Accreditation+Artifacts


 * __ Artifacts Southeastern Oklahoma Accreditation Review 2017 __**

ELED3513 Course Description Designed specifically for the undergraduate elementary, early childhood, and special education teacher candidate. The focus for this course is emergent and developing literacy in Pre K and kindergarten classrooms.
 * __ Reading/Elementary Education __**


 * __ Concepts of Print __**

ELED 3523 Course description Designed specifically for the undergraduate elementary, early childhood, and special education teacher candidate. The focus for this course is literacy in the primary grades (1-3).

**__Pattern Book Projects/Digital Stories__**

J. Using technology that is effectively integrated to create technologically proficient learners;
 * __ Artifact for Heritage University Accreditation Review 2014 __**
 * __ Integrating technology: __**

Copy of student Artifacts Below:

=**__ Using multiple instructional __**__ **strategies to address individual student needs:** __= = A. Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds =

Using MindMeister Student's created concept maps



media type="custom" key="23955070"

=**__ Integrating subjects across content areas __**= = B. Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning; =

Jeopardy




=**__ Using a variety of assessments to monitor and improve instruction: __**= = C. Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction; =



=**__ Creating a safe, productive learning environment: __**= = D. Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others; = Student's Pages

WORDLE
 * ==[[image:Wordle2.png]]== || == My Philosophy ==

I believe that all children can learn and deserve the chance to achieve their very best in education. I believe that children deserve the best teachers who support not only their learning but emotional and social development as well. I believe that I as a teacher will never be done learning and working towards my goals. It is my responsibility to help children grow and learn and be able to reach their own goals in education and life. I strive to be the best student and teacher and will behave as an example to others; my peers, my students, and their families. Children are the future and it is my belief that I will help them grow to be independent, caring, knowledgeable members of society. ||

=**__ Planning and/or adapting curricula __** **__for diverse student needs:__** = = E. Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student; =

|| Araceli Gonzalez
 * [[image:araceligonzalez/brochure pg 2.PNG width="493" height="380" caption="brochure pg 2.PNG"]]

Brochure: I Am making this brochure for my kindergarten class. This will help the children be able to describ familiar people, place, event, and thing or objects.

Lesson Plan Template Language Proficiency Level: [|CCSS.ELA-Literacy.SL.K.4]  Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Academic Language: Vocabulary of concepts, process and instructions: Students will draw a picture on a brochure. This will include people in the child’s family, description of where the picture takes place “home”, and the event that may be going on in the picture. Last but not least they will describe a thing or object they may want to incorporate in the picture such as a toy.
 * Academic content standards that are the target of student learning (list the complete text of the relevant parts of each standard):

Learning Objectives: This will help the child distinguish who is in his/her family, place of where it takes place “home”, choose what event/holiday that may be more suitable to them. Choose a favorite object. Language Objective: children will learn the vocabulary of people, place, event, and thing. Content Objective: Assessments to Monitor Student Learning: Diagnostic: N/A Formative: oral desiccation about the drawings. Criterion for success: criteria for success will be when the student draws four pictures showing people, place, event, and thing and are able to describe orally. Summative: N/A Criterion for success: Instructional Strategies and Learning Tasks to Support Student Learning (What you and the students will be doing) After the students are done drawing the picture, students will describe to me the people, place, event, and thing they drew. Student Voices: Evidence of student’s own learning: student orally uses the description of people, place, event, and thing when questioned. Resources and Materials: Drawing paper, markers, paint, and pencils. Meeting the Needs of Diverse Learners: If I have only one student who does not speak English and only speaks Spanish I will fit the need of the child and write it in Spanish. ||


 * __ Ensuring all students articulate learning targets and monitor own progress: __**

F. Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them;


 * __ Planning Standards-driven curricula to develop problem solving strategies in content areas: __**

G. Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology;

media type="custom" key="23955646" http://prezi.com/fviv3rkrtdos/copy-of-presidents-of-america/#


 * This is my brochure

Topic: State I Would Like to Visit -The purpose of this brochure is to help my students lean more about the states of the country they live in and highlight some interesting facts themselves or fellow classmates might not have known. Students brochure will contain 7 out 10 of the requirements. Your Brochure must contain: Three columns Word Art A Drop Cap Three selected graphics Bulleted section Lists 5-6 demographics List at least 4 others facts (example: companies, people, teams, entertainment) Creative layout Easy to read font Check Spelling/Grammar Print (I suggest color for your portfolio)

-Common Core Standard met:
 * Reading**
 * Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 * Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g.,where, when, why, and how key events occur).

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.
 * Writing**
 * Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


 * Conduct short research projects that build knowledge about a topic.
 * Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.
 * Speaking and Listening**
 * Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.


 * *Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 * *Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
 * *Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
 * *Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. || [[file:Final Brochure TC.pdf]]

Sample Model

||


 * __ Preparing responsible citizens for a diverse society: __**


 * H. Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society **
 * I created this page using excel. First I entered the Presidents in numerical/chronological order in column A. Second, I entered the party that they served in column B. Third, I tallied each party and entered them is a separate row. Using the totals I was able to create a pie chart.

Purpose: For my students to know the names of the Presidents of the US, how many, chronological order, and the party they served. Objective: Students should be able to list 34 Presidents and their party.

4.1 Understands historical chronology. 4.2 Understands and analyzes causal factors that have shaped major events in history. 4.3 Understands that there are multiple perspectives and interpretations of historical events. 4.4 Uses history to understand the present and plan for the future. 5.1 Uses critical reasoning skills to analyze and evaluate positions. 5.2 Uses inquiry-based research. 5.3 Deliberates public issues. 5.4 Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience
 * 4. HISTORY** The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
 * 5. SOCIAL STUDIES SKILLS** The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Lesson Plan || ||

||  ||
 * [[image:WordCloudPres.png width="832" height="233"]] ||  ||
 * Model For Students


 * __ Ensuring Cultural Competence in Teaching __**** : **

I. Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies;

Children's Literature Annotated Bibliography created by students using Google drive. https://docs.google.com/spreadsheet/ccc?key=0As_dRDlIaEc_dGx2ZFNJTEU2dnd0TFRtRVVmemtINXc#gid=0




 * __ Integrating technology: __**

J. Using technology that is effectively integrated to create technologically proficient learners;

Samples of student wiki pages are shown

Student address's for wiki's

http://araceligonzalez.wikispaces.com/home

http://neubauert.wikispaces.com/home

http://chamberst2.wikispaces.com/home

http://brandytackett.wikispaces.com/home

http://heritageuniversitycbccohort2011-2013.wikispaces.com/

Course designed was Flipped classroom K. Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance. Brochure Brochure assignment > I created this brochure using Microsoft Word and using a template. It is made for the families of prospective Kindergarten students. I included information that I would like to have incoming Kindergarten students know before entering school. > I used the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Studies along with information from "Transitioning to Kindergarten: A Toolkit for Early Childhood Educators". > I feel this is valuable information parents can use to determine if their child is ready for Kindergarten. > > > > http://vonessimo.wikispaces.com/Brochure
 * __ Involving and collaborating with families and community: __**

=**__ Utilizing feedback and reflection to improve teaching practice: __**= = A. Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection. =

Case Study

Blog
[|ChoncyPena] 5 days ago In our text there was a section comparing creative and critical thinking. The Calvin and Hobbes strips are placed throughout the textbook and they got me thinking about how most childrens book are more creative than critical. Although kids do want approval from their teachers and to be liked, I believe that their thinking is mostly creative and less critical. I believe this because they are still learning and do not have a sense of danger or punishment until it happens, basicly through experience. A book I found at home is called "When the tv broke". The child is without a tv for an undiclosed amount of time because it is being fixed, therefore he is forced to be creative and entertain himself. He even read! Thinking about this makes me believe that creative thinking is a precursor to critical thinking. I think that is possibly why Alec is pretty succesful with his entertaining of younger children because it is creative and then once the concept is grasped the children will be able to thinking critically with the information given. I think this realization will help me with my approach to children of different ages and grades. [|danielosborn]· 3 days ago I really liked your post it got me thinking. i know that children at the younger ages are still trying to figure out the difference between reality and make believe which is why I believe they are so open to fantasy, and are not so closed-minded as a lot of adults. I think we as teachers when we can use their interests combined with their creativity (imagination) we are given some pretty powerful tools in our tool boxes as educators. What do you think?

I'm not sure if this going to format correctly, but I wanted to say that we do have a giant toolbox from which to work from. As Choncy says, children have a serious creative side to them and if given the chance will use it to their benefit (and to add to their work). Its all about motivation and roleplaying when it comes to little kids (as well as D&D!). -Alec

====Entry Tasks==== [|danielosborn] Apr 26, 2013 I believe that entry tasks are a powerful tool to help provide structure and to transition students into the classroom prepared to engage in classroom activities. If students know what the expectations are immediatly coming into a classroom they are more likely to meet them and be prepared to transition into the classroom environment. I know when I don't have that set up ahead of time there is often a lot more confusion and disruptive inappropriate behavior going on.

====Structure!!==== [|NicholeHal] Apr 25, 2013 I think sometimes the best thing that a student can learn is if they have structure. If they have a teacher that reads to them everyday, they know that they are going listen to the teacher read and gain new words. Also it provides a comfort to know that having the teacher read them everyday, they know what is expected of them. Students like to be creative but with parameters. So giving them the option to pick out a book of their choosing allows them to be unique but setting up time on the side and designating a time slot to read provides structure. I think this also applies to writing. Having structure, like sentence structure: paragraphs, spelling, knowing where to put a comma is nice, but letting the student to be creative by deciding what to write is where freedom fits in. Classrooms need to have structure and the freedom to express ways of learning like deciding what to read, and write but setting up a structure and time for this to occur. [|danielosborn] Apr 26, 2013 I agree I think that the comfort level of the students and the positive emotions that are associated with being read to is extremely powerful. When students associate all those positive emotions with reading i believe it's a great motivator to read. [|GarmSumner] Apr 26, 2013 Does this post have an underground meaning?...

====Pre-School Phonemic Awareness==== [|GarmSumner] Apr 25, 2013 From Subbing at Preschool, you can see how amazing some of the younger children are at pronouncing the words. They might not understand exactly what they mean, but they can definitely split words into their phonemes with assistance.

Also, when I was reading to them, they definitely are able to catch the meaning of some of these words from the pictures, which is pretty amazing. We read "The Seals on the Bus" which is written similar to the Wheels on the Bus Song, So i read it in that manner, which was embarrassing. The kids did a better monkey impression that me! [|NicholeHal] Apr 25, 2013 I think if kids go into Pre-School right away they get that education that is needed right before they go into kindergarten. They are able to achieve so much and have accomplish so much more compared to other students who have not gone to Pre-School. [|danielosborn] Apr 26, 2013 By modeling to them how to read children pick up a lot from you. The old adage seems to still apply here that more is caught then taught. This is why I love picture books because the students can often figure out a word meaning by the context of the picture.

====Creative and Critical Thinking==== [|ChoncyPena] Apr 7, 2013 In our text there was a section comparing creative and critical thinking. The Calvin and Hobbes strips are placed throughout the textbook and they got me thinking about how most childrens book are more creative than critical. Although kids do want approval from their teachers and to be liked, I believe that their thinking is mostly creative and less critical. I believe this because they are still learning and do not have a sense of danger or punishment until it happens, basicly through experience. A book I found at home is called "When the tv broke". The child is without a tv for an undiclosed amount of time because it is being fixed, therefore he is forced to be creative and entertain himself. He even read! Thinking about this makes me believe that creative thinking is a precursor to critical thinking. I think that is possibly why Alec is pretty succesful with his entertaining of younger children because it is creative and then once the concept is grasped the children will be able to thinking critically with the information given. I think this realization will help me with my approach to children of different ages and grades. [|danielosborn] Apr 9, 2013 I really liked your post it got me thinking. i know that children at the younger ages are still trying to figure out the difference between reality and make believe which is why I believe they are so open to fantasy, and are not so closed-minded as a lot of adults. I think we as teachers when we can use their interests combined with their creativity (imagination) we are given some pretty powerful tools in our tool boxes as educators. What do you think?

====Preschool Phonics==== [|GarmSumner] Apr 2, 2013 I love it when I forget to post these things, feels just like undergrad Hopefully everyone had a great easter weekend! So, I'll just bring up my recent experience in substituting at Toppenish Preschool. The main lesson they were doing that day was an introduction to what a Poem is, focusing on their sight words, but mainly on the sound of the letter T. Yeah Phonics! The teacher's plans had me focusing on examples in real life with the sounds of the letter T like Tick-Tock. There were some intelligent students in my class, that were kinda making it hard for others to learn (and they were so full of energy!). The phonics part of the lesson just connected with what we just learned about. Its amazing how well these preschoolers can read some of the basic words already...and they are 4 years old! [|gonefishing26] Apr 2, 2013 Sounds like you had your hands full. I have discovered Phonics is very intresting to teach and I working with my 4 year old.

Addison can look through her books and pick out which words she knows. I am suprised everyday which words she reconizes and can read. [|NicholeHal] Apr 2, 2013 I have noticed this too, at the Toppenish Preschool. They catch on to things, especially if it repeated several times. A lot of the time, while substituting, the kids will tell me what needs to happen next. Introducing new concepts however is easy especially if it is in the form of singing or a poem like you said. They catch on to it very quick and remember it too. [|ChoncyPena] Apr 8, 2013 Yes the songs are really good. I have noticed during my observations in the classrooom and with my nephews that the songs are amazing teachers in learning the sounds of the letters. Although they migh not be able to pronounce some of the letters, they are definitely getting what each letter and word sounds like. [|danielosborn] Apr 9, 2013 I took a class on cognition quite a few years ago and how through repetition and using music it reinforces information and memories in the brain. At this age it's all about laying the foundational patterns of the schema so they can attach future learning to. It is all about repetition to reinforce those connections for future learning to occur.

====ABC Books/Socrative==== [|Flash921] Apr 1, 2013 Good evening everyone!! So I decide my post would be on ABC books. Firstly after class on Saturday I went through my kids books to see which books would be the best to take to class. So as I was going through them I noticed that I only had two books on the ABC's. How in the world did my kids learn their ABC's? Suffice it to say they learned but I have my little two year old so I definitely plan on buying more ABC's books. Plus as soon as class was done on Saturday I ended up purchasing Animalia which my kids loved especially the interactive parts of the app. I guess the question I would like to pose is, as teachers are you going to lean toward more book oriented teaching or app oriented teaching. I see the pro's for both methods but I definitely like to hear what you think. I believe the app oriented method would be great because my kids love the interactive parts of the apps, such as sound effects or the way they can turn the page by swiping the tablet but would having a good old fashion book be much better because they would be more hands on with the book and learn to appreciate the value of a book. As a side note, last weekend I was sharing my experience with class last weekend with my family and my sister in law told me of an app she has been using in her class room that helps with assessing her students. Its called socrative. They have both the student edition and teacher edition and both are free. You should definitely check it and let me know what you think. [|GarmSumner] Apr 2, 2013 Animalia is beast (no pun intended) What do you mean helps with assessing students? Kind of like online testing? Or like a series of games/lessons that the teacher can monitor how well they are doing? The idea sounds cool though [|Flash921] Apr 2, 2013 So how it was shown to me was we would have the teacher edition and the students the student edition (obviously). The teacher would then make question based on what they are learning. The students then log on and answer those questions and submit their answers. The answers are then corrected and displayed on the teachers tablet in an excel worksheet form showing the teacher who got what right and who got what wrong. Its really neat and fast! [|gonefishing26] Apr 2, 2013 I found the same thing when I was going through my kids books. Tons of read a longs but very few ABC books. Since we are on vacation in what seems to be the biggest book store area, I have found several really great ABC books which I will be sharing with the class. [|ChoncyPena] Apr 8, 2013 Animalia is legit I cannot wait to get that book and app! I honestly do not think that one should substitute the other. Although I do think that technology definitely assists traditional book learning and I think that they should go hand in hand. I love the idea of using an app or technology to gauge and assess students. I think that it also may clarify things for some students that need that visual aide and it may be a fun treat for those that get it already. I also believe that it could be a fun thing to do while you get your thoughts and items together for your next lesson. During my observation of 4th graders the class went down to the computer lab for about 20 minutes and log on to a program called conceptuamath and the students were able to practice what they had learned and the teacher was able to log on later to see which students were getting the material. [|danielosborn] Apr 9, 2013 Choncy I agree with you I have always been leery of throwing the baby out with the bath water. We need to utilize the technology out there but there is still a place for the classics. Again I remember reading something out there on how being a good reader helps with the minds ability to focus and stay on task. i look at it like mental exercise if you read for sustained periods of time you build up mental endurance. What do the rest of you think?

=**__ Collaborating in and contributing to school improvement: __**= = = = A. Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication. = After working in wiki's for the course, one cohort group creted their own wiki for them selves. http://heritageuniversitycbccohort2011-2013.wikispaces.com/home

=**__ Demonstrating knowledge of responsibilities and policies: __**= = = = B. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies. = Conceptual Framework explained and developed for mobile learning



As Course review: Students develop table applying course learning to standards of course