Standard+3


 * Standard 3: Demonstrates competence in planning and preparing for instruction **

The teacher: a. uses student achievement data, local standards, and the district curriculum in planning for instruction. b. sets and communicates high expectations for social, behavioral, and academic success of all students. c. uses student developmental needs, backgrounds, and interests in planning for instruction. d. selects strategies to engage all students in learning. e. uses available resources, including technologies, in the development and sequencing of instruction.

• Description of artifact: // This artifact is an overview page of a kindergarten unit that includes learning targets, Iowa Core objectives, materials, and formative and summative assessments. //
 * Artifact for Standard 3.a--Kindergarten Library Expectations and Book Care Overview (2012 - 13) **

•Describe why you chose this artifact to meet the standard and criteria: //W// // //hen// the district offered teachers the opportunity to work throughout the summer to align lessons to the Iowa Core Curriculum, another elementary teacher librarian and I got permission from our building principals to do so. Below is just one of the seven unit overview pages we created. As we teach the unit, we plan to make notes and revise lessons and assessments accordingly to better meet students' needs. //

• Description of artifact: //Example of a Reading Rally message//
 * Artifact for Standard 3.b--Reading Rally Message (2017 - 2018) **

• Describe why you chose this artifact to meet the standard and criteria : //My Reading Rally messages generally relate to two things: reminders for behavior expectations or a focus for that day's lesson. The message below reminds students of our library expectations for behavior. I communicate the message to them at the start of each class, and students read the message aloud with me. Throughout the class, then, I and others model and maintain these expectations.//

• Description of artifact: // ThingLink presentations to share state award nominees //// with students //
 * Artifact for Standard 3.c--State Award Books ThingLinks (2017 - 2018) **

•Describe why you chose this artifact to meet the standard and criteria: //Each year I share the state award book nominees with my Grades 3 - 7 students.// Rather than me//rely list the books, I created ThingLink presentations to draw in the students. Drawing upon my experience with students this age, I tried to create presentations that showcased book trailers that would pique students' interests and relate to their backgrounds (with sports or current events, for example) and interests (with relationships and war, for example).// You can access the full blog post [|HERE].

You can access the full blog post [|HERE].

• Description of artifact: //This screenshot shows a portion of the handout students in third - fifth grader used as an introduction to the elementary library. You can also read about this activity on the elementary libraries blog: [|http://dcgelementarylibraryblogspot/2014/08/qr-code-library-scavenger-hunt.html].//
 * Artifact for Standard 3.d--QR Code Library Scavenger Hunt (2014 - 15) **

• Describe why you chose this artifact to meet the standard and criteria: //This artifact relates to the standard in that it addressed several strategies to engage students in new learning. Because this activity relied on accessing QR codes to learn new information, students used iPads, which is something that nearly all of them enjoy doing. Students were moving about the library rather than staying seated at their tables, so those students who prefer kinesthetic activities were engaged. Students were able to work at their own pace and move through the handout in any order, which many also found engaging.//



• Description of artifact: //These screenshots depict a variety of handouts used in the research unit with fourth and fifth graders. They began with a handout to use with books related to historical periods or figures. They then moved onto the Internet and used the site Wonderopolis.org to gather information. As a final wrap-up, students accessed the site TweenTribune.com.//
 * Artifact for Standard 3.e--Research Activities (2014 - 15) **

•Describe why you chose this artifact to meet the standard and criteria: // In developing a research unit, my colleague and I sought a combination of print and online resources as we know that in the future, this will also be a requirement for them. We used a book series available to us both-- // You Wouldn't Want to Be. . . // --and found online support with the site Wonderopolis. Students were able to transfer their knowledge of their historical period or figure to Wonderopolis by generating a variety of search terms to use on the site. To wrap up their work, we asked students to again work online at TweenTribune to find an article of their choice to determine main idea and details, a skill they'd previously worked on during our Iowa Children's Choice read aloud. //