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Katelyne Mead Ohio License in Early Childhood EducationPreschool through 3rd grade Contact Information: Phone: 419-348-6857 Email: katiemead2015@me.com


Katelyne Mead’s Professional Portfolio


Katelyne Mead 4 Year Resident Educator Degree (July 1, 2018- June 30, 2022) Bachelors of Science in Education Preschool through 3rd grade

Phone: 419-348-6857 Email: katiemead2015@me.com Highly Qualified Teacher Status

Field Experience/Student Teaching ยง ยง ยง ยง ยง

McGregor-1st/2nd grade (2016) Harter-Kindergarten (2017) Warstler-2nd grade (2017) Amherst-1st-4th grade (2017) Hartville- Preschool/3rd (2017-18)

-Member of SCOPE: working with special needs children in the Canton, OH area (literacy night, carnival, Special Olympics). -Member of Kappa Delta Pi: Education National Honor Society. -Member of Helping Hands-community outreach group, activities focused on promoting literacy (book drive, installed a book mailbox, pennies for pajamas, reading with kids).

Education MALONE UNIVERSITY- GRADUATED MAY 2018 - Completed work study, active member in Kappa Delta Pi, Helping Hands, and SCOPE. Graduated with honors. Have had experience with differentiated instruction, behavior management, parent teacher conferences, and with MAPS, AIR, and SLO testing. Attended a training on blended learning and I have gone through trauma and safety training. I also gave a presentation on Class Dojo at a staff meeting. LIBERTY BENTON- GRADUATED MAY 2015 - Was an active member in choir, STRIDES, and Children of the Light, participated in cross country and completed PSO classes at Owens Community College.

Work Experience SOMETHING SPECIAL LEARNING CENTER May 2017-August 2017 Responsibilities: Preschool Teacher- planned lessons, made crafts with students, interacted with students and their families, planned and implemented intervention strategies when needed, wrote behavior reports, filled out incident reports. AMERICA READS TUTORING August 2015- May 2017 Responsibilities: As a work study job, I tutored children grades 1-6 helping them with any homework, projects, or any skills/ subjects they needed to improve upon. STATE FARM INSURANCE June 2013-May 2017 Responsibilities: Main secretary work-cleaning, making phone calls, answering phones, filing, organizing data, talking to customers about insurance needs, quoting customers, updating phone systems. GABRIEL BROTHERS July 2014-Februrary 2015 Responsibilities: Basic retail duties-helping customers with any needs, cleaning, organizing, re-stocking, setting up displays. Cashier duties.


References

J Sonya Wartman- Student Teaching Cooperating Teacher Email: wartmansonya@lakelocal.org Phone: 330-754-8073 Address: 2310 Sesame Street, Mogadore, Ohio 44260

J

Beth Kennedy- Student Teaching Supervisor Email: bkennedy@malone.edu Phone: 330-704-2880 Address: 520 Jeffrey Ave. NW., Massillon, Ohio 44646

J

Garry Peterson- Supervisor at State Farm Email: garry.peterson.qbiy@statefarm.com Phone: 419-957-8575 Address: 2807 Torrey Pines Drive, Findlay, Ohio 45840

J

Chanda Coblentz- Teacher and Advisor at Malone University Email: ccoblentz@malone.edu Phone: 330-324-5231 Address: 2660 Eaver Street NW, Uniontown, Ohio 44685

J

Jessica Myers- Church Youth Group Leader Email: jmyers@findlayfirstnaz.org Phone: 304-224-5766 Address: 2410 Beecher Street, Findlay, Ohio 45840

Other Volunteer Experience -Children of the Light Ministry Group: High School Missions group (summer mission’s trips, served in inner-city missions). -Church nursery volunteer (infant through 1st grade). -For field experience at Harter, I lead and organized an incentive reading party for an entire 1st grade student body. -At Varian Orchards, I helped organize and lead a hiking science learning trip with over 300 students involved. -At Amherst field experience, I worked one on one with 2 different Hispanic students who spoke and understood very little English. -Local church camp counselor for middle school girls. -Participated in BLAST, a talent competition for High School students, for 4 years.


-

Title

101

111

105

101

101

220

BUS

ENG

MUS

PSY

SOC

SOC

CR CR CR CR

Composition I

Music of World Cultures

General Psychology

Sociology

Career Totals :

CR Term Totals :

CR

Contemporary Business

Multicultural Diversity in US

CR

History of Western Art

CR Term Totals :

English Composition

B+ A

Literature in Society

The College Experience

200

100

ENG

GEN

0.00

45.10 45.10

4.00

9.90

9.00

11.10

16.00 13.00 13.00 16.00 43.00 13.00

1.00

3.00

3.00

3.00

0.00

0.00 0.00

0.00

0.00

11.10

3.00

1.00

3.00

3.00

3.00

0.00

0.00

0.000

GPA

3.469 3.469

0.000 0.000

Course

Title

B+ A-

Psych of Human Learning Nature Needs of Learners w Mod Introduction to Theology

EDUC 232 SPED 253 THEO 211

al

Introduction to Statistics

Communication Skills

Comm, Collab, and Advocacy

Children's Literature

Phonics

Environmental Sciences

MATH 215 Teach Math in Elem Grades Honor : Dean's List

EDUC 327

EDUC 300

EDUC 252

BIOL 120

Career Totals :

C Term Totals :

Career Totals :

3.00

Career Totals :

B Term Totals :

A

A

B+

A

Career Totals :

ATerm Totals :

3.00

6.00

3.00

11.10

3.00

2.00

3.00

3.00

3.00

t

3.00

2.00

3.00

3.00

3.00

9.00

8.00

12.00

9.90

12.00

-

14.00 14.00 14.00 50.90 51.00 78.00 48.00 165.00

3.00

2.00

3.00

3.00

3.00

3.00 3.00 3.00 11.10 37.00 64.00 34.00 114.10

3.00

3.00

3.00 3.00 3.00 6.00 34.00 61.00 31.00 103.00

3.00

51.90 97.00

11.10

9.90

9.90

9.00

12.00

3.00

3.00

3.00

3.00

3.00

3.00

3.00

3.00

3.00

3.00

Ernd HGpa Q.Pts

15.00 15.00 15.00 31.00 58.00 28.00

3.00

3.00

3.00

3.00

3.00

Att

Tr an sc rip 2016-2017 Academic Year : Fall Semester

COMM 110

2015-2016 Academic Year : Summer II Term

MATH 140

2015-2016 Academic Year : Summer I Term

B+

Learners in a Diverse Society

A Term Totals :

B

Teaching in a Diverse Society

EDUC 122

Grade Rpt

EDUC 112

2015-2016 Academic Year : Spring Semester

ffic i

3.00

3.00

1.00

3.00

3.00

3.00

3.00

0.00 0.00

0.00 0.00 0.00 30.00

0.00 0.00

3.00

0.00

3.00

0.00

0.00

24.00 0.00 24.00

3.00

3.00

3.00

3.00

3.00

3.00

3.00

3.00

Ernd HGpa Q.Pts

Undergraduate School

3.635 3.437

3.700 3.355

2.000 3.322

3.460 3.464

GPA

IN ACCORDANCE WITH THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974, AS AMENDED, TRANSCRIPTS MAY NOT BE RELEASED TO A THIRD PARTY WITHOUT WRITTEN CONSENT OF THE STUDENT Repeat Key - * Repeat not included in GPA; R - Repeat included in GPA Page : 1 of 2

Career Totals :

ATerm Totals :

B

Principles of Macroeconomics

ECON 202

World Hist II: Modern World

A-

HIST 112

W

Principles of Accounting I

Introduction to the Bible

ACCT 211

BIBL 100

2015-2016 Academic Year : Fall Semester

Career Totals :

CR

College Composition

ENG

145

ENG

2015-2016 Academic Year : College Level Exam Program

105

ART

Organization : Owens Community College - Findlay ACC 101 Introductory Financial Acct CR

Att

of O

Grade Rpt

2013-2014 Academic Year : Transfer Courses Accepted

Course

DOB : 07/28/XXXX

py

Co

420328 Katelyne Noel Mead XXX-XX -4989 9729 Jadlos Dr Findlay, OH 45840

Undergraduate School

ID : Name : SSN : Address :


-

Title

A B A-

Express Arts for Yng Children

Central Questions in Philosophy

Children with Except in ECE

PHIL 200

SPED 280

460

Career Totals :

AAA A-

Management Strategies in Educ

Int Soc St & Lang Arts Child

Integ Math & Science for Children

EDUC 417

EDUC 445

EDUC 447

11.10

11.10

9.00

12.00

12.00

3.00

3.00

12.00

3.00

3.00

12.00

3.00

3.00

4.00

4.00

2.00

2.00

3.00

4.00

4.00

2.00

2.00

3.00

11.10

14.80

16.00

7.40

7.40

12.00

18.00 18.00 18.00 68.70 90.00 117.00 87.00 312.90

3.00

4.00

4.00

2.00

2.00

3.00

3.00 3.00 3.00 12.00 72.00 99.00 69.00 244.20

3.00

3.00 3.00 3.00 12.00 69.00 96.00 66.00 232.20

3.00

3.680 3.495

Course

3.816 3.596

4.000 3.539

4.000 3.518

Title

A

A

Grade Rpt

0.00

2.00

1.00

0.00

8.00

4.00

Registrar

3.610

4.000 3.610

GPA

rip t

-

********************************Nothing Follows in this Division***************************************

This transcript is a record of all courses attempted unless otherwise noted.

an sc

5/16/2018 Date:_____________________________________________

Signed:

Major(s): Early Childhood Education End of Transcript for this Academic Division

Degree Information : (1) '(B.S.) in Education' Date Conferred : 05/05/2018

Tr

2.00

1.00

Ernd HGpa Q.Pts

10.00 10.00

2.00

1.00

Att

13.00 13.00 3.00 12.00 Career Totals : 103.00 130.00 90.00 324.90 Division Career Totals : 103.00 130.00 90.00 324.90

CR Term Totals :

Differentiation thru Data-Drivn Dec

Student Teaching Seminar

EDUC 498 Student Teaching Honor : Dean's List

EDUC 465

EDUC 460

2017-2018 Academic Year : Spring Semester

IN ACCORDANCE WITH THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974, AS AMENDED, TRANSCRIPTS MAY NOT BE RELEASED TO A THIRD PARTY WITHOUT WRITTEN CONSENT OF THE STUDENT Repeat Key - * Repeat not included in GPA; R - Repeat included in GPA Page : 2 of 2

Career Totals :

SPED 462 Language Dev and Differences AHonor : Dean's List Term Totals :

A

Teach the Young Child

Curriculum, Assmt & Instruction

EDUC 245

EDUC 416

Career Totals :

Faith Wrl Sem: Spirt & Ethic Eating A Term Totals :

2017-2018 Academic Year : Fall Semester

GEN

Career Totals :

Literacy Assessment & Instruction A Term Totals :

2016-2017 Academic Year : Summer II Term

EDUC 425

2016-2017 Academic Year : Summer Semester

3.00

3.00

3.00

3.00

3.00

GPA

Undergraduate School

Of fic ial

3.00

3.00

3.00

3.00

3.00

Ernd HGpa Q.Pts

15.00 15.00 15.00 55.20 66.00 93.00 63.00 220.20

3.00

3.00

3.00

3.00

3.00

Att

of

SPED 293 Emergent & Early Rdg Instruct AHonor : Dean's List Term Totals :

A

Content Reading Strategies

EDUC 270

Grade Rpt

EDUC 267

2016-2017 Academic Year : Spring Semester

Course

DOB : 07/28/XXXX

py

Co

420328 Katelyne Noel Mead XXX-XX -4989 9729 Jadlos Dr Findlay, OH 45840

Undergraduate School

ID : Name : SSN : Address :


Pass Rates J Early Childhood edTPA- Pass, 39 J OAE General ECE Content- Pass, 256 J OAE Pedagogy- Pass, 240 J OAE Reading Foundations- Pass, 235


Certifications J First Aid and Safety J CPR J Communicable Disease J Child Abuse


Standard 1: Know Your Students


I used this interest inventory before I began to student teach, to get to know my student’s interests.


Name_________________________________________ Date_____________

Literature Activity Choice Board Novel________________________________

Instructions: For each chapter choose one of the following activities. Please choose a different activity for each chapter. Vocabulary: Pick 7 words from the reading passage that you were unfamiliar with. Look up these words in the dictionary, and write their definitions. Then write a sentence using each word. (Use “Novel Vocabulary” worksheet.)

Artist: Draw or paint a picture of one of the scenes in the chapter or one of the main characters. On an index card, write a 5 sentence explanation of the scene or a 5 sentence description of the character.

Alphabet Soup: Use the “Novel Alphabet Soup” worksheet and fill in at least 12 words or phrases about the book in the appropriate letter box.

MI: LI

MI: V

MI: LI, LO

Ch. ___

Collage: Use magazines to cut out at least 7 pictures that remind you of the book. Paste them onto a piece of construction paper. Label each picture.

MI: V, K

Ch. ___

Prediction: Write one paragraph (6-7 sentences) telling what you think will happen in the next chapter.

I used this choice board in 3rd grade, while we read Because ofMI: WinnLIDixie as a class, to respect the diversity of how my students learn.

Ch. ___

Grammar: Take a copied page from the book and color code the following things: Nouns (blue), verbs (red), adjectives (yellow), and adverbs (green).

MI: V, LI

Ch. ___

Character Match Up: Use the “Character Match Up” worksheet to compare and contrast two of the main characters in the book.

Ch. ___

MI: LO

Ch. ___

Ch. ___

Poem: Write a poem (at least 12 lines long) describing either a character in the story or a scene in the chapter.

MI: M, LI

Ch. ___

Comic Strip: Draw and color at least 6 frames of a comic strip showing a scene in the chapter. Make sure to include “dialogue bubbles” so that the reader can follow along with the action. MI: V

Copyright © 2015 Chalkboard Creations

Ch. ___ 4


Standard 2: Content Knowledge


Name: Katelyne Mead

This is a lesson that I taught in a preschool classroom, which demonstrates that I teach using standards and valid content.

Course: EDUC 245 Malone University Lesson Plan

Subject/Grade: Math (counting and colors)/ Preschool

Total Lesson Time: 20 minutes

Standard(s) (# and text): Cognition and General Knowledge Cognitive Skills Reason and Problem Solving * Solve problems by planning and carrying out a sequence of actions. Cognition and General Knowledge Number Sense Number Sense and Counting * Demonstrate one-to-one correspondence when counting objects up to 10. Language and Literacy Listening and Speaking Expressive Language *Describe familiar people, places, things and experiences. Learning Objective Students will, on the circle time rug, listen and engage in the story Go Away Big Green Monster and will draw their own monster, including 4 out of 5 features of a face (ears, nose, eyes, mouth, hair). Academic Content Language N/A- should know all words (monster, eyes, face, hair, ears, mouth, and different colors) Resources and Materials Needed: Smart Board Song with video “Monster Mash”- https://www.youtube.com/watch?v=AxcM3nCsglA Book “Go Away Big Green Monster” by Ed Emberley WITH monster face and parts Monster body template (1 per student)https://i.pinimg.com/736x/20/88/70/20887094ea72e312f7b4248f02edf950--little-monstersmorris.jpg How will you incorporate technology into your lesson? I will use the Smart Board in the classroom. While the students are finding a seat and drawing/ coloring their monster, I will play the song “Monster Mash”.


Lesson Context 1. Are there any unique classroom or school features that affect the instruction of this lesson? Since this classroom is in an old building, their wi-fi usually has problems with connection. Therefore, if the wi-fi will not work, I will just play the video/ song on my phone, as they do not really need to watch the video. 2. How will the students be grouped for the lesson? The students will start on circle time rug to listen to the story and participate in putting the monster face together. They will then move to the tables to draw and color their monster. 3. What are the roles of other adults in the classroom? (Please also indicate this in section II) The main classroom teacher, Miss Bledsoe, will observe that the students are paying attention, and she will help me write names on papers. Knowledge of Students to Inform Instruction 1. What do your students know, what can they do, and what are they still learning to do related to your lesson? The students know what a monster is, how to count fluently to 7, most of their colors, and most of what facial features we have. They are really good at participating and do really well with taking turns. They are still learning where different facial features go (ears on the side of the head, eyes on top of face‌), what all the colors are, and how to count fluently past 7. 2. What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? Most of the students come from a good home life, with a mom and dad. They are all from a middle SES and are all white. They all speak English and have all lived in Hartville for most of their life. They all love to sing and dance and be creative in any way they can. 3. What do you know about your students' cognitive, physical and social and emotional development? The students are all very bright. Even the student with Autism knows what he is doing. They all love expressing themselves in their own way, but they all like to play together for the most part. They are all very active kids and like to run around and be crazy, however, they do very well at sitting and listening when they have to. Meeting the Needs of Diverse Learners 1. Identify accommodations that are needed to meet the need of specific learners. In section II C below you must address how these accommodations are specifically implemented into your instruction. For this lesson, one major accommodation I will use is reading the book with for my students. Since they are in preschool, they cannot fluently read by themselves. Therefore, I will read the book and ask them questions along the way. I will also write their names and the names of their monsters for them, if they cannot write, which is most of them.


2.Identify modifications that are needed to meet the need of specific learners. In section II C below you must address how these modifications are specifically implemented into your instruction. If a student comes across a question that is too difficult, or if they have trouble understanding, I will re-word the question, or ask a different question that teaches the same thing. I can let students have extra time to answer a question, if needed. I will also give the students the option to not use the template when drawing their monster. Instruction & Engaging Students A. Activate and Assess Prior Knowledge Time 3 minutes

Activity Before starting the lesson, I will pull out my monster puppet and ask the kids what they think it is and to tell me what they know about monsters. I will also ask if they saw monsters on Halloween.

Formative Assessment (when appropriate) N/A

B. Sequenced Lesson Development Time 15 minutes

Activity 1. Read book 2. While reading, stop and ask questions and let students put together and pull apart the monster, when it comes time in the book. * make sure to count the pieces each time you add or take away a piece. 3. Direct students to table and go over directions 4. Let students draw and color monsters 5. Play video while they are coloring 6. Circulate and make sure they include facial features in the right spots and write monsters names.

Formative Assessment (when appropriate) Observing students draw. Ask about the colors, shapes, and features. Counting the facial features.

C. Differentiation How did you differentiate for your learners’ needs? I have a student with Autism. He has an aide that is with him all day who takes him out of the class when needed and who keeps him on task. However, I will include him in the story and in putting together the monster. I also will let him


hold the puppet at the end and tell me about it if he does not want to draw or color his own. D. Closure & Review Time 3 minutes

Activity

Formative Assessment (when appropriate)

Review what we learned about the monster and wrap up with dancing to the monster mash song.

I will ask my students questions to make sure they understood.

D. Assessment (when appropriate)

Summative Assessment

N/A

Post-Instructional Considerations: Analysis of Teaching 1. What does your evidence demonstrate about your students’ learning? All of my students loved the lesson. They each had a turn to put a piece on the monster and take one off, which they also loved. They all answered my questions correctly, and when it came time to drawing, they all included the right features and counted them correctly. 2. Based on this evidence, what would be your next instructional steps? Next, I would go deeper into counting (maybe to 20 now). 3.If you could teach this lesson again to the same group of students, what are some things that you would do differently to adjust your instruction and improve the learning of these students based on their varied needs and characteristics? If I were to teach this lesson again, I would make sure to circulate the room more. While they were drawing, I went around to write the names of their monsters on their papers and asked some questions, but I did not have time to ask as many questions as I wanted to, and I would’ve liked to help students with the facial features more.


Katelyne Mead Learning Center

This is a learning center that I created, which demonstrates that I teach using standards and valid content.

Grade: 1st Subject: ELA/ History Standards: ELA: W.1.1 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Content (History/ Geography): 1.6 Families interact with the physical environment differently in different times and places. Book: The Snowy Day by Ezra Jack Keats Center Directions: Students will read the book The Snowy Day out loud in a group, taking turns so everyone will read, or individually. Students will then write a narrative on the paper attached below, about what they do or would do on a snow day. They will draw a picture showing what they wrote about in their story in the box provided and add a caption to their drawing. Assessment: Teacher will collect the story and drawing to assess students on their writing. Accommodations/Modifications: Gardner’s Multiple Intelligences Theory shows us that students learn in different ways and may need help in certain areas. Therefore, for students who are at a lower level and are not able to read, or for blind or hearing-impaired students, the story will be played and read to them on getepic.com instead of the students reading the story out loud. For a blind student, the teacher or an aide would write their story for them and they would not need to include a picture. **Task Cards are below.


Grade Yourself!

J - “This is my best work!” - “I could do better.” L - “I did not try my best.”


1.

Directions! Read the story.

2. Write about what you like to do on a snow day or what you would do! 3. Draw a picture in the square of you playing in the snow.


Standard 3: Assessments


These are two differentiated exit tickets, on the same topic, given to 3rd grade students and collected for assessment.


Characters

Setting

Plot

Compare and Contrast

Fixed Version (Prepared Pigs)

Original 3 Little Pigs

Story Story

Name:________________________________________

These are two graphic organizers that were completed by students in 2nd grade and collected for assessment.

Theme


Compare and Contrast Fixed

Name:________________________________________

Original


Standard 4: Instruction


Differentiated Exit Ticket Questions: Low students: Tell me 1 thing that you want to know about soil or a question that you have about it. Average students: Tell me 1 thing that you want to know about soil and 1 thing that you may already know about soil. High students: Tell me at least 2 things that you want to know about soil, at least 2 things that you may already know about soil.

These are questions from a differentiated exit ticket in 3rd grade. Students completed this exit ticket on google classroom and turned it in for me to determine what they knew about soil, which was our next unit.


Name: Katelyne Mead

This is a lesson plan which shows that I had to plan for different materials and give various instructions.

Course: EDUC 447

Subject/Grade: Science and ELA/ 3rd Grade

Malone University Lesson Plan

Total Lesson Time: 40 minutes

Standard(s): PS.3.2.1 Matter exists in different states, each of which has different properties. PS. 3.3.1 Heat, electrical energy, light, sounds, and magnetic energy are forms of energy. RI.3.3 Describe the relationship between a series of scientific ideas or concepts, using language that pertains to time, sequence, and cause/effect. W.3.7 Conduct short research projects that build knowledge about a topic. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Learning Objective: Having already completed a lesson on forces and motion, students will make a hopper popper and complete their scorecard with a partner at their desks, with 100% accuracy. Academic Content Language: Force- the strength that affects a movement. Motion- moving or being moved. Friction- the resistance that one surface or object encounters when moving over another. Estimate- an educated guess. Resources and Materials Needed: Smart Board GoNoodle account Video “Think Like a Scientist” by Blazer Fresh on GoNoodle Mystery Science account Video ‘Invisible Forces” on Mystery Science 3 X 6 cardboard rectangle pieces (enough for each student and a few extras for errors) Rulers (1 per two students) Pens (1 per student) Scissors (1 per student) Rubber Bands (1 per two students plus some extra) Launch Pad Handout (1 per student) found on Mystery Science High Hop Scorecard (1 per student) found on Mystery Science


How will you incorporate technology into your lesson? I will use the Smart Board in the classroom. Students will watch the GoNoodle and Mystery Science videos for the lesson. Lesson Context 1. Are there any unique classroom or school features that affect the instruction of this lesson? Since this classroom is in an old building, their wi-fi usually has problems with connection. Therefore, if the wi-fi will not work, I will just have to instruct the students on how to make the hopper myself. 2. How will the students be grouped for the lesson? The students will be put into partners for this entire lesson. 3. What are the roles of other adults in the classroom? (Please also indicate this in section II) The main classroom teacher, Mrs. Wartman, will be observing students and pulling out any that are disrupting the lesson. She will also put the students into partners, as she knows the students better and knows who works well together. Knowledge of Students to Inform Instruction 1. What do your students know, what can they do, and what are they still learning to do related to your lesson? The students already know what force, friction, and motion are. They have already done their unit on invisible forces, so they have a great knowledge of what my activity will be assessing. They can all work in partners and cut and fold their own hoppers. However, they are still learning to follow directions well and work at a steady pace. They have not done this activity, so they do not know how it works. 2. What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? The students are relatively all from a low-middle SES. A good amount of the students have a rough home life and family history. They are all, except for one, white, and they all speak English as their first language. They all like to be involved in lessons and activities and love learning about new things. 3. What do you know about your students' cognitive, physical and social and emotional development? Most of my students are low academically, but all try their hardest. They are all able to move around normally and they all love to interact with one another. There are a few students who are emotionally sensitive, but cope and adapt well. They are all respectful and eager to learn. Meeting the Needs of Diverse Learners 1. Identify accommodations that are needed to meet the need of specific learners. In section II C below you must address how these accommodations are specifically implemented into your instruction. For this lesson, one major accommodation I will use is teaching my lesson orally instead of using the video, if it does not work. To help my ODD students, I will observe them and work with them for the majority of the experiment.


2.Identify modifications that are needed to meet the need of specific learners. In section II C below you must address how these modifications are specifically implemented into your instruction. If a student comes across a question that is too difficult, or if they have trouble understanding, I will re-word the question, or ask a different question that teaches the same thing. I can let students have extra time to answer a question, if needed. Instruction & Engaging Students Activate and Assess Prior Knowledge Time 3 minutes

Activity Before starting the lesson, I will play the GoNoodle video to get the students focused and in the right mindset.

Formative Assessment (when appropriate) N/A

Sequenced Lesson Development Time 35 minutes

Activity 7. Turn on Smart Board and pull up the GoNoodle and the Mystery Science video 8. Play the GoNoodle song 9. Go over the Scorecard questions and directions 10. Pull up the Mystery Science video and review what they have already learned. 11. Play video and make hopper 12. Observe students making hopper and experimenting.

Formative Assessment (when appropriate) Observing students doing their experiment and filling out their scorecard correctly.

Differentiation How did you differentiate for your learners’ needs? I have 3 students with ODD. When medicated, these students listen and behave well. However, to make sure they are paying attention, I will keep an eye on them to make sure they are on task and I will walk by them and stand with them as needed. I will also observe them very intently while doing the experiment.


Closure & Review Time 4 minutes

Activity

Formative Assessment (when appropriate)

After students have finished their activities, I will recap what they learned. They will also talk about how their experiment went and what they would do differently next time.

I will ask my students questions to make sure they comprehended the activity.

Assessment (when appropriate)

Summative Assessment

N/A

Post-Instructional Considerations: Analysis of Teaching Commentary 1. What does your evidence demonstrate about your students’ learning? This lesson was just a fun activity based on things they already learned. However, when going over their experiment and results, they all seemed to really grasp what was going on. They all had great ideas on how to improve next time and all worked really well together. 2. Based on this evidence, what would be your next instructional steps? Next, if I were the full-time teacher, I would give them a test to see what I need to cover or what I could expand on. . 3. If you could teach this lesson again to the same group of students, what are some things that you would do differently to adjust your instruction and improve the learning of these students based on their varied needs and characteristics? If I were to teach this lesson again, I would want to test the hopper experiment first. I did not have any time or resources to do so, therefore, the teacher and I did this experiment alongside the students, which was difficult. Some of the cardboard pieces did not work as well as others due to thickness and we had to mess with the rubber bands to see what would work. However, it all ended up working well and the kids had a blast.


Standard 5: Classroom Environment


KitchenKiCenter

Dress Up

Craft supplies

Teacher and student learning table

Writing/ Craft center

Table

Table

Play/ Reading tent

Sink

Teacher Desk

Storage Cabinet

Cool down center (mainly used for students with Autism).

Library/ Reading center

This is a map of a preschool room that I taught in, which shows that I teach with different materials and adapt the classroom for the needs of all students.

Learning/circle time rug

Different bins of materials for free play.

Door

Smart-board

Mailboxes


These are pictures from a time when my 3rd graders had to teach kindergartners using different materials. Each student was in charge of a kindergartner, which promoted a safe, fun learning environment.


Standard 6: Communication and Collaboration


Hello! My name is Katelyne Mead and I am a senior at Malone University. I will be observing Mrs. Wartman and getting to know your child until December. Then, for the remainder of the school year, I will be student teaching in Mrs. Wartman’s classroom! Following student teaching, I will be graduating in May with a bachelor’s degree in Early Childhood Education, preschool through 3rd grade. I was born and raised in Findlay, Ohio. I have two younger siblings and an old dog named Casper. I spent this past summer working in a daycare as a preschool teacher, and I absolutely loved it. However, I am very ready to be with your “big kid”! I cannot wait to start learning all about your child and helping him/her succeed! I have always had a passion for teaching children, so I am looking forward to spending this year learning and growing with your child! -Miss Mead

Color: Pink Book: Wonder by R.J. Palacio Drink: Sweet Tea Food: Chocolate J Season: Fall and Spring Sports Team: Buckeyes & Steelers Animal: Dolphin Hobbies: Watching movies & Traveling.

This is my letter of introduction that I sent out to the families of my students when I was student teaching.


These are pictures of a mode of communication I used during student teaching for behavior. When a child had to flip his/her card for bad behavior, I would write the reason for this in the student’s agenda and his/her parent/guardian had to sign it in order for them to flip their card back.


Standard 7: Professional Growth


This a picture of me giving a presentation at a staff meeting during student teaching. For Kindergarten through 3rd grade staff, my teacher and I introduced the staff to the program Classroom Dojo and shared how we use it.


This is the cover of a packet I received at a professional development training on blended learning/ teaching with centers. I attended this training during student teaching.


Reference Letters


April 23, 2018 To Whom It May Concern: As her Supervising Teacher from Malone University, I have been acquainted with and observed Katelyne (Katie) Mead for five months. Katie’s student teaching position was in a third-grade classroom. This classroom traded teachers for Math and Social studies/Science, making it possible for her to know two classrooms of students while teaching them both the same lessons. Katie gained good experience from this, finding from one class to another what worked best, what didn’t and how to fix any issues promptly. She learned about her students and their varied abilities quickly. She planned lessons that had students working whole class, collaboratively and individually, making all lessons relevant. Katie is very competent with technology and used those resources to enhance her lessons, as well as to collect student data. She moved through lessons with ease since everything was well planned and prepared. She has good written and verbal communication skills with students, parents and teachers. Katie is organized in all that she does. She promotes a positive, comfortable environment that supports student learning. She was able to take constructive criticism and use it immediately to improve her competent teaching style. Katie presented a Professional Development Opportunity using technology, alongside her co-operating teacher to the building staff. As her University supervisor, I confidently recommend her for any teaching position that is available with her credentials. Sincerely,

Beth A. Kennedy


Student Work Samples


Katelyne Portfolio  
Katelyne Portfolio  
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