1. Brandi Stewart Candidate Teaching Summit Presentation If a child cannot learn in the way we teach, we must teach in a way the child can learn unknown Website E-Mail

2. Brandi Stewart Early Childhood Education Cartersville Elementary Fifth Grade Reading/English Language Arts

3. 340 Old Mill Road Cartersville, GA 30120 Student Diversity

4. Class Size Diversity of Students NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Group One (Homeroom) - 29 Students -18 White/Non-Hispanic - 8 Black/Non-Hispanic - 2 Hispanic - Multi-Racial Group Two – Afternoon - 28 Students - 16 White/Non-Hispanic - 4 Black/Non-Hispanic - 3 Hispanic (2 are ESOL) - 2 Multi-Racial - 1 Asian

5. 9:30-10:30 Writers Workshop (group 1) 12:35-1:30 Writers Workshop (group 2) 8:00-9:30 Readers Workshop ( group 1) 1:30-3:00 Readers Workshop (group 2)

6. NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image.

7. Planning Process Planning was done with a collaborative model. With 4 fifth grade classroom teachers on our team, I had the opportunity to be a part of unit planning, assessments, and curriculum plans. Planning in our classroom was conducted on Thursdays with Ms. Gainor. I had the freedom to develop lesson plans based on interests, ongoing topics, different learning styles and student needs.

8. NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT

9. Planning Process for Differentiation Ms. Gainor’s Plans Review of standards and essential content Review of pre-assessment data Consideration of individual student ability, multiple intelligences, and student differences

10. Lesson Plans Reading: Context Clue Plan On the search for context clues Narrative Writing Writing: Narrative Writing Plan Inferencing Reading: Making an Inference

11. Domain II Providing Differentiated Instruction & Assessment

12. Pre-assessment Activities Thumbs up, thumbs downPlace your note

13. READING Flexible Grouping based on student ability level and pre-assessment data. Small group lessons followed whole group lessons so that I might gain a better understanding of what the student learned in whole group.

14. Low, Average, and High Group Tiered Tasks

15. Student work samples Inference

16. Rubric: Writing

17. Domain lll: Impacting Student Learning

18. Student Work Samples Pre-Assessment

19. Student Work Samples Post Assessment

20. Rubrics: Writing

21. Adjustment to learning tasks Based on assessment data Use of leveled readers to find and define unknown words using context clues Additional practice using “Cows Context clues game” on Smartboard

22. Professional Responsibilities Domain IV

23. Professional Development Activities & Memberships Staff Meetings Grade Level meetings Fifth Grade Writing Exam Training CRCT Training Book Adoption meetings All Day Planning Collaborative Planning Parent/Teacher Conferences PAGE- Professional Association of Georgia Educators Kappa Delta Pi International Honor Society in Education

24. Teaching Philosophy Beginning Philosophy Differentiated Instruction Positive Expectations Demonstrate Respect Teacher should be an educational discovery leader Philosophy Updated to include Assessment drives instruction Students need to know you care Create an environment of tolerance and acceptance Importance of Scaffolding Always take advantage of teachable moments

25.  Continue the journey of life long learning.  Have an open mind to any doors that may open now that I have my degree.  Consider the possibility of getting a Masters in Early Childhood Education.  Evaluate what educational areas I might like to pursue.  Continue research and review of education articles and teaching methods  Tutoring Continuing Plan to Develop as a Professional Educator