Elementary School Teaching: Plan, Teach, Inspire
Edition: 1
Copyright: 2021
Edition: 1
Copyright: 2021
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Elementary School Teaching: Plan, Teach, Inspire prepares future elementary school teachers to plan instruction and teach diverse learners in today's classrooms. Special focus is given to teaching students with a variety of needs and abilities, including English language learners, students with disabilities, and gifted students. Instructional and assessment strategies, classroom management, and parent-teacher relationships are presented to prepare future teachers for effective teaching of all learners.
Introduction
CHAPTER ONE Qualities of an Effective Teacher
Introduction
Qualities of an Effective Teacher
Knowledge of Subject Matter
Pedagogy
Pedagogy Skills
Effective Lesson Planning
Effective Classroom Management Skills
Professional Dispositions
Professionalism
Communication Skills
Professional Development
Chapter Review
Planning
CHAPTER TWO Curriculum and Unit Planning
Curriculum Committee
Curriculum Guide
Parents and Guardians
Curriculum Planning
What Content Should We Teach?
How Should We Teach?
How Should We Organize the Content and Instruction?
How Should We Assess Learning?
Scope and Sequence Chart
Understanding by Design (UbD)
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences and Instruction Stages of Backward Design
Essential Question
Six Facets of Understanding
Unit Plan
Goals and Skills
Vocabulary
Comprehension
Story Structure
Study Skills
Rationale
Lesson Objective
Resources and Materials
Instructional Procedures
Sequence of Skills for Instruction
Assessment of Skills
Thematic Unit
Possible Discussion Questions
Basal Textbooks as the Curriculum
Basal Reading Textbook Content
Chapter Review
CHAPTER THREE Lesson Planning: Objectives and Standards
Brief Overview of the Three Domains of Learning
Cognitive Domain
Affective Domain
Psychomotor Domain
Key Factors in Creating Learning Objectives
National Standards
The Lesson Plan
Lesson Plan Components
Essential Question
Rationale
Materials
Academic Vocabulary and Key Vocabulary
Lesson Introduction
Lesson Procedures
Multiple Means of Student Engagement
Differentiated Instruction
Closure
Differentiated Assessment
Chapter Review
Instruction
CHAPTER FOUR How to Teach
Bell-Ringer Activity
Lesson Introduction
Prediction
Visual Imagery
Anticipation Guide
Audio Recording
K-W-L Chart
How to Teach
Grouping
Think-Aloud
Learning Centers
Grand Conversation
Word Poster
Semantic Map
Context Clues
Psychomotor Domain
Language Arts/Reading Instruction
Language Experience Approach (LEA)
Author’s Chair
Literature Circles
Academic Vocabulary
Key Vocabulary
Lesson Closure
Remote Teaching
Chapter Review
CHAPTER FIVE Assessment
The Importance of Assessment
Reliability of Assessment
Validity of Assessment
Diagnostic Assessment
Informal Reading Inventory (IRI)
Formative Assessment
Self-Assessment
Checklist
Objective Assessment
Subjective Assessment
Portfolio Assessment
Fry Graph Readability Formula
Standardized Tests
Chapter Review
CHAPTER SIX Meeting the Needs of Diverse Learners: Instructional Accommodations and Assessment Modifications
The IEP Process
Accommodations and Modifications
Reduce Total Numbers of Items
Provide Highlighted List of Notes
Curb Cut
Make Sure That Written Work Does Not Have Too Many Different Sections of Work on One Page
English Learners (EL)
Gifted Learners
Tiered Activity
Section 504 Plan
Response to Intervention (RtI)
Project List
Cultural Diversity
Chapter Review
CHAPTER SEVEN Classroom Management
Community of Learners
Class Meetings
Focus on Kindness
Student Voice
Celebrate Accomplishments
Social and Emotional Learning
Social and Emotional Learning Standards
Substantive Praise
Positive Reinforcement
Self-Fulfilling Prophecy
Team Building Activities
Foster Active Engagement in Learning
Keep Students Actively Involved in Their Learning
Be a Physical Presence in the Classroom
Substantive Praise
Establishing Classroom Rules and Consequences
Creating Classroom Rules
Consequences for Breaking Rules
Teaching Classroom Rules
Describe and Demonstrate the Desired Behaviors
Managing Problem Behaviors
Case Study
Bullying Prevention
Know the Facts about Bullying
Learn the Types of Bullying
Watch for Warning Signs
Educate Supervisors
Provide Support for Students
Create a Community of Learners in Your Class
Identify Unsafe Situations and Areas
Distinguish between Tattling and Reporting
Educate the “Bystander”
Withitness
Wait Time
Correct Answer
Incorrect Answer
Chapter Review
CHAPTER EIGHT Classroom Organization
Physical Design of Classroom
Desk Arrangement
Teacher’s Desk
Visibility for Teacher and Students
Wall Posters
Carousel Activity
Instructional Materials
Technology Center
Reading Center
Storytime Rug (primary grades)
Classroom Organization
Student Bins
Substitute Teacher Folder
Class List and Seating Chart
Class Schedule
School Map
Helpful Colleagues
Differentiations
Emergency Procedures
Medical Issues
All-Purpose Lesson Plans
Miscellaneous Information
Classroom Jobs
Classroom Procedures
Procedures for Student Entry
Procedures for Washroom and Water Fountain Use
Task Completion
Dismissal Procedures
Gym and Library
Fire Drill
Clean-Up
Maintain Your Students’ Attention
Student Participation Strategies
Chapter Review
You, The Professional Educator
CHAPTER NINE Teacher-Parent Relationships
Confirm Custody and Responsible Adults Designated by Family
Suggestions for Parents to Assist Their Student
Parent-Teacher Communication
Confirm Parent’s Last Name and Relationship to Student
Contact Parents with Good News
Confirm Conversational Agreements
Fall Curriculum Night
Prepare Your Classroom
Prepare Your Students (If School Policy Includes Them)
Briefly Introduce Yourself
Classroom Website
Contacting the Teacher
Classroom Rules and Consequences
Goals for the Year
Field Trips
Meet School Requirement for Number of Teacher Chaperones
Drive the Route to Ensure a Problem-Free Trip
Confirm with Site the Day Before
Parent-Teacher Conferences
Obstacles for Parents
Tips for Effective Parent-Teacher Conferences
First-Year Teachers
Time Limit for Conference
Anecdotal Records
Individual Grade Sheets
Positive-Negative-Positive Approach
Avoid Labels: Slow, Average
Involve Other School Personnel, If Needed
Develop an Action Plan
Focus on Student, Not Personal Problems of Parent(s)
Portfolio Artifacts
Remote Teaching
Post a Welcome Video for Parents and Students
Class Requirements
Actionable Feedback on Assignments and Assessments
Communication Modes
ZOOM Etiquette
Be Aware of Your Background
Be Professional
Chapter Review
CHAPTER TEN Becoming a Teacher
You, in the Interview
Familiarize Yourself with the School District
Familiarize Yourself with the School
Interview Day
Bring Prepared Materials
Interviewer’s Questions
Your Questions
Conclusion of Interview
You, in the Classroom
Professionalism
Reflective Teaching
You, in the School
You, in the Neighborhood
You, in the Professional Community
Professional Organizations
Professional Development
Chapter Review
Suggested Resources
Dr. Elaine Pierce Chakonas is an Associate Professor of Elementary Education in the Teacher Education Department at Northeastern Illinois University in Chicago. She earned her Doctor of Education degree in Curriculum and Instruction from Loyola University Chicago.
Her professional career in education covers a range of grade levels from Kindergarten through the university level. She was a Junior High School Reading teacher, a school Reading Specialist, and a district Reading Consultant for students in grades Kindergarten through Sixth.
She taught Rhetoric courses and GED courses at Triton College, River Grove, Illinois, and wrote the Reading curriculum for the college’s GED Program.
She was Director of Student Teaching and Clinical Experience at Dominican University, River Forest, Illinois, and taught Education classes. Also at Dominican University, she was Principal/Program Director of the Chicago Public Schools Prep Program, “Life in the Middle Ages,” a grant program for middle school students.
Dr. Chakonas has been a school board member, and has presented papers at national, regional, and state conferences. Her research focuses on mentoring and supporting new teachers.
At Northeastern Illinois University, she has served as Associate Chairperson of the Teacher Education Department, and served for eleven years as Elementary Education Program Coordinator.
She was featured on CBS, Channel 2 News, in a televised interview with news anchor Linda MacLennan for the story, “Homework: How Much Is Too Much?”
In October 2008, she was awarded the Golden Eagle Award by Northeastern Illinois University. Natalie Neris-Guereca, Illinois Golden Apple teacher and NEIU graduate, named Dr. Chakonas as mentor and most influential professor during her coursework in Elementary Education.
For the past twenty-one years, the best part of each day for Dr. Chakonas is in the university classroom where she teaches Elementary Education methods courses with a focus on literacy education.