Domain III: Implementing Effective, Responsive Instruction and Assessment

Artifact 1:
Throughout my student teaching experience in a fourth grade classroom, I have created a few documents in order to assess student comprehension. The following are a few examples.

Here are a couple of graphic organizers I used to assess students’ comprehension of Science Studies Weekly articles that they read in the classroom with their peers.
Light & Sound Energy Venn Diagram
Motion Graphic Organizer

These were a couple couple graphic organizers I created to help guide student reading and aid in comprehension during a novel study on the book School Story by Andrew Clements. They were completed in literature circles with peers.
Character Mapping
School Story Setting Analysis

This is a graphic organizer I created to assist students in writing comprehensive summaries of fiction stories. I read a story aloud and guided the class through filling out the graphic organizer. Then they used the whole-class-created outline to write their own summary of the story.
Fiction Summary Graphic Organizer

Artifact 2:
Also during student teaching in fourth grade, I have had the opportunity to present note-taking in different interactive ways across content areas. The following are some examples of notes in the students’ interactive journals that I was able to lead them through.

This is a foldable students made to write their notes on the Natural Regions of Texas in. As I taught on each region, students colored in the the location on their mini maps and wrote notes under the flaps.

This interactive vocabulary activity was used as a formative assessment of the geography vocabulary I taught that week. Definitions of the terms were jumbled, so they had to cut them out and glue them under the correct flap. I made sure to include pictures in the definitions to help the students visualize the vocabulary.

This is a foldable I used to sum up the lesson I did on potential and kinetic energy. I think the visuals are important to help the students understand the concept.

These are notes from a lesson I taught on visualizing double digit multiplication. I connected the area model method to arrays. Students cut out and colored their own to paste into their interactive journals.

After reminding the students about the differences between revising and editing, I taught the students the acronyms “ARMS” and “CUPS.” They were given the freedom to create their own mini anchor charts and paste them into their writer’s journals.