Standard 2: Knowledge of Content and Instructional Planning
2.1 Knowledge of the content they teach, including relationships among central concepts, tools of inquiry, and structures and current developments within their discipline[s]
2.2 Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem solving related to real world contexts
2.3 Uses a broad range of instructional strategies to make subject matter accessible
2.4 Establishes goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement
2.5 Designs relevant instruction that connects students’ prior understanding and experiences to new knowledge
2.6 Evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals
With one cut and a few folds, this paper transforms into a mini flip book that students can keep on a ring for each unit.
Artifact #1: Interactive Mini-Book
The use of the interactive notebooks allows students to build on their knowledge all year, and gives them an engaging way to take notes. It helps the visual learners as well as kinesthetic learners by having multiple ways to record and view their notes. By using an interactive notebook, students can personalize it how they want, and also have all of their notes in one place to keep subject matter accessible. By having a sample notebook as well, students can see what they will be learning throughout the year to ensure they are staying on track. (Standards 2.1, 2.3, 2.5, 2.6)
Artifact #2: Graphic Organizer
This graphic organizer is one used in the Animal Research Project unit on day two. This unit incorporates reading, writing, and science skills and consists of students reading about an animal, filling out this graphic organizer with important information from their article, and then writing their own paragraph on the animal. By using this graphic organizer, students are pulling important information from the text to plan for their writing, while also building their knowledge of science vocabulary words such as "Habitat" and "Classification." This activates their prior knowledge from science, while also getting them ready to write their own piece. (Standards 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)
