Standard+4


 * Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of students **

The teacher: a. aligns classrooms instruction with local standards and district curriculum. b. uses research-based instructional strategies that address the full range of cognitive levels. c. demonstrates flexibility and responsiveness in adjusting instruction to meet student needs. d. engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. e. connects students' prior knowledge, life experiences, and interests in the instructional process. f. uses available resources, including technologies, in the delivery of instruction.

• Description of artifact: // This Google Presentation accompanied a lesson I used with all seventh graders to talk about how to take notes and cite properly their written work. //
 * Artifact for Standard 4.a--Citation Lesson (2014 - 15) **

• Describe why you chose this artifact to meet the standard and criteria: // Many of the middle school teachers have spoken with me regarding lessons that teach and/or reinforce note taking skills. I prepared a Google presentation that included examples of summarizing, paraphrasing, and quoting directly when given an original passage. //// Both the DCG media curriculum and the Common Core Curriculum include objectives related to note taking. //

• Description of artifact: // These screenshots show a reading comprehension booklet that we elementary teacher librarians use with our third - fifth grade students as we read aloud an Iowa Children's Choice Award nominee. //
 * Artifact for Standard 4.b--Reading Comprehension Booklet (2014 - 15) **

• Describe why you chose this artifact to meet the standard and criteria: // Each year I read aloud an Iowa Children's Choice Award nominee to students in grades 3 - 5. To engage students and to satisfy reading elements in the Iowa Core, my colleague and I put together a booklet to address seven research-based //// reading comprehension strategies: questioning, making connections, visualizing, determining importance, summarizing, making inferences, and monitoring for comprehension. Before each read aloud, I modeled how to complete one of the strategies, and students then completed their work after the read aloud. This work also served as a "ticket out"--before students moved to check out books, I looked over their work for that day. As an update to the activity, in the 2014 - 15 school year, some of these activities became iPad activities using apps like Popplet or Tools4Students. //

• Description of artifact: //Photograph collection showing students participating in library centers//
 * Artifact for Standard 4.c--Library Centers (2014 - 2015) **

•Describe why you chose this artifact to meet the standard and criteria: //During the 2012 - 2013 school year, my elementary teacher librarian colleague and I decided to implement library centers into our check-out time. In that time, centers rotated each quarter to include various activities related to literacy, technology, art, and science. In the 2014 - 15 school year, my colleague and I have shown some// // flexibility and responsiveness in adjusting the centers types to meet students' needs and reflect current thinking in our field. STEM and STEAM activities have a natural home in libraries, so we are trying to include more of those things in our centers, even applying for grants to help fund our endeavor. // You can learn more about our library centers on the elementary libraries blog by CLICKING HERE.

• Description of artifact: //This screenshot depicts a part of our online catalog called Destiny Quest.//
 * Artifact for Standard 4.d--Destiny Quest Accounts (2014 - 15) **

• Describe why you chose this artifact to meet the standard and criteria: // While all students have patron accounts in our elementary libraries, before the 2011 - 2012 school year they did not have Destiny Quest accounts that allow them to check their accounts, add to their virtual bookshelves, recommend books to friends, and view the top books in the library. We elementary librarians decided that it was important to share this feature of our library system with our students. Now, all students in grades 3 - 7 have accounts that promote these kinds of social, emotional, and academic interactions and growth. We librarians have seen that student engagement is high when using Destiny Quest; they are interested in recommending books to friends, adding books to their virtual shelves, and reviewing books. It is my hope that in the future, more classroom teachers will join me in promoting this tool and use it as an extension of their classroom conversations about books and reading. //

• Description of artifact: //Screenshot of blog post re: 4th & 5th grade research project//
 * Artifact for Standard 4.e--4th & 5th Grade Research Project (2017 - 18) **

• Describe why you chose this artifact to meet the standard and criteria: // The fourth and fifth graders complete a research project on a topic of their choosing. Often the topic is something that connects to their interests and/or their prior experiences. For example, students have researched sports-based topics and vacation locations like national monuments. All students have choice in in the project; however, their topics must be "researchable" within our database and website choices. // You can read about the lesson from THIS BLOG POST.

• Description of artifact: //These pictures show one of my classes Skyping with a nearby elementary library class to celebrate Dr. Seuss's birthday and World Read Aloud Day. You can also read about the entire lesson on the elementary libraries blog: @http://dcgelementarylibrary.blogspot.com/2014/03/celebrating-world-read-aloud-day-2014.html.//
 * Artifact for Standard 4.f--Using Skype for World Read Aloud Day & Read Across America Day (2014 - 15) **

• Describe why you chose this artifact to meet the standard and criteria: //More and more often I am using technology in the delivery of my lessons. It's become common practice to use my iPad and Flick to show students various things they need to complete an activity. Recently, though, I've started using Skype or Google Hangout to make connections with other librarians and classes to enrich my own students' experiences. On this particular day, another elementary teacher librarian and I took turns reading and talking about one of Dr. Seuss's books.//