www.abcya.com The Leader in Educational Games for Kids
www.magickeys.com/books/index.html Children’s Storybooks Online
www.kids.nationalgeographic.com National Geographic Kids
www.starfall.com Starfall Learn to Read
www.discoverykids.com Discovery Kids
www.teacherspayteachers.com Teachers Pay Teachers
www.readingrockets.org Launching Young Readers! Reading Rockets
www.thecurriculumcorner.com The Curriculum Corner Providing Free Resources for Busy Teachers
1a-Demonstrating Knowledge of Content and Pedagogy
1b-Demonstrating Knowledge of Students
1d-Demonstrating Knowledge of Resources
I displayed content knowledge, with evidence of continued pursuit of such knowledge. The list of websites to the left was used because each one of the websites pertained to content-related material. I assessed and built on students' background knowledge. A few of these websites helped me demonstrate knowledge and model strategies tied to second language acquisition and English literacy development. I then tied lessons to both background experiences as well as language cognates.
I demonstrated knowledge of my students. By knowing the students skills, knowledge, proficiency, and their learning process I was able to prepare lessons that best fit their needs. This displays that I was aware of the knowledge of typical development characteristics of the age of the group taught. Lessons taught began with one to one correspondence, then moved to letter name and letter sound. Students were able to formulate words by blending sounds that were said aloud. After some practice most of the students were given the option to sound out a word of their choice. Similar with math, lessons taught were to form 1-10 place value to mathematical models for creating numbers in the teens. I was able to display knowledge of the interests and or cultural heritage of my students. I worked with students with L1 English and L1 Spanish. I then tied lessons to experiences from both language basis.
In the classroom I demonstrated knowledge of resources for the classroom, to extend content knowledge, and for students. Here the students used Chromebooks during our center time. Each student worked independently. When time was up they went to a different center and other students came to this center, where they got the same opportunity to use the Chromebooks. I used technology in ways that made students productive and meet the instructional goals of the lesson. Students used Chromebooks with programs in math and/or literacy. Students interacted with the SMART board in pairs or small groups as well as whole group.