1. Candidate Teaching Capstone Presentation By Michelle Ridley Email The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward

2. Introduction

3. Michelle Ridley O Masters In Teaching-Early Childhood Education O Conducted Student Teaching at Canton Elementary School in 2 nd Grade O Collaborating Teacher was Mrs. Amanda Stewart O Taught all subjects including O Reading (whole and small-group) O Mathematics (whole and small-group) O Language Arts O Science O Social Studies

4. Canton Elementary School 712 Marietta Hwy Canton, GA 30114 Canton Colts C haracter E xcellence and S uccess

5. Canton Elementary School’s Community O Title I Distinguished School O 860 Students O Caucasian 34% O Hispanic 51% O African American 11% O 66% of the population consists of minority groups O Female 47% O Male 53% O Diverse Community with a wide range of incomes O 86% of students receive free and reduced lunch O 78% (free) 7% (reduced) O Community consists of apartment complexes, rental properties, subsidized housing, and privately owned homes O http://www.cherokee.k12.ga.us/Schools/canton- es/default.aspx http://www.cherokee.k12.ga.us/Schools/canton- es/default.aspx

6. My 2 nd Grade Class 19 students (10 boys, 9 girls) O Cultural Make-up of the Classroom O 7 Caucasian Students O 8 Hispanic Students O 4 African-American Students O Academic Make-up of the classroom O 2 EIP Students O 2 Speech Students O 6 ESOL students O 11 students with an RTI

7. My Daily Schedule O 7:10-7:25 – Set up the classroom for the day O 7:25-8:00 – Morning activities O 8:00-8:45 – First two reading groups (ESOL is with me at this time) O 8:45-9:25 –Specials O 9:25-10:00 – Snack and Whole Group Reading O 10:00-11:30-Math small groups O 11:30-12:00-Language Arts O 12:00-12:30-Lunch O 12:30-1:20-Last two reading groups O 1:20-1:40-Check student’s independent work O 1:40-2:10-Recess and pack up for the day

8. How did I feel? What was I afraid of? Excited Nervous Eager to learn Worried Ready to Get Started O Fear-behavior management in the classroom O Strength-comfortable with teaching

9. Planning

10. What did I use to help me plan? O Georgia Performance Standards O Collaborating teacher guidance O Review of assessment data O Student’s DIBELS and Rigby Scores O Response to Intervention Plans

11. My Lesson Plans O Sequencing Sequencing O Students will complete sequencing activities involving the story of the week, One Dark Night O Vocabulary Vocabulary O Students will be able to identify certain vocabulary words and their meanings, and use them in context O Place Value Place Value O Students will use words, models, and expanded form to show numbers in different ways O Three-Digit Subtraction Three-Digit Subtraction O Find the difference of two 3-digit numbers, regrouping tens and hundreds

12. Sequencing Pre-Assessment

13. Implementation

14. Using Sequencing Cards

15. Vocabulary and Sequencing Lesson Plan Activities for Differentiated Instruction Using Vocabulary Dominoes and Matching Cards

16. Helen Keller Vocabulary Lesson Plan Activities used to Differentiate Instruction Cubing Pictures of Vocabulary words for the ESOL students

17. Ongoing Assessment

18. Place Value Lesson Plan Activities for Differentiated Instruction Hundreds, Tens, Ones Place Value Mat and Place Value Cubes Math SuccessMaker is a great way to differentiate in the classroom.

19. Below Level On LevelAbove-Level Ongoing Assessment

20. Three-Digit Subtraction Lesson Plan Activities used to Differentiate Instruction Math Versatiles

21. Ongoing Assessment

22. Differentiated Game Boards

23. Above Level On-Level Below Level

24. Impact on Student Learning

25. Rubrics and Grading Outstanding Satisfactory Needs Improvement Unsatisfactory The student shows outstanding understanding of the information being taught by having no errors or only one error on the post- assessment The student shows satisfactory understanding of the information being taught by having only two-three errors on the post- assessment The student shows that he/she needs improvement in the area being taught because they missed four- five questions on the post- assessment The student shows unsatisfactory progress on the information being taught by missing more than five questions on the post- assessment. This student needs more instruction on this material. Outstanding (95-100) Satisfactory (80-94) Needs Improvement (70-79) Unsatisfactory (60-69)

26. Vocabulary Post- Assessment Results The two students who scored unsatisfactory were in the below-level reading group. To ensure that they did better on future tests, I gave them more instruction during their small guided reading groups on the story of the week and the unit vocabulary.

27. Results A.W, J.A. O Post-Assessment- Unsatisfactory (68%) O Reading grade for the next reading test- Outstanding (95%) O Post-Assessment – Unsatisfactory (60%) O Reading grade for the next reading test– Satisfactory (86%)

28. A.W.’s test results

29. J.A. test results

30. Impact for Three-Digit Subtraction According to the post-assessment results, there were 5 students who needed additional instruction and practice with 3-digit subtraction with regrouping in the hundreds place. I met with this group of students to review the concept of regrouping in the hundreds place Post- Assessment Scaffolding- Re-teaching the concept Unit Test Five Heterogeneous Students

31. Comparison O Post Assessment O J – Needs Improvement O G – Unsatisfactory O K – Unsatisfactory O A – Needs Improvement O J – Needs Improvement O Unit test O J – Satisfactory O G – Satisfactory O K – Outstanding O A – Satisfactory O J - Outstanding

32. Post- Assessment (Quick Check) Unit Test

34. Professionalism

35. Professional Development O Six Traits plus one Writing Training O DIBELS Training O RTI meetings O ILT meetings O IEP meeting O Rigby Training O Faculty Meetings

37. Professional Organization Memberships Student Professional Association of Georgia Educators Alpha Chi Honor Society

38. Constructivism Behaviorism Using Authentic Problem Solving Student ownership and voice in the learning process Scaffolding in small groups Students learning in the social experience Classroom management Some concepts need to be memorized and practiced Rewards and consequences for behavior Teaching Philosophy

39. Conclusion

40. Future Plans O Teaching position in Cherokee County O Substitute Teaching O Take content tests for middle and high school grades O Take Special Ed. Test