Equity Goal |
Content Understanding Goal |
Social Justice Standard |
We will implement classroom routines that will help students to value their own and each other’s learning time by collaborating.
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CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.K.2 With prompting and support, retell familiar stories, including key details CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding. |
DI.K-2.6
I like being around people who are like me and different from me, and I can be friendly to everyone. |
FS1 has a great group of friends and is very kind. She has shown growth in confidence so far this year, and has started raising her hand more to participate. She is bilingual and likes to do things with her older sister at home. One of her strengths is that she really does want to do a good job and usually tries her very best!
She was chosen because she is very soft spoken in class, and many times doubts herself during assignments. Goals: -Collaborate with peers -Increased confidence |
One asset of FS2 is he is very social and helpful! He always wants to help the best he can and often wants to be noticed for his help. He likes playing tag with his friends at recess; his friends include some of the more mature boys in the class. This is Mason’s second year of Kindergarten. His parents decided to re-enroll him after not attending distance or hybrid learning last year. His high school aged sister picks him up if he doesn’t go to aftercare, interaction with the parents is rare. He needs some of the most support of the class. He is absent or tardy most days.
Goals: -Collaboration with peers -On task participation -Increased confidence -Increased independence |
FS1 Observations:
- Raised her hand in the opening of the lesson to share the gesture and first story element which is character. - She was the peanut butter partner so she completed the character and problem on the story map. - She got started drawing right away when work time began and even wrote fish by herself. - She kept checking in with her partner and asked questions like “Who is our character again? The rainbow fish?” “The problem was that they didn’t want to be friends.” “The problem was he didn’t want to share scales.” “Do fish have eyebrows?” |
FS2 Observations:
- He did not engage in the TPR Movements during the opening of the lesson. - He did TPR movements after the story pre-work time- & he only did problem and solution. - He worked well with his partner, they seem to have a very well established friendship. - FS2 was showing his partner that he wanted to do the work by covering the paper when it was his turn. - There was an expectation that they would tell each other what to draw: FS2's partner asked him what to draw, FS2 drew a cave because his partner told him to. - FS2 was the jelly partner so he completed setting and solution. - FS2 understood the solution although his partner did not. |