Teaching Experiences
Tiffany L. Yehl
Rationale
This portfolio is a small sample that represents my growth as a new teacher. The
artifacts that are included show my creativity in the classroom as well as my
conscientious planning and communication skills. I have included documentation to
show that I have thoroughly upheld all of the INTASC standards throughout my
experiences in the classroom. Although this is an extremely small sampling of the work
that I have accomplished as a teacher, these artifacts prove that I am dedicated to this
profession and to enriching students’ lives. I am committed to helping students become
successful through the lessons that I teach. My passion for teaching is represented in
the following documents to further express my life-long learner philosophy.
INTASC Standard 1: Learner Development
As part of a Kindergarten math lesson, I created centers in order to practice using larger
numbers to measure. These centers allowed students to learn the concept of measuring
through a hands-on inquiry approach. The students were given instructions on how to
measure using non-standard measurements and then were able to use a self-discovery
approach to measure the capacity and length of objects. Because all students learn at
various paces due to development, especially at the Kindergarten level, I gave them
enough time to finish each center before rotating groups to the next center. If some
groups were finished before others, I challenged them to measure something else near
them with non-standard measurements. The centers worked well with the varying
developmental levels of the students. For students who struggled with the concept of
measurement and higher numbers from prior lessons, I paired them with stronger
students who could help them in their group at the center. This allowed all students to
successfully learn the material no matter where they were in their development and
understanding of measurement and larger numbers.
SHORT LESSON PLAN
SUBJECT: Math- Use larger numbers for
measurement
TEACHER: Mrs. Mann
DATE: 2/27/12
TIME: 45 minutes
Standards: 2.2.4 Numerical Estimation, 2.3.1 Concepts of Measurement, 2.3.2 Units and Tools of
Measurement
OBJECTIVES
 SWBAT construct chains of
objects to measure items
and count how many, in
groups.
 SWBAT use items to fill a
container and determine
how many scoops were
needed to fill it.
 SWBAT predict how many
objects will measure length
or capacity of an item or
container.
MOTIVATION
(Introduction-Hook)
 Ask students what length
and capacity are.
 Read Measuring Penny and
have students focus on the
different things that Lisa
used to measure Penny.
 Recall activities students did
to measure.
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BODY
(Procedures, Activities)
Teacher will explain the math center
activities for the math time. (See
attached explanation of centers).
Teacher will give students their
groups and give each student a
recording sheet for their answers.
Each group will have about 5-7
minutes to do each center.
Teacher will ring the bell and
students will then rotate to the next
center.
Process will continue until all
students have gone to each center
or until there is about 10 minutes
left in the class.
Teacher will bring students’
attention back together and have all
students return to their seats.
Have students share some of their
measurements for the items and
compare them to their estimates.
CLOSURE
 Pick a student to lie down on
the carpet and have the
students pick an item to use to
measure them.
 Have the students estimate
first and then count together
as they measure how many.
MATERIALS
 Measuring Penny by Loreen
Leedy
 Predetermined groupings
 20-30 cubes at 2 stations
 20-30 beans at 1 station
 20-30 buttons at 1 station
 20-30 paper clips at 1 station
 20-30 macaroni pieces at 1
station
 23 Recording sheets
 23 Pencils
ACCOMMODATIONS:
 Students will be using visuals and manipulatives to learn to reach various learning styles.
 Students will be given time to move for those who need kinesthetic stimulation.
EVALUATION OF STUDENTS:
 Teacher will make observations based on student objectives.
 Student recording sheets will be collected and checked for completeness.
Math Centers
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Table 1: Estimate length, measure the height of a chair leg using cubes
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Table 2: Estimate capacity, count how many scoops of beans will fill a cup
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Table 3: Estimate length, measure the length of one side of the table using cubes
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Table 4: Estimate capacity, count how many coins fill a cup
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Carpet: Estimate length, measure the length of a book using paper clips
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Middle table: Estimate capacity, count how many scoops of macaroni fill a bowl
Materials for centers
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Cubes (2 bins)
Chair
2 scoops
Table
Coins
Cup
Paper clips
Book
Macaroni
Bowl
Groups for Center
Group 1: Kayla
Pieter
Alicea
Smier
Group 4: Ariana
Fharrell
Chloe
Group 2: Ashley
Cameron
Vivian
Group 5: Nathan
Bethannie
Jordan
Group 3: Hannah
Kenny
Makayla
Group 6: Angel
Jailani
Jonathan
Devon
Name______________________
1. Estimate:
Math Centers
2. Estimate:
______________ cubes
Measure:
______________ scoops of beans
Measure:
______________ cubes
4. Estimate:
Measure:
______________ cubes
Measure:
______________ scoops of beans
5. Estimate:
______________ coins
3. Estimate:
______________ cubes
6. Estimate:
______________ paper clips
______________ scoops of
macaroni
Measure:
Measure:
______________ coins
______________ paper clips
______________ scoops of
macaroni
INTASC Standard 2: Learning Differences
I have differentiated my instruction in many lessons to account for learner difference. The
lesson that I included as an artifact is a writing exercise that engaged the students in creating
their own newspaper or magazine in groups. Fifth grade students were given a brief
introduction to newspaper and magazine writing that consisted of differentiating the process in
which students learned material. Students were able to use an inquiry based approach to
explore newspapers and magazines in groups. We then had a discussion about what they
observed and wrote their ideas on the chalkboard. After instructing, the students broke into
groups of their choice and began brainstorming for their newspaper or magazine. The
differentiation in the product consisted of many elements to the final newspaper or magazine.
The students could choose how they presented each required topic for their newspaper or
magazine. They could write articles with the information, create comics, draw pictures with
captions, use surveys, or even create puzzles or games. The product was differentiated by
allowing students to choose how they wanted to present the information that was required in
the paper or magazine. This lesson allowed students of all learning styles to be successful while
writing.
KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
Teacher Candidate: Tiffany Yehl
Date: 4/17/12
Cooperating Teacher: Mrs. Gardecki
Coop. Initials:
Group Size: 26
Allotted Time: 30 mins (4 days)
Subject or Topic: Reading RtI: Newspapers
Grade Level: 5th
Section: 176
STANDARD:
Reading, Writing, Speaking, Listening
1.2.5.A, R5.B.3.2, 1.2.5.E, 1.4.5.E, 1.5.5.A
I. Performance Objectives (Learning Outcomes):
A. SWBAT describe parts of a newspaper and explain types of articles that are
found in a newspaper or magazine.
B. SWBAT compose articles for a newspaper and create a fifth grade newspaper
or magazine as a group.
C. SWBAT apply steps in the writing process to writing articles for a newspaper
or magazine.
II. Instructional Materials
 Chalkboard
 Chalk
 Examples of newspapers or magazines
 Paper (rough draft and final draft)
 Pencils
 Class information for writing articles
III. Subject Matter
A. Prerequisite Knowledge
1. Steps in the writing process
2. Familiar with newspapers and magazines
3. Subject matter for the articles they will write
B. Types of Newspaper Articles
1. Fact versus Opinion
2. Headings and sub-headings
C. Writing to the audience
IV. Implementation
A. Introduction-Tuesday
1. Give each table a newspaper or magazine and have them make
observations about it: what articles are included, who is it written
for, what stands out to the reader, etc.
2. Have each group share two things about the newspaper/magazine
that they have with the whole group
3. Make a list on the board of the various articles that can be found in
a newspaper or magazine with the help of students
4. Have students discuss at their tables the difference between the
fact articles and the opinion articles in a newspaper
5. Have students share their ideas with the whole class
6. Point out which articles on the list are fact and which are opinion
7. Explain that students will be getting into groups and creating a fifth
grade newspaper using what they are learning in their classes as the
basis for the articles
8. Have students get into groups of 5 and if time permits briefly
explain the guidelines
9. Guidelines:
1. Each group member will be in charge of one or two articles for
the newspaper/magazine
2. Newspapers must include articles in all of the subject areas
(i.e. science, social studies, etc.)
3. Newspapers/magazines must include all newspaper features
(i.e. pictures, headings, name, date, etc.)
4. Students will write rough drafts of their articles and then edit
and revise them with their group members
5. Students will make a final copy of their newspaper/magazine
and present them to the class
B. Development-Wednesday
1. Students will begin to work on their newspapers
2. Research topics for their articles
3. Write their articles
Thursday
4. Continue working on newspapers
5. Finish research and writing articles
6. Begin to edit and revise
C. Closure-Friday
1. Finishing editing and revising
2. Write final copies of articles and design the final layout of the
newspaper/magazine
3. Share newspapers/magazines with the class
D. Accommodations
1. Students will be reviewing language arts skills they have learned
with a real life application.
2. Students will use their skills and styles of learning to create their
articles.
3. Students will have the time they need to complete the project.
V. Evaluation of Students
A. Newspapers will be collected and evaluated using a checklist
B. Informal observations will be used to evaluate the process students use to
create their newspapers or magazines
VI. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives
B. Personal Reflection
INTASC Standard 3: Learning Environments
In the letters of reference that I have included as artifacts, my supervisor and
cooperating teacher have commented on how I have created a positive learning
environment for the classroom in which I was a student teacher. I was able to motivate
students to do their best and I developed rapport with my students. My supervisor and
cooperating teacher have seen me use many inquiry-based strategies that allow
students to work together. My management strategies that they have observed allow
for students to be praised for doing something good to encourage positive social
interaction and eliminate bullying in the classroom. A community of learners is what I
have built while I am in the classroom and my letters of reference show that I have
created a welcoming learning environment for all students.
INTASC Standard 4: Content Knowledge
The artifacts that I have included to exhibit my understanding of content knowledge are
my PRAXIS scores and student transcripts. My PRAXIS scores show that I have mastered
the content required by the state of Pennsylvania for obtaining a teaching certification.
The grades on my transcript show that I have excelled in the coursework required to
graduate with a degree in elementary and early childhood education. I have achieved a
4.0 GPA from the hard work and dedication towards learning the content knowledge in
my courses. I feel that the knowledge I have gained on elementary education strategies
has been the most helpful in my teaching experience.
INTASC Standard 5: Innovative Applications of Content
The artifact that best demonstrates innovative application of content is from a lesson
that I taught on cloning. I integrated reading, science, and math concepts within this
interactive lesson for fifth grade students. The students used web and book resources in
order to research cloning, looking specifically at positives and negatives of the topic. I
created a website for students that included the links they would be using to research
cloning. They used what they learned about genes in science to make this project a
perfect extension activity. We also discussed debate skills, finding the main idea, and
reading nonfiction to strengthen language arts skills. After their research, we held a
debate and all students were able to share their opinions based on their research. We
then made a bulletin board charting how many students were for or against cloning
after researching the topic. The students were able to explore information and research
a real issue in today’s science research. This allowed the students to apply what they
have been learning. Students were also able to work with a partner, which created a
collaborative learning environment for the class.
KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
Teacher Candidate: Tiffany Yehl
Date: 4/10/12-4/13/12
Cooperating Teacher: Mrs. Gardecki
Coop. Initials:
Group Size: 26
Grade Level: 5th grade
Allotted Time:30 mins/day
Subject or Topic: RtI Reading-Cloning
Section: 176
STANDARD:
Reading, Writing, Speaking, and Listening
R5.A.2.3
R5.A.2.4
R5.A.2.5
1.2.5.D
1.8.5.B
Science and Technology and Engineering
3.1.5.A5
3.4.5.C2
Mathematics
2.6.5.B
I. Performance Objectives (Learning Outcomes):
A. SWBAT outline the main ideas about cloning from articles and webpages that
they read.
B. SWBAT discuss the information that learn about cloning with their group
members in order to form their own opinion about the use of cloning.
C. SWBAT defend their opinion of for or against cloning during a classroom
debate.
D. SWBAT make conclusions about the data recorded on the chart created from
the statements for or against cloning.
II. Instructional Materials
 Projector/Screen
 Laptop
 SMART Notebook
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Website: www.brainpop.com- cloning video and article
Laptop Cart
RtI Notebook
Pencils
Book: Genetics by Kathleen Simpson
Book: Genes & DNA by Richard Walker
Website: www.amnh.org/ology
Website: http://library.thinkquest.org/28599/cloning.htm
Website: https://sites.google.com/site/cloningrti/
Bulletin board
Sheep die-cuts
III. Subject Matter
A. Prerequisite Knowledge
1. Reading nonfiction texts
2. Debate skills
B. Main Idea
1. Practice finding the main ideas in text
2. Use main ideas and supporting details from nonfiction text to
develop an opinion of cloning
C. Cloning
1. Cloning is replicating DNA to produce an exact copy
2. Dolly the Sheep
3. Reasons cloning would be good
4. Reasons cloning is not good
IV. Implementation
A. Introduction
Tuesday
1. Ask students what they know or have heard about genetics, think
pair share
2. Record information in a KWL chart using SMART Notebook
3. Explain that the students will be exploring cloning and using the
information they gather to determine whether or not they are for
or against cloning
4. Show students the BrainPOP video about cloning
5. Have students take notes on the main ideas of the video as they
watch, pause the video to allow students to take notes and record
vocabulary
6. After the video have students discuss what they learned and the
main ideas that they wrote down
7. Call on students and record some of the information they learned
on the KWL chart
8. Explain that this is what they will be doing for the remainder of the
week by reading articles and websites
9. Talk about the purpose of researching-students will be having a
debate after they complete their research in order to discuss their
opinions on cloning
10. If time permits begin discussing with students how to determine
main ideas and supporting details with the BrainPOP article
B. Development
Wednesday
1. Remind students what they talked about yesterday with cloning and
have students take out their notebooks
2. Walk students through the process of finding the main idea using an
article on BrainPOP
3. Explain that today and tomorrow students will be using websites
and books to record information on cloning, in partners
4. Ask students to stand on the left side of the classroom if at the
moment they are for cloning, stand on the right side if they are
against cloning
5. Have students find a partner that is on the same side of the room as
them
6. Explain that they will be working with their partner to read through
the material
7. Let students know that it is okay to change their opinions
throughout their research, as long as they can back up their opinion
with facts
8. Show students where each of the stations are and what book or
website they will be reading at each station (no more than 2 groups
at a station)
9. Have students begin at a station to start their research, taking note
on the main ideas as they work
Thursday
10. Students will continue researching using various books and
websites
11. Teacher will circulate and answer any questions
12. Teacher will also address any questions or concerns that may have
occurred the day before while researching
13. With about 5 minutes left in class the teacher will have students
wrap up their research and determine which side they are on, for or
against cloning
C. Closure
Friday
1. Students will take a sheep die-cut and write their names on the
back
2. Using their research they will be directed to write their strongest
statement whether for or against cloning
3. Teacher will discuss with the students what their strongest
statement should sound like and the purpose of it
4. Students will have an opportunity to share their statements
5. Students will then post their sheep to the correct side of the
bulletin board, making a chart of the responses
6. Students will be guided to the chart to make inferences based on
the data with students at their table and then with the whole group
7. When the class is finished students will break into groups based on
their opinions
8. Teacher will begin moderating a debate based on students’
statements about cloning
9. Teacher will remind students of the rules when debating and will
encourage all students to share their opinions, remind students that
they may use their notes from researching and that there are no
wrong opinions
D. Accommodations
1. Students will be given books and articles that are at an appropriate
reading level for them to comprehend
2. Partner work will allow students to develop greater comprehension
while researching by working together and comparing notes on
main ideas and supporting information
3. Various media will be used to assist students in researching to meet
various learning styles
V. Evaluation of Students
A. Informal observations will be made by teacher while students are
researching
B. Sheep with statements for or against cloning will be checked for accuracy
VI. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives
B. Personal Reflection
INTASC Standard 6: Assessment
The artifact included is an authentic assessment from a math unit that I created for
Kindergarten students. In the unit students were given instruction on larger numbers.
The authentic assessment consisted of a blank calendar, in which students were
required to fill in the month and dates on a calendar to show their knowledge of larger
numbers in a real life application. The calendars were graded using a rubric, which
focused on the month, dates, and neatness of the written numbers. Through this
assessment I was able to determine whether students were able to write their numbers
correctly and whether they had mastered the order of the numbers. By using a blank
calendar, students were more comfortable than just listing numbers because they work
with a calendar every day during their morning meetings. After giving this assessment to
the students and looking over their products, I was able to determine which students
had a firm grasp on their larger numbers and which students needed some more
practice. Because the assessment covered both the writing of the numbers as well as
the order of the numbers, I was able to break down the skills that the students were on
target with and which skills the students needed more instruction on.
INTASC Standard 7: Planning and Instruction
The artifacts I have included to show planning and instruction are a timeline and
concept map. These items were from a unit that I taught on larger numbers for
Kindergarten students. I used the timeline to plan out the days I would teach my lessons
and give my assessments throughout the unit. The concept map I used to brainstorm my
ideas for the lesson. I outlined the content that I would be teaching for each topic. Also
on the concept map were ideas for integrating literature and the use of technology
within the unit. Both of these pieces helped to provide a framework and create an
organized structure to the unit.
Explore Numbers to 31
Larger
Numbers:
Unit
Timeline
Tiffany Yehl
Thursday, Feb. 16, 2012
(45 minutes)
Count and Write 11 to 15
Friday, Feb. 17, 2012
(45 minutes)
Count and Write Numbers
16 to 19
Tuesday, Feb. 21, 2012
(45 minutes)
Count and Write Larger
Numbers
Wednesday, Feb. 22, 2012
(45 minutes)
Use a Calendar
Thursday, Feb. 23, 2012
(45 minutes)
Compare Larger Numbers
Friday, Feb. 24, 2012
(45 minutes)
Use Larger Numbers for
Measurement
Monday, Feb. 25, 2012
(45 minutes)
Problem Solving: Use
Objects
Tuesday, Feb. 28, 2012
(45 minutes)
Review
Wednesday, Feb. 29, 2012
(45 minutes)
Assessment
Thursday, Mar. 1, 2012
(45 minutes)
INTASC Standard 8: Instructional Strategies
A lesson that I taught in Kindergarten displays the use of varied instructional strategies to
develop a deep understanding of the content knowledge. This lesson was about the letter e and
the short sound that the letter e makes. Before reading the book Elmer by David McKee to the
students, we discussed the letter e and practiced making the sound and motion for the letter.
We also practiced building words that have the short e sound in them. I showed the students
the cover of the story and I called on a few students to share what the book might be about and
to find letter e in the title. After reading the story to the class, I led the students in a discussion
about the ending of the story. The word work before reading and the discussion afterwards
allowed students to become more familiar with the sound of the letter e. Next we made puppet
elephants like Elmer and went on an e parade. The students walked around the room with their
puppets looking for picture cards with a picture that had the short e sound. The picture cards
also had the word of the object on the back. This activity was engaging and incorporated
kinesthetic, auditory, and visual components. The students were able to recognize and sound
out words to determine whether there was a short e in the word or not. They were using
application and critical thinking skills for our parade.
KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
Teacher Candidate: Tiffany Yehl
Date: 2/14/12
Cooperating Teacher: Mrs. Mann
Coop. Initials:
Group Size: 23
Grade Level: Kindergarten
Allotted Time: 45 mins
Subject or Topic: Reading-Elmer
Section:
STANDARD:
Language and Literacy Development
1.1.2 Word Recognition Skills
1.1.4 Comprehension and Interpretation
1.2.5 Inferences
Health, Wellness, and Physical Development
10.4.1 Control and Coordination
10.5.1 Strength, Coordination, and Muscle Control
I. Performance Objectives (Learning Outcomes):
A. SWBAT practice locating the letter e in a book.
B. SWBAT choose a picture of an object that starts with the letter e while walking
around the room during a scavenger word hunt.
C. SWBAT identify and sort words and pictures that begin with the short e sound from
words that do not start with the short e sound.
D. SWBAT use developed fine motor skills to construct an Elmer puppet.
II. Instructional Materials
 Book: Elmer by David McKee
 23 paper bags
 23 Elmer face copies
 4 table baskets: pencils, crayons, glue
 23 pairs of scissors
 Picture cards for letter e
 Pocket Chart
 Laptop
 Projector
 SMART Notebook vortex sort for letter e
III. Subject Matter
A. Prerequisite Knowledge
1. Students have been introduced to the letter e and the sound it makes as
well as the motion to go along with it.
2. Students have learned how to sound words out to know the letters that
make up the words.
B. Letter E Recognition
1. Find the letter e in text
2. Know which pictures/words begin with letter e based on the beginning
sound of the word
IV. Implementation
A. Introduction
1. Teacher will show cover of book Elmer.
2. Teacher will ask student to come up and find the letter e in the title of the
book.
3. Teacher will ask students based on the cover, who the story is about.
4. Teacher will give a brief summary of the story to help students follow along
as it is read.
5. Teacher will give the purpose for reading to tell if Elmer was happy at the
end of the story and why.
B. Development
1. Read the story to the class.
2. Afterwards, have the students say if Elmer ended up happy to be colorful
and why.
3. Give directions to students for the Elmer puppets that they will be making.
4. Explain that they will have 5 minutes to color their Elephant head and
another 5 minutes to make the puppet and clean up all of their supplies.
5. After the first 5 minutes of coloring stop the class and show them how to
make the puppet.
6. Once everyone has made the puppet explain that the class will have an
elephant parade.
7. As the students walk around the room their Elmer puppets will need to be
on the lookout for pictures with “e” things. Show an example of the
picture cards.
8. If students find picture cards with a letter e item they should hold on to it
with their Elmer puppet because the elephants only like objects that begin
with the short e sound. Each student may only hold one card.
9. After the parade have each student bring their card with them to the
carpet.
10. Put the cards in the pocket chart and read them with the students.
C. Closure
1. To review words that begin with the letter e, have the vortex game set up
using the projector.
2. Call on students to read the words with their picture and say if it is an e
sound or another beginning sound. Have the student say the other sound
if it is not short e.
3. Drag the picture to the vortex to see if the student is correct.
4. Continue with all words/pictures in the vortex game.
D. Accommodations
1. Students will be able to move around during this lesson to help students
who need kinesthetic stimulation.
2. Words will be paired with pictures to assist students at various ability
levels.
V. Evaluation of Students
A. Teacher will make observations using a checklist for all of the objectives to be met
during this lesson.
VI. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives
B. Personal Reflection
1. Was the story introduced well enough to give the students enough
background knowledge to aid in comprehension?
2. Was the management of the class effective enough to allow the word hunt
to be successful or did it get out of hand and hinder the learning process of
finding words that begin with e?
3. Did the technology activity reinforce the short e sound for the students?
INTASC Standard 9: Reflection and Continuous Growth
To demonstrate my continued efforts to reflect on lessons I have taught and how to adjust
them in the future, I have included a lesson with a reflection that I completed after teaching. In
this reflection I give my evaluation on the student performance for that lesson. I also give a
personal reflection that discusses how the lesson went and what I would do the same or
differently if I had the chance to teach the lesson again. This artifact provides evidence for how
I evaluate myself and can reflect on lessons that I have taught. I have also included certificates
from reading conferences that I have attended. This shows my dedication to professional
growth in the field of education. I am a life long learner and will always be reflecting and going
to conferences to learn new things to share with my students.
SHORT LESSON PLAN
SUBJECT: Reading
TEACHER: Mrs. Mann
TIME: 45 mins
DATE: 2/27/12
Standards: 1.1.2, 1.1.4, 1.6.1, 10.5.1
OBJECTIVES
 SWBAT recall what
happened in the story
Lion’s Lunch and
identify the main
events in the story.
 SWBAT use highfrequency words in
sentences.
 SWBAT practice
sounding out words
using phonics.
 SWBAT categorize
words by beginning
sound.
MOTIVATION
(Introduction-Hook)
 Practice blending
words by standing up
and sitting down
 Practice making
sentences with highfrequency words
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BODY
(Procedures, Activities)
Read the story Lion’s Lunch.
Have students predict what the story will
be about throughout the book.
After reading, ask students to retell the
story to someone sitting next to them.
Call on students to give responses about
what happened in the story.
Students will be put into groups.
Each group will be given a lunch bag.
Each member of the group will be given a
picture.
Students will place the pictures of items
that begin with l in the lunch box.
CLOSURE
 SMART Notebook vortex
game to sort sounds (l
initial sounds versus
other initial sounds)
MATERIALS
 Book Lion’s Lunch by
Fiona Tierney
 Letter cards
 High-frequency words
 5 lunch bags
 23 picture cards
 SMART Notebook pages
 Laptop
 Projector
ACCOMMODATIONS: Students will be physically moving throughout the lesson as well as having visuals
to assist various learning styles.
EVALUATION OF STUDENTS: Teacher will make informal observations based on student objectives.
SELF-REFLECTION:
A. Student Performance
All students did an excellent job with retelling the story to their partners with prompting
from the teacher. They were able to say events that happened in order using picture
clues to help them. Three students have trouble with some of the high-frequency
words. During the lesson they were inattentive and did not participate in reading the
words. These students would benefit from seeing these words more frequently in text. I
plan to try more practice sentences with them. One student struggled with blending
words. He was not looking up to read the words and just saying any sounds he could
think of. If he would be able to focus he would have done better with blending. All
students were able to categorize words by the beginning sound accurately.
B. Personal Reflection
This lesson went smoothly. The students were engaged and I had them moving often
during the lesson to give them stretch breaks. I thought the game worked well. The
students liked it and it helped me to informally assess their knowledge of sounds. The
same worked with the SMART Notebook game. I was pleased with how I was able to
redirect some of the inattention through stretch breaks and catching students who were
listening. The shoulder partner retelling held all students accountable, which I liked.
INTASC Standard 10: Collaboration
To show my collaboration with parents, I have included a letter that I wrote to introduce myself
to the parents of the students that I taught during student teaching. This is how I introduced
myself to the parents in order to open communication with them. I have also included dates of
important meetings, such as faculty meetings and parent-teacher conferences that I attended.
Through my involvement in these meetings, I have gained more knowledge about the
importance of collaboration with colleagues, parents, and community in order to best help
students be successful.
March 22, 2012
Dear Parents or Guardians,
Hi, my name is Tiffany Yehl and I will be Mrs. Gardecki’s student
teacher for the next seven weeks. I am currently a senior at Kutztown
University, majoring in Elementary Education with concentrations in Early
Childhood and Reading. I am excited to have this opportunity to practice the
art of teaching and learn from the students in Mrs. Gardecki’s class.
During the upcoming weeks I am looking forward to getting to know
the class. I will be observing and teaching lessons using the current
curriculum. During my time at Oley Valley Elementary, I hope to incorporate
technology and interactive materials in the daily math and science lessons. I
am eager to be able to practice everything that I have been learning.
I am excited to be in the Oley Valley School District for the second
seven weeks of my student teaching experience. I cannot wait to get to
know and work with Mrs. Gardecki and each of the fifth graders in her
classes. Hopefully, I will also have the opportunity to meet many of you as
well.
Sincerely,
Tiffany Yehl
Important Dates
2/1/2012: Crisis Development Model training during staff meeting

Learned the various steps in handling classroom crises
2/2/2012: Parent-Teacher Conferences

Observed parent-teacher conferences in Kindergarten
2/3/2012: In-service Day

Discussed results of DIBELS testing with reading specialists

Observed grade level meeting for school district to discuss reading
curriculum/scope and sequence

Attended session about grading and report cards for Kindergarten
2/10/2012: Doughnuts for Dad-program to promote literacy

Helped serve doughnuts to students and their fathers before school

Observed students reading with their dads before school started
3/21/2012: Grade level meeting, 5th grade

Observed a grade level meeting for 5th grade about upcoming events and
reminders
3/23/2012: Report card in-service

Learned how to record and enter report card grades
3/26/2012: Intramural volleyball for teachers and students

Played volleyball before school with students
3/27/2012: Oley Valley Elementary Math and Reading Night

Volunteered to assist at a math game station
3/29/2012: In-service

Classroom Management

Differentiated Instruction

IPods in the classroom
4/11/2012: Staff Meeting

Daily 5 overview