Implemented weekly K-5 lessons that incorporated TEKS and supported ELA, SEL, Math, Science and Social Studies curriculum.
Created resources and co-facilitated “Genre Cafe” with fourth and fifth grade teachers. This included a genre ticket in which students explored a specific genre at each table, and described the characteristics to correctly identify it. Students also had a bookmark where they could jot notes regarding books and genres they explored during the activity that interested them for future reading. All lessons were adapted and modified to meet the needs of the students.
Collaborated with 5th grade teachers to plan and execute lessons on reading genres to support classroom content and close student gaps. As an introduction, students completed a “Genre Kahoot” in order to better determine which genres would be the focus for upcoming lessons. Students were given examples of various genre books to explore. As a group we discussed genre characteristics, and students were assessed in their understanding by completing a GooseChase game.
Planned and implemented lessons on researching rapid changes in Earth for third grade. For the introduction lesson, we watched a short video of a landslide and discussed if it would be considered a slow or fast land change, what we noticed, what we learned and what we want to know more about. Students completed an exit ticket to identify examples of fast land changes and come up with questions they still had to guide us into the next lesson for our research.
Planned and implemented lessons on researching Notable Texans for fourth grade. This unit was a review of Biography characteristics and led into the research of a Notable Texan. One of the research lessons was on paraphrasing information to avoid plagiarism. We discussed what it means to put information into your own words and still include the important key points. As a whole group we did an activity where students had to identify a popular song based on the paraphrased lyrics.
Our inquiry project for first grade focused on students researching a specific job. The lesson introduction included students brainstorming and discussing various jobs they see around them and why they are important to our community. From there, students explored non-fiction books about jobs to find one they were interested in learning more about.
We began the research process by sorting tools and identifying which job they would be used for and from there went through the steps of note-taking. The purpose of the project was to give students the opportunity to learn more about a career of their choice and develop research skills such as gathering information from non-fiction texts.