Artifacts+of+our+teaching

__**Artifacts of Teaching**__


 * Day One:**

(This is the book that was read during the first lesson. This book was part of a interactive read aloud that was accompanied by the KWL chart. This book focused on letter carriers. This book focused on what they did, how they got around, and what they wore.)



(Students answered what they knew from their prior knowledge. The teacher then posed questions about a mail carrier that they did not know. While reading the story the students had to think about these questions allowing them to focus on the important details. After the story was over the students were then able to answer the questions based on the information they gathered from the books.)


 * Day Two:**

(This is the book that was read during the second lesson. This book was part of a interactive read aloud that was accompanied by the Venn-diagram chart. This book focused on the post office. This book focused on what happened in the post office. It also talked about different people who worked at the post office. This book helped to explain the importance of the post office, and its job in delivering mail.)

(Students worked together on a venn-diagram to make text-to-text connections on the two books that were done during an interactive read aloud. Students had to talk about what they learned from the first book about mail carriers, and what they learned about in the second book about the post office. Students then had to make connections with the books talking about what was the same between them. This graphic organizer made the students think about what they read in the first book and how it related to the second book.)


 * Workshop:**

(For the workshop the students had to make connections between jobs they did at home and jobs they did at school. The students were suppose to explain the different jobs they did, and think about the jobs they did that were the same at home and at school. Through the lessons the students were learning about communities and community workers. Through the lessons they learned that their home was a type of community and their school was a type of community. The students were able to address their answers with pictures, pictures and text, or just plain text.)




 * Work Samples Showing....**

High Achievement (These students fit in the high achievement because they were able to list many examples for the different sections. They wrote all in text, and needed little to no prompting.)

Middle Achievement: (These students fit in the middle achievement because they did give answers to all three sections, but their answers were limited. The students just explained some jobs they did in home and school, but was very limited in their thinking when they thought of jobs they did the same at home and at school.)

Low Achievement: (Both of these students were low achieving because they either gave no examples of jobs they did or only one or two. These students needed more discussion and were not able to put what they thought down on paper.)

Misconceptions:

(Drew the same thing for home and school)

(Even after redoing didn't completely understand putting different things in the circles)


 * Examples of what you can use in your classroom:**

-Any text (If doing text-to-text connections, have two or more texts handy) -Diagrams, worksheets, or journals so students can capture their thinking through writing

[|KWL Chart] (Linking prior knowledge in "Know" to new knowledge in "Learned") [|KWHL Chart] [|Concept Wheel/Umbrella Chart] [|Comparison Chart] [|Tree Chart]
 * [|Venn Diagram]
 * [|T-charts]
 * Concept Map
 * [|Web]
 * Concept Map (See below)


 * Worksheet with a section for "Reminds me of..."
 * = Especially useful for this particular reading strategy

Concept Map Example -- About Making Connections!