Summary of Artifacts

https://www.wevideo.com/view/138278431 https://www.wevideo.com/view/138437510 https://www.wevideo.com/hub/#media/ci/138277829 https://www.wevideo.com/view/138265168 https://www.wevideo.com/view/138280788 https://www.wevideo.com/view/138434301 https://www.wevideo.com/view/138435442

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Each lesson plan provides a check box regarding the various differentiation strategies I use. These are the top 5 strategies I use: Small-Groups- Often, I mix higher-level students with struggling students so that they can help the struggling student break down the text. Furthermore, group members are provided different roles. Struggling learners are usually given the task of circling and defining keywords. Higher-level students may be asked to create quizzes or analyze the text. Pair-Shares- I allow students to work with partners in order to improve their analytical and communicative skills. For example, I like to partner my struggling learners who have trouble focusing with my more work-oriented students because they act as a form of encouragement for completing tasks. Pulling Students and One-on-Ones- Sometimes it can be difficult, but I try my best to scaffold material one on one with struggling students. Occasionally, I will assign 1-2 higher level studentteachers who help students through solving problems. Student-Teachers- Students learn best from each other! Also, they are forced to engage the text when they have to teach it; therefore, I may assign one higher-level student and one struggling leaner or mid-level student to teach the class. Tiered-Annotations- I expect every student to annotate their texts; however, I push my higherlevel and mid-level students to evaluate their texts more, while struggling learners focus on vocabulary.

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These are the top 5 ways I assess students: Exit Tickets: For Exit Tickets, I often ask students what they learned that day or I have them turn in the first part of their annotations, which allows me to see if they are on tasks. Annotations and Thinking Notes: I am a firm believer in manifesting your thoughts in written form on a text! Discussions and Debates: I love hearing what my students have to say in order to assess their understanding and whether theyre making connections. Quizzes- I use EOC formatted quizzes and sometimes I collaborate with peers to create additional questions. Group Presentations- I want to know whether my students can TEACH the material I TAUGHT! Also, this is how I assess their collaborative and communication abilities.

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When I notice my students are struggling I do the following: I have them reteach or review the material in small groups. For example, VOCABULARY is a big deal; therefore I always make them teach each other vocabulary. I create graphic organizers based on what process students need to go through in order to reach the types of answers they got wrong. I provide students with the opportunity to retake the quiz or I immediately review the material and provide another assessment. I make students label and explain why they chose certain answers. I model annotating and writing skills. Also, I provide think-out-louds to teach the material in different ways.

* For those that understand the material, I request for them to act as student-teachers. Sometimes I will provide a more challenging assessment for those students as well.

Balanced Literacy Annotating Close Reading Small Group and Inclusive Practices Learning through Teaching Using audio and video

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I receive 100% participation from my students when it comes to group work and I have noticed improvement in their group interactions and presentations. I have noticed growth in many of my students quiz grades and/or annotation grades. When having one-on-ones with my IEP students, I notice that many of them are improving on their ability to break down vocabulary. I have noticed students annotating independently based on reading skills I taught. Many of my students are more comfortable in asking questions about the text.

The House on Mango Street- Used to discuss gender, Latino culture, and Chinese Culture. The Lost Boys- Used to discuss issues of civil unrest in Sudan and different central African countries. Also discussed class and the role of economics in ones life. Excerpts from Kaffir Boy- Used to discuss race, class, and gender. Focused on South African Apartheid. Pedro Reyes reading- Discussed violence in Mexico. Lil Wayne Article- Used to discuss the role stereotypes play in constructing Black identity as problematic. Georgia OKeefe reading- Discussed gender and career choices.

I am the 9th grade content team lead. I participate in my content team by creating the agenda and by collaborating with my colleagues to create and evaluate our common assessments. Furthermore, I help facilitate discussions. Artifacts: Examples of common assessments and content team notes

I have called many of parents. Some parents and guardians I have called several times regarding their childs academics and behavior. Ive had several parent conferences this semester. I also email parents. Artifact: Parent Contact Log

I have put in for multiple interventions and sat in on IEP meetings Artifact: Email correspondence and intervention forms.

Parent Involvement:
I consistently participate in my content team meetings.

I have a data tracker that I use and discuss at content team meetings.
By consistently teaching based on the common core curriculum, I am supporting the local and district curriculum.