Eclectic Elementary
68 Followers
Alva, Florida, United States
About the store
My instructional experience has primarily been in upper elementary, third through eighth grade. I have taught English Language Arts with Science and Social Studies integration. I have taught Standards Based in my classroom for many years, utilizing DBQs as a resource.
For the past couple of years I have taken on the role of a Teacher Leader. This role allows me to have my own block of ELA/SS/SCI for 50% of the day, then provide instructional coaching to other grade levels through: instructional strategies, Differentiated Instruction, Data analysis, and Standards Based instructional practices. While working as a Teacher Leader, I have been in Tier 3 high needs schools. These are schools with 100% economically deficient students with historically failing school grades. In my current school after one year of a turnaround effort and implementing standards based instructional practices 3-5th grade, we were able to go from a F to a B. This is very difficult, but rewarding work.
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Non-Fiction Summarizing Rubric RI.2
Non-Fiction Summarizing Rubric include three domains for assessment; organization, content/evidence, and conventions. Rubric also includes: 6 Point Grading ScalePeer Editing SectionSelf Grading SectionTeacher Grade SectionColor Coded Student Exemplar
4th - 8th
English Language Arts
CCSS
RI.4.2
, RI.5.2
, RI.6.2
Partner Fluency Self Rating Scale
Want to promote an engaged learning environment where peer feedback is welcomed AND utilized? Incorporate a Partner Fluency Rubric within your classroom to provide opportunities for self reflection and accountability. Students can listen and rate each other's oral reading fluency while checking off specific boxes providing easy reference for feedback conversations and sometimes debate. Students will have a clear understanding of their current fluency levels, expression, and rate. Utilizes Marz
2nd - 8th
Reading, Reading Strategies
CCSS
RF.2.4
, RF.2.4b
, RF.3.4
 +5
4.W.1.1/4.W.1.2 Structure of an Essay Student Handout
4th Grade Structure of an Essay Introduction, Main Idea 1, Main Idea 2, Conclusion Compatible with DBQs (mention of time, place, story in introduction) Rainbow Colored Copy and B/W Copy Attached
4th
Writing-Essays, Writing-Expository
CCSS
W.4.1
, W.4.2
Effort and Understanding Student Self Rating Reflection
Incorporate meaningful self reflection everyday with this easy to use Student Effort and Understanding self rating scale. Students can rate there effort and understanding using the 1-5 scale with student friendly language. Color copy on page one, back and white copy on page two.
3rd - 12th
Other (ELA), Other (Math)
Notice and Note Strategy Graphic Organizer
Real Reading Begins with Metacognition. Metacognition, or thinking about one's thinking, is the foundation for other reading comprehension strategies. Proficient readers continually monitor their own thoughts, controlling their experience with the text and enhancing their understanding. In order to help students practice metacognition and support interactions with a text, utilize this Notice & Note Graphic Organizer while students read independently, partner read, or listen to a read alou
3rd - 12th
Close Reading, Reading, Reading Strategies
CCSS
SL.3.2
, SL.3.3
, SL.3.5
 +4
Fiction Summarizing Rubric RL.2
Fiction Summarizing Rubric assesses on three domains; organization, content/evidence, conventions. Utilizes Somebody Wanted But So Then (SWBST) Strategy. Rubric also include: 6 Point Grading ScalePeer Grade SectionSelf Grade SectionTeacher Grade SectionColor Coded Student Exemplar
3rd - 5th
English Language Arts
CCSS
RL.3.2
, RL.4.2
, RL.5.2
MAFS.5.NBT.1.1 Deconstructed Standard
Utilizing my deconstructed standard form, skills necessary for mastery of MAFS.5.NBT.1.1 are placed in order from most basic to complex. Add your students name on the left column to track if they are mastering skills. Space provided for multiple attempts per skill (general rule of thumb is 3 out of 4 attempts; therefore, I have 4 spaces per skill for checkmarks. Space provided for student evidence of mastery. This should be something that you can bring to a PLC as evidence of mastery. Provides g
5th
Math, Place Value
CCSS
5.NBT.A.1
Citing Evidence Resource
Resource print out of commonly used phrases to quote and/or paraphrase.0
3rd - 8th
Writing, Writing-Essays, Writing-Expository
CCSS
W.4.9
, W.5.7
, W.5.9
 +12
MAFS.K.NBT.1.1 Deconstructed Standard
Utilizing my deconstructed standard form, skills necessary for mastery of MAFS.K.NBT.1.1 are placed in order from most basic to complex. Add your students name on the left column to track if they are mastering skills. Space provided for multiple attempts per skill (general rule of thumb is 3 out of 4 attempts; therefore, I have 4 spaces per skill for checkmarks. Space provided for student evidence of mastery. This should be something that you can bring to a PLC as evidence of mastery. Provides g
Kindergarten
Math, Place Value
CCSS
K.NBT.A.1
5.L.17.1: Compare and Contrast Adaptations Exit Slip
5.L.17.1: Compare and Contrast Adaptations Exit Slip6 Questions Total
5th
Science
EDITABLE Choice Board Template Differentiated
EDITABLE Choice Board Template for Centers I use this template in my classroom for my student's independent center time. They choose one option per column. When they complete an option they write the date and color it in lightly. I usually assign two article on NewsELA that are Science Inspired and two passages on Commonlit that are Social Studies Inspired. Students complete one informational and one literature piece a week. In the middle students summarize their NewsELA article utilizing the GI
3rd - 8th
English Language Arts, Informational Text, Literature
RI.1.2 GIST Summarizing Poster for Classroom Display
RI.1.2 GIST Summarizing Posters for Classroom Display Includes large G,I,S,T letters and Who, What, When, Where, Why, and How question words. Create a bubble map using dot themed GIST posters.
2nd - 5th
English Language Arts
CCSS
RI.3.2
, RI.4.2
, RI.5.2
Comparing Written Response Rubric
17 point scale Designated areas for peer grade, self grade, and teacher grade.
4th - 5th
ELA Test Prep, English Language Arts, Writing
CCSS
RI.4.2
, RI.5.2
MAFS.1.NBT.1.1 Deconstructed Standard
Utilizing my deconstructed standard form, skills necessary for mastery of MAFS.1.NBT.1.1 are placed in order from most basic to complex. Add your students name on the left column to track if they are mastering skills. Space provided for multiple attempts per skill (general rule of thumb is 3 out of 4 attempts; therefore, I have 4 spaces per skill for checkmarks. Space provided for student evidence of mastery. This should be something that you can bring to a PLC as evidence of mastery. Provides g
1st
Math, Place Value
CCSS
1.NBT.A.1
LAFS.K.RL.2.4 Deconstructed Standard
Utilizing my deconstructed standard form, skills necessary for mastery of LAFS.K.RL.2.4 are placed in order from most basic to complex. Add your students name on the left column to track if they are mastering skills. Space provided for multiple attempts per skill (general rule of thumb is 3 out of 4 attempts; therefore, I have 4 spaces per skill for checkmarks. Space provided for student evidence of mastery. This should be something that you can bring to a PLC as evidence of mastery. Provides gr
Kindergarten
English Language Arts, Literature, Vocabulary
CCSS
RL.K.4
MAFS.2.NBT.1.1 Deconstructed Standard
Utilizing my deconstructed standard form, skills necessary for mastery of MAFS.2.NBT.1.1 are placed in order from most basic to complex. Add your students name on the left column to track if they are mastering skills. Space provided for multiple attempts per skill (general rule of thumb is 3 out of 4 attempts; therefore, I have 4 spaces per skill for checkmarks. Space provided for student evidence of mastery. This should be something that you can bring to a PLC as evidence of mastery. Provides g
2nd
Math, Place Value
CCSS
2.NBT.A.1
MAFS.4.NBT.1.1 Deconstructed Standard
Utilizing my deconstructed standard form, skills necessary for mastery of MAFS.4.NBT.1.1 are placed in order from most basic to complex. Add your students name on the left column to track if they are mastering skills. Space provided for multiple attempts per skill (general rule of thumb is 3 out of 4 attempts; therefore, I have 4 spaces per skill for checkmarks. Space provided for student evidence of mastery. This should be something that you can bring to a PLC as evidence of mastery. Provides g
4th
Math, Place Value
CCSS
4.NBT.A.1
MAFS.3.NBT.1.1 Deconstructed Standard
Utilizing my deconstructed standard form, skills necessary for mastery of MAFS.3.NBT.1.1 are placed in order from most basic to complex. Add your students name on the left column to track if they are mastering skills. Space provided for multiple attempts per skill (general rule of thumb is 3 out of 4 attempts; therefore, I have 4 spaces per skill for checkmarks. Space provided for student evidence of mastery. This should be something that you can bring to a PLC as evidence of mastery. Provides g
3rd
Math, Place Value
CCSS
3.NBT.A.1
LAFS.2.RL.2.4 Deconstructed Standard
Utilizing my deconstructed standard form, skills necessary for mastery of LAFS.2.RL.2.4 are placed in order from most basic to complex. Add your students name on the left column to track if they are mastering skills. Space provided for multiple attempts per skill (general rule of thumb is 3 out of 4 attempts; therefore, I have 4 spaces per skill for checkmarks. Space provided for student evidence of mastery. This should be something that you can bring to a PLC as evidence of mastery. Provides gr
2nd
English Language Arts, Literature, Vocabulary
CCSS
RL.2.4
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About the store
Experience
My instructional experience has primarily been in upper elementary, third through eighth grade. I have taught English Language Arts with Science and Social Studies integration. I have taught Standards Based in my classroom for many years, utilizing DBQs as a resource.
For the past couple of years I have taken on the role of a Teacher Leader. This role allows me to have my own block of ELA/SS/SCI for 50% of the day, then provide instructional coaching to other grade levels through: instructional strategies, Differentiated Instruction, Data analysis, and Standards Based instructional practices. While working as a Teacher Leader, I have been in Tier 3 high needs schools. These are schools with 100% economically deficient students with historically failing school grades. In my current school after one year of a turnaround effort and implementing standards based instructional practices 3-5th grade, we were able to go from a F to a B. This is very difficult, but rewarding work.
Teaching style
My teaching style centers around self-paced mastery of standards. This means that each individual child is learning their grade level standards at their individual pace. This requires lots of organization, procedures, and high expectations. I have taught this way for a couple years now and the overall outcome has been amazing. I have some resources that I use religiously in my shop to help with this process if this is something you are interested in starting.
Additional biographical information
Besides my career in education, I also play the role of mother and wife. I have been married to my high school sweetheart for 18 years. We have four beautiful daughters together who are 16, 11, 6, and 3.
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