. After all five quotes have been presented and students have recorded their guesses, reveal the answers to each. Show illustrations or book covers as the answers are revealed. Sequence of Learning Activities Perform the anticipatory set. Ask students if they remember what the genre of Mystic Horse, the story read yesterday in class was (legend). Ask students, What do any of these stories have in common with Mystic Horse? Tell students that the story quotes shared all come from a genre named Folktales. The term folktales encompasses a vast array of stories which have been passed down from generation to generation. Most folktales have their roots in oral traditions - stories that have been told and retold, often changing so that there are many versions of the same story. Folktales come from all over the world and are an important part of a culture's heritage and in many cases, their spiritual beliefs.

Brainstorm a list of other folktale subgenres besides legends (fables, fairy tales, tall tales) and identify which the five from the anticipatory set were. Pass out Folktale I Know and record these on this paper. Secure in folder with fasteners. Discuss what characteristics a legend has in comparison to the other subgenres. Display the Folktales Subgenre Chart on the LCD projector. Discuss the characteristics for legend and pass out a blank Folktales Subgenre Chart for students to record characteristics of legends. Students will keep this paper in their ELA folder until we have completed all the definitions. Then, we will cut out the chart and paste in the students writing journal in the back notes section for future reference. Have students take out their ELA centers tracking chart and make their first choice for a center today. Take a quick class survey by a raise of hands for each of the four category choices. Make adjustments as necessary for number of students on the computers (max. of four) and even numbers for read to someone. Assign Read to Someone partners and record. Display center activities on SMART Board from typed document. Teacher completes individual writing conferences with students during Daily 4 time. NOTE: Individual conferences allows teacher to provide differentiated instruction based on student needs. Calendar of meeting times and goals discussed with students are recorded in a teachers binder. Giving student choice of center work is highly motivational for a variety of learners and puts children in charge of their learning. They are encouraged to be self-regulated readers and learners to empower more automatic transfer of mental comprehension processes to novel texts. (Best Practices in Literacy Instruction, 2003).

Work on Writing-see chart paper on easel (add seasons notes and multi-paragraph essay) Read to Self-independent chapter book Read to Someone-Read Mystic Horse and answer questions orally on pg. 367 (check for understanding) sitting EEKK (elbow to elbow, knee to knee) Word Work- Define It, Illustrate It, Use It Vocabulary worksheet; Spelling pgs. 87-88 This document is editable! Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy 7. After approx. 15 minutes, teacher gathers students back to their seats to check-in and complete mini lesson #2. Students assess their performance at their center and record it on their sheet. 8. Teacher passes out two legends copied from the book, Between Earth & Sky, by Joseph Bruchac. Read the first legend together and complete the missing steps on a sequencing chart as a class. 9. Teacher then has students choose their next center activity, completes the class survey, and makes adjustments as necessary. Students are directed to complete the second legend independently (read and complete sequence chart) and then go immediately to center choices. Teacher continues writing conferences with individual students. Closure

After approx. 15 minutes, teacher gathers students back to their seats to check-in. Students assess their performance at their center and record it on their sheet. Teacher assigns POWE (problem of the week English for homework (Skill-sequencing) and study for spelling test. Review possible correct answers to the sequence chart students completed independently and collect papers. If time permits, have some students share their define it, illustrate it, use it word work. Assessment of Student Performance/Homework and Independent Practice Evaluative devices to be used will be observation of student responses and performance on sequence activity in class, POWE for homework, response to teacher questions, and performance on the Weekly Assessment and Folktales assessment at the conclusion of this unit. The broad category writing goals will be assessed with the independent practice multi-paragraph season essay and book review on Kidblog. Students area also assessed on their writing progress and journals using a rubric. A copy of the rubric is pasted in each students individual writing journal for student self-reflection. Reflection of Lesson Anticipatory Set: I thought this went well. Students were definitely intrigued and engaged. I liked their enthusiasm but also know that I need to keep the activity moving along. They are a chatty group and when given a chance, they can talk out repeatedly until it gets out of hand and takes the focus away from the lesson. Since I started the owl charts at the beginning of October, I have seen great improvements in students raising their hand to speak and not making noises. However, there is a time and place for open class sharing such as a fun guessing

game like this when kept to a minimum. Lesson on Characteristics of a Legend: The quick discussion on the similarities between the folktales mentioned and the story read yesterday, Mystic Horse, went well in my opinion. Although I like to do quick checks of understanding, with such a large group, it is difficult to get everyones input in the allotted time. I was pleased and surprised that the students had some background knowledge with other terms in the subgenre of folktales. The use of the chart to record information will be useful when comparing the different types of folktales. Choosing the centers: Students just started being allowed to choose their own center two weeks ago for Daily 4. Prior to that, they were assigned a color (4 groups) and went to the center I designated for them. With the free choice, students can choose five Read to Self, five Work on Writing, one Read to Someone, and two Word Work per week (we havent had that many centers in a week yet though!). I really see the value in letting students choose their own order for Daily 4 and I have observed how excited students are to do their centers. They also seem to put forth more effort at their center when they have had the choice of what to work on. Implementing this Daily 4 has been a ton of student training and work to get it going, but I feel like I am finally seeing the benefits. Now, at center time, when I look around, the students really are working hard the whole time and there is very little wasted time. I cant say enough how much this training and system of Daily 4 has really transformed the amount of quality work that students are getting done at center time. I also love being able to conference individually with students about their writing and reading goals. The one drawback is that with 23 students, it is difficult to conference as often as I would like. I think it will start to improve now that we have the system set up.

One obstacle is the use of computers and often there are more than four students who want to use work on writing time at the computer on kidblog. I would like to come up with a better system for that while still allowing free choice. This document is editable! Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy Assessing Center Work: I like checking in after each center as the book, Daily 5 suggests. Even though it takes time, I feel that it is worth it in the long run and will result in less wasted time at centers in the future. Students are quick to tattle on each other for little disruptions at centers because they have been trained so carefully about what to do at centers. I thought I did a good job addressing the concerns students raised about potential wasted time at centers while still being flexible and not making the students feel singled out. Although, next time, I think I should tell the students to reflect one more time if they still feel they deserve 3 stars (if I followed the rules the whole time and I really could not avoid walking around the room or asking my friend a question). Students are pretty honest with themselves overall. Repeated offenders at center time will have free choice of center taken away or be limited as to who they can sit by. Second mini-lesson on sequencing: I really liked this legend from the book, Between Earth & Sky and only

wish that we had more time for discussion. I also did not have enough time for students to try the other legend on the back independently. Students will work on that page tomorrow which may be a good idea to come back to it another day. After I grade the students attempt at the other sequencing activity on the back, I will pull strategy groups of students to work on that skill and discuss the legend more closely as needed. Second Center: Even though we only had about five minutes left to start the last center, I wanted to give them that time to get started. I truly believe that every second in the classroom is valuable and try to have little wasted time. Five minutes at a station when the students are trained to get working right away is a good amount of time to get some work done. Unfortunately, the closing of my lesson was weak as a result and we did not go over answers to the other sequencing activity since we did not get to it. This document is editable! Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy Observation Lesson Unit Topic: Animals are Characters Too Subject: English Language Arts

#2 Grade Level: 4th Date: This document is editable! General Goals/Learning Outcomes Students will work cooperatively in groups to discuss a common text, building on each others ideas and expressing their own clearly. Students will respond to the text by making connections to self, other texts, or world. Students will come to book club discussions prepared, having read assigned material and use that preparation to explore ideas under discussion. Students will work cooperatively in groups to set goals for reading assignments and responding to the text assignments. Students will assess their own and group members performance on being prepared for book clubs and their level of participation. II. Instructional Procedures/Plan with CCSS or NYS Alignment

The following CCS standards are addressed throughout the lesson and Book Club activities. CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.4.3a Choose words and phrases to convey ideas precisely.* CCSS.ELA-Literacy.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

III. Assessment of Objectives Evaluative devices to be used will be observation of student responses and performance on reading response activities (choice from Tic-Tac-Toe board) and discussion of sticky-note ideas from the reading. Students will complete a self-evaluation of Book Club Participation using a rubric. The three categories of assessment are: Completed Assigned Reading on Time Prepared with Book and/or Assignment Participated Actively in Discussions Students will also take AR quizzes on their books after completing the novel. Technology Integration A list of book club meeting expectations was displayed on the SMART board for students to refer to throughout their meetings. Students also are encouraged to use technology to aid them when looking for definitions to new words. There are two reading response worksheets focused on new Chapter Vocabulary and many students use technology as practiced in class to aid in finding definitions. Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy Differentiated Instruction Anticipatory Set: I presented the students with six novels at the 4-5th grade reading level where animals were central

characters to go with the theme. There were four novels with horses and two with wolves. I read the book jackets and displayed them on the board. Students were given a handout to rank the books (1=have to read, 2= somewhat interested in reading, 3=not interested in reading). I made a big production about not looking at their friends to choose the same books or making certain gestures, etc. This worked well. The students were so excited to receive their books on the Thursday before Memorial Day weekend! I told them they could wait until the following week to get started or the group could decide to start over the weekend. EVERY group decided to read over the weekend! I have never seen my students so excited about starting a class novel! Book clubs naturally lend themselves to differentiated instruction. Everyone received one of the two of their number one choices from the survey. The novel that was the longest and probably the most difficult to get through was assigned to my top readers. I assigned the shorter chapter books to students who are more reluctant to reach their independent reading goals of four chapter books per month. Groups choose their three required reading response activities from a choice board of nine activities. Group members also encourage each other to meet their goal and discuss the reading response activities after completion to ensure understanding and comprehension. This document is editable! Students met briefly with their book clubs on Tuesday for about 20 minutes after receiving the handouts for Book Clubs. They decided on their choice of reading response activities from the Tic-Tac-Toe choice board and their

homework for Tuesday and Wednesday. Wednesday there was no class and on Thursday: Review procedures for Book Clubs with students. Have students take out the packets they received on Tuesday (no ELA Wed. due to NYS science performance test). Discuss the role of the discussion leader. Unlike traditional literature circles, book clubs do not focus on roles for each member of the group. These ideas came from Laura Candlers Classroom Book Clubs. It has a series of videos to accompany handouts and materials for book clubs in the classroom. However, after the initial meetings on Tuesday, I determined it would work better if there was a discussion leader for each meeting. This leader could change day to day but some groups had too many strong personalities competing to be in charge. I had typed up directions for Daily Quick Checks and reading response choice activities in addition to the forms provided by Laura Candler. Students are directed to use the sticky note topics they wrote about to accompany their groups assigned reading (see handout for topics). The idea is not overwhelm the students with too many roles and activities to complete during the time period they are reading the novel. Students should be encouraged to read the book and engage in meaningful discussions initiated by their own thoughts and reactions to the novel. After reviewing expectations and posting the to-do list on the SMART board, have students meet with their book clubs. The teacher will check with each group of students to see if they have

chosen a discussion leader for today and also help as needed when completing a calendar of realistic reading assignments for the group from today until June 11th. The teacher will also check with groups for the completion of sticky note activities and meaningful discussion. Groups will rate their participation and completion of assigned activities using the self and peer assessment form, Book Club Participation. Groups will choose a method of Read to Self, Read to Someone, or Read with the Group when they have finished assigned activities for the Book Club. All methods have students Check for Understanding as they read. Students reading with someone check for understanding orally. Closure When there is about five minutes left, have students stop reading and come back together to discuss any new questions or comments they have about the new material read. Also, have students remind each other what their assigned reading/activity is for homework. Homework/Independent Practice Book club group members determine cooperatively the amount of homework needed in reading and reading response activities each night to complete their novel by June 11th. Reading response activities were taken from Rachel Lynettes Reading Response Worksheets at Minds in Bloom.

Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy **Upon building principals approval, Creating and Evaluating Text-Dependent Questions Guided Worksheet can be used as artifact 1A This paragraph is editable! We created the Creating and Evaluating Text-Dependent Questions Guided Worksheet as an in-service activity. This activity demonstrates some of the Core Shifts in ELA/Literacy. Shift 1 is Balancing Informational & Literary Text. The text that accompanies the text-dependent questions is informational and my curriculum has definitely taken a shift toward a more 50/50 split of informational vs. fictional reading. Shift 4 is Text Based Answers and this guided worksheet guides students to engage in rich and rigorous evidence based observations about a text. I have incorporated many close read activities in ELA to shift my instruction in response to the demands of the Common Core. Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy

Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy Demonstrates 1a: Demonstrating Knowledge of Content and Pedagogy One of the articles for the Global Warming Activity. The other article is Global Warming by Kristi Lew and could not be copied for this product. This is just an example of how I have demonstrated my knowledge of content and current pedagogy in my teaching. Demonstrates 1b: Demonstrating Knowledge of Students Demonstrates 1b: Demonstrating Knowledge of Students Demonstrates 1b: Demonstrating Knowledge of Students

Demonstrates 1b: Demonstrating Knowledge of Students Demonstrates 1b: Demonstrating Knowledge of Students Demonstrates 1b: Demonstrating Knowledge of Students Demonstrates 4d: Participating in a Professional Community I printed notes from a shared decision making team and Instructional Support Team that I am a part of to place in my binder for evidence of this component. I also printed department meeting notes for the year to use as evidence for this component. Due to the confidential nature of these documents, I could not scan them to include with this product. TeacherGrade/Subject-

Demonstrates 4f: Demonstrating Professionalism Classroom Safety/Management Plan Classroom Rules and Expectations This document is editable! ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Rules are taught to students and reviewed in the following ways: Lessons Role play Discussions Modeling

The school-wide rules shared with students during PBIS and guidance time are also reinforced: (Be Respectful, Be Responsible, Be Safe). Safety procedures (ex. any Medical/needs) We follow all individual safety procedures for students (504s and IEPs). When there is an injury, nurses are contacted and paperwork is completed. We rehearse fire drills before the first one of the year. There are sign out sheets for the use of the bathroom. All rules concerning designated areas (classroom, bathroom, buses, hallways, playground, cafeteria, school grounds) are discussed with students numerous times throughout the year. Urgent Situation Action Plans (de-escalation strategies) See attached If situation escalates to a higher level, teachers call the office for assistance. 4. Student Discipline Philosophy All fourth grade teachers expect students to follow appropriate classroom rules that have been discussed and reviewed. The fourth grade teachers utilize a variety of disciplinary, motivational, and incentive techniques in their classrooms for behavioral management. Seating arrangements Free-time privileges and loss thereof

Whole group discussions (bullying) We handle student discipline problems individually on a case-by-case basis, contacting administration and parents as necessary. Demonstrates 4f: Demonstrating Professionalism

Recently Viewed Presentations