STANDARD 1: INSTRUCTION: Inquire, think critically and gain knowledge
3 |
A The following best describes what is observed:
1. LIS provides lessons and/or guidance to the school community on how to:
2. LIS ensures that materials provided to teachers build upon students' prior knowledge as context for new learning. OBSERVATION 1 - Teachers often request materials to support their instruction. Please see Materials Request Forms. OBSERVATION 2 - Since Observation Cycle #1, a first grade teacher requested nonfiction resources on penguins; THESE RESOURCES were checked out and used to create THIS FINAL PRODUCT. A fourth grade teacher made THIS REQUEST for nonfiction resources on the American Revolution; THESE RESOURCES have been checked out. OBSERVATION 3 - A third grade teacher made THIS REQUEST for assistance with a Blended Learning Research and Inquiry project on Famous Immigrants upon return of the second semester, THIS WEB QUEST was created. Final student products are posted outside of Room 15, titled Immigrants Who Bloomed. A first grade teacher requested resources on Ruby Bridges for a writing assignment. Student work is posted outside of Room 29, titled Looking Through a Window of Time. 3. LIS consistently provides opportunities for students to seek information for personal learning with a specific focus on format and genre. OBSERVATION 1 - On Quarter 1 Week 6 Lesson Plan, students participated in a Fairley Library Website Scavenger Hunt. Students explored the website to learn how: to find resources available in our library through the Online Library Catalog and to access TumbleBook Library for online book reading. Also, on Quarter 1 Week 4 lesson plan students review/learned the Five-Finger Rule so that when they select their books, they are choosing books they can actually read. OBSERVATION 2 - Students researched their aspiring careers for their own personal learning. Students find books based on their personal interests and readability. OBSERVATION 3 - Students researched their aspiring careers for their own personal learning. Students select online books based on their personal interests and readability. In celebration of Earth Day, 5th grade students will find information on how to protect our planet (to include personal implications). |
Artifacts |
4
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For Level 4, all evidence at Level 3 is present, as well as one or more of the following:
1. LIS consistently provides meaningful lessons and guidance to the school community on how to:
2. LIS consistently provides students the opportunity to connect ideas to their own interests, previous knowledge and experience. OBSERVATION 1 - As students and I read through The Do-Nothing Frog, we discussed: 1) who the Shopkeeper is in their lives (Parents, teachers, and pastors were some of their responses), 2) who are some real-life Do-Nothing Frogs (People who do nothing with their lives was the #1 response), and 3) the relevant themes of the play. The class observed missed the theme lesson due to Tripod Surveying, however, they will write to the following: What do you want the audience to learn from this play; students' responses to that question will indicate what they have learned. We will discuss their responses before their final reading/performance of The Do-Nothing Frog. OBSERVATION 2 - The career research project allows students to engage in the tedious process of research but in a nonthreatening way; students seem to have enjoyed finding out about their aspiring careers. OBSERVATION 3 - Grades 3-4 students will present their career information April 4-8. Students will conclude with personal reflections. 3. LIS consistently provides opportunities for students to seek information for personal learning in a variety of formats and genres. see Level 3 Indicator 3 4. LIS provides opportunities for meaningful student collaboration related to inquiry and critical thinking. OBSERVATION 1 - Students share their ideas and work together as we discuss the play and its relevance and meaning. OBSERVATION 2 - Students with the same aspiring careers were able to discuss their research information with each other. As part of the Citing Sources lesson, students practiced creating citing sources (making citations). Some classes were short on time; however, some classes were able to work in groups (at their table) creating a citation for the "Cashier" source. OBSERVATION 3 - Earth Day Research Projects will be completed in groups. Students will work together to find appropriate and valid sources to use for their research presentation. |
5
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For Level 5, all evidence at Level 3 is present, as well as all of the following:
1. LIS consistently provides meaningful lessons and guidance to the school community on how to:
2. LIS consistently provides students the opportunity to connect ideas to their own interests, previous knowledge and experience. see Level 4 Indicator 2 3. LIS consistently provides opportunities for students to seek information for personal learning in a variety of formats and genres. see Level 3 Indicator 3 4. LIS provides opportunities for meaningful student collaboration related to inquiry and critical thinking. see Level 4 Indicator 4 |