Management
Minimally 3 tiers
Minimally 3 tiers
- Individual management that allows for upward and downward mobility. Contact with guardian is made if child reaches highest or lowest level.
- Small group management which is organized by sections or groupings of desks. Groups need to work together to earn tallies, stars, stamps, etc. Group with the highest amount of earnings is rewarded at the end of each week. Reward should be determined based on student interests in order to be highly motivating.
- Whole group management which is rewarded at the end of each month based on ability to transition, complete and turn in homework/classwork assignment, walk nicely in the hallway, participate appropriately in specials and the lunch room and more. This involves the input of my students' other instructors and motivates students to behave in a consistent manner across all subjects. Students are rewarded with a monthly celebration, such as a movie, extended recess or lunch with the teacher.
- Whole group reading.
- Leveled readers relating to the whole group topic for reader's workshop. Leveled groups are created based on instructional levels.
- Book boxes based on independent reading levels
- Genre study.
- Facility with Fountas and Pinnell, Fundations, MAP, ThinkCentral
- Use of Basic Reading Inventory (BRI) 2-3 per year.
- Continuous formative assessment and student self-assessment.
- Periodical summative assessment. These are typically at the conclusion of lessons, chapters, sections and marking periods.
- Consistent choice and variation in student assignment so as to differentiate based on interest and ability.
- Use of diagnostic math interviews.
- Consistent spiral review throughout the year.
- Begin with whole group instruction including visual, tactile and auditory strategies for array of learners.
- Include partner work.
- Independent work should be assigned and attempted. Students who grasp concepts quickly and require deeper, higher order learning will work in weekly enrichment packets relating to each lesson's concept. Students who struggle to grasp concepts will have the remainder of the period to continue trying independently or the opportunity for smaller group instruction, or individual support.
- A fun activity that reveals the "real world" value of each math concept should be completed weekly.