Solveig Laverty’s
                4th Grade
    Inclusion Teaching
         Portfolio
SOLVEIG LAVERTY
                                                        solveig00@yahoo.com

                             ...
SOLVEIG LAVERTY
                                                      solveig00@yahoo.com

                               ...
SOLVEIG LAVERTY
                                                         solveig00@yahoo.com

                            ...
Core Belief: Differentiate Instruction
 Instruction should be differentiated so that students
can reach their fullest pote...
Guided Reading:
              Visualization
• Novel: Bridge to Terabithia by Katherine
  Paterson
• Objective: Students wi...
Guided Reading:
                             Visualization
    Activity (part I): Student’s were asked to CLOSE
    THEIR ...
Guided Reading:
      Visualization
    Model: Teacher’s Example
•                    -What did you
•                     ...
Guided Reading:
                                  Visualization
    Activity (part II): Finally, Student’s were asked to
 ...
Guided Reading:
               Visualization




All of the students visualized the U-haul and the house.
  However, the d...
Guided Reading:
 Visualization
 Modifications/
Accommodations:
-Small group
-Clarified directions as
needed
-Verbal direct...
Social Studies:
 Underground Railroad (U.G.R.R.) Postcard

• Unit of study: The Underground Railroad

• Objective: Student...
Social Studies:
 Underground Railroad (U.G.R.R.) Postcard
• Formal Assessment/Culminating activity:
  Students wrote a pos...
Core Belief: Research Your Topic
• Researching what I am going to teach is of the utmost importance.
• Research ensures th...
Core Belief:
              Social Studies
    The Underground Railroad (U.G.R.R)
  For this particular unit, I asked stude...
Social Studies:
U.G.R.R. Postcard
                This particular
                student, “M” chose
                to wr...
Social Studies:
    U.G.R.R.
   Postcard

“M”, starting to
 illustrate the
front of her
postcard.
Social Studies
U.G.R.R. Postcard
               “M’”s finished
               Postcard.
               Note: she illustrat...
Social Studies:
                        U.G.R.R. Postcard Format
                           “Check Off Rubric”
Content
Ill...
Social Studies:
               U.G.R.R. Postcard Format
Category
Salutation and Closing Salutation and closing
           ...
Social Studies:
              U.G.R.R. Postcard Format
Category
Content Accuracy   The letter contains at least
          ...
Social Studies
U.G.R.R. Postcard


               “R”’s Illustration
               Represents the
               U.G.R.R....
Social Studies:
U.G.R.R. Postcard

                    “R”’s letter
                    explains one
                    m...
Social Studies:
U.G.R.R. Postcard
Social Studies
U.G.R.R. Postcard
             Modifications/ Accommodations:
             -Extra time
             -Clarif...
Social Studies
U.G.R.R. Postcard
            Postcards were
            hung from the
            ceiling around the
     ...
Social Studies
U.G.R.R. Postcard
       -Graded rubric example
      -Students read the rubric and
       checked off each...
Social Studies
U.G.R.R. Postcard
               Rough draft
               example
Everyday Math program:
    Fraction review
                    -Hook: A Fraction video
                    called: “study ...
Math:
                        Fraction review
     Sample
   manipulative:
 Fraction “Flip Book”

-This “flip book” easily...
Math:
 Fraction review
Section I:
Students wrote greater
than, less than or equal to
symbol and used their
fraction “flip ...
Math:
Fraction review
Section III:
Students completed the
equivalent fractions.
Students used their
multiplication chart i...
Math:
                             Fraction review
       Modifications/
      Accommodations:
-Extra time (students compl...
Math:
     Fractions
Students completed
an “exit card”
independently when
they finished their
review worksheet.
The exit c...
Math:
      Fractions
-When Students finished     Worksheet Extension
the fraction review
worksheet and the “exit
card”, s...
Core Belief: Students often excel when they
                   work together
• One of the ways students excel in their lea...
Science:
                Light and Color

Objective: Students will be able to observe and
record what happens when sunligh...
Science:             • Will be adding an example
 Light and Color            of student work
Inquiry based learning:
-Stud...
Science:               • Will be adding a picture
    Light and Color
Students
-

discovered that:
when light passes throu...
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Portfolio

  1. 1. Solveig Laverty’s 4th Grade Inclusion Teaching Portfolio
  2. 2. SOLVEIG LAVERTY solveig00@yahoo.com SPECIAL EDUCATION/ELEMENTARY EDUCTION TEACHER ~Detail Oriented ~Experienced ~Creative ~Sensitive Experienced professional with the ability to collaborate with others so as to provide a developmentally appropriate curriculum and differentiated instruction. Strive daily to develop student’s confidence in their own abilities through positive behavioral supports. Continue to develop professionally by attending workshops and collegiate classes on the latest curricular programs and developing technology for students. EDUCATION Masters of Education (MED): Special Education The College of New Jersey, Ewing, NJ, May, 2010 GPA: 3.8 Bachelor of Science: Major: Sport & Exercise Science Stetson University, Deland, Florida, May 2000 CERTIFICATIONS Praxis Elementary Content Knowledge: Passed, March, 2007 CEAS (Spring 2010): Teachers of Students with Disabilities (K-12) and Elementary (K-5) Standard Certification: Preschool -Third grade, State of New Jersey, May 2005 Interactive Metronome (IM) Certified: Qualified to plan and conduct IM training for children and adults with special needs HONORS NJAEYC Conference-Co-Presented, The Nursery School Movement and Its Relevance Today, October 2003 TCNJ Journal of Student Scholarship- Smith (maiden name), S. et. al. (2005). The nursery school movement: Its relevance today. The College of NJ: Journal of Student Scholarship, Vol. 6, 82-83. available online at: http://www.tcnj.edu/~joss/archive/2005.pdf 1 of 3
  3. 3. SOLVEIG LAVERTY solveig00@yahoo.com TEACHING EXPERIENCE Student Teacher/Internship II- Holly Hills Elementary School, Westampton, NJ, Jan 2010 – May 210 -Teaching a 4th grade inclusion classroom. -Collaborate with the special education and general education teacher. -Observing a self-contained/special education classroom -Participate in the school wide Positive Behavioral Support initiative. -Develop lessons plans that meet the needs of diverse learners by applying my knowledge of differentiated instruction and the NJ Core Curriculum Content Standards. -Attended grade level meetings and in-service. -Attended “IEP Tracker” computer training. -Implemented a unit on myths vs. facts regarding The Underground Railroad. Substitute Teacher-Edgewater Park Elementary, Edgewater Park; NJ; M. Joan Person Elementary and Walnut Street Middle School, Delanco NJ; Riverside Elementary and Middle School, Riverside, NJ; Holly Hills Elementary and Westampton Middle School, Westampton, NJ, March 2007-Current -Teach students in Pre-Kindergarten through the eighth grade. -Easily adapt to each age group by accommodating students unique needs. -Participate in the school’s Positive Behavioral Supports (PBS). -Utilize my time management skills to prepare and present the lesson plans. TEACHING EXPERIENCE CONTINUED Pre-Kindergarten Teacher-The Village Learning Center, Pennington, NJ, August 2003-May 2006 -Prepared students for kindergarten by providing differentiated instruction. -Assessed students through anecdotal notes, Brigance Inventory Test and compiled portfolios . -Worked cooperatively with Mercer County Special Services and participated in IEP meetings. -Collaborated with teachers and staff for NAYCE reaccreditation. -Utilized NJ Core Curriculum and the Creative Curriculum to create developmentally appropriate lesson plans. 2 of 3
  4. 4. SOLVEIG LAVERTY solveig00@yahoo.com PART TIME TEACHING EXPERIENCE Tutor-Self Employed, March 2008-Current -Tutored 2 students individually in Language Arts and Mathematics. -Utilized the Qualitative Reading Inventory Assessment (QRI) to assess and reassess students. -Utilized the text Words their Way to further assess and reassess students. -Reinforced mathematic skills by utilizing the Everyday Math. VOLUNTEER WORK Garden Club-Edgewater Park Public School, April 2007-June 2007 -Assisted Elementary student with planting, watering and exploring nature. Sunday School Teacher- Princeton, NJ, 1994-1996 -Taught lessons and a related crafts to 20 four-year-olds monthly. PROFESSIONAL DEVELOPMENT WORKSHOPS Everyday Mathematics Classroom Strategies – 8/2008 Biting and Other Challenging Behaviors - 2/2006 Building Portfolios and Observation – 2/2006 Developmental Red Flags – 2/2006 Reducing the Spread of Infectious Disease-9-2006 NJAEYC State Conference-10/2003 -Using Art Materials Does Not Fine Art Make! COMPUTER SKILLS Proficient in: Smart Board, Pinnacle Studio (movie editing), Inspiration/Kidspiration, Interactive Metronome, MS Excel and Word, IEP Tracker.
  5. 5. Core Belief: Differentiate Instruction Instruction should be differentiated so that students can reach their fullest potential, based on their own instructional and independent ability: -Students all learn differently, which means that teachers need to present information so that multiple senses are stimulated. -Some such examples are: visual, auditory and kinesthetic. -The following lesson exemplifies my belief in multi-sensory learning. Students: +Listened to a passage in Bridge to Terabithia and were shown an example of what the teacher visualized (auditory and visual). +Then students read a different passage in the book to themselves. +Then students drew and wrote what they visualized (visual and kinesthetic).
  6. 6. Guided Reading: Visualization • Novel: Bridge to Terabithia by Katherine Paterson • Objective: Students will be able to apply visualization techniques by accurately sketching and labeling their drawings (with 3 bullets points) based on a setting passage in the text.
  7. 7. Guided Reading: Visualization Activity (part I): Student’s were asked to CLOSE THEIR EYES and visualize the following passage: “The first two began dragging their toes to make the finish line. The ground was rutted from past rains, but had hardened in the late summer drought, so they had to give up on sneaker toes and draw a line with a stick (Paterson, 1977, 30).” • Paterson, K (1977). Bridge to Terabithia. New York, NY, Harper Trophy.
  8. 8. Guided Reading: Visualization Model: Teacher’s Example • -What did you • visualize? • -Some of the things • you visualized were • probably the same • and some things • were probably • slightly different. •
  9. 9. Guided Reading: Visualization Activity (part II): Finally, Student’s were asked to READ the following passage and visualize what they saw: “A U-Haul was parked right by the door. One of those big jointed ones. These people had a lot of junk. But they wouldn’t last. The Perkin’s place was one of those ratty old country houses you moved into because you had no decent place to go and moved out of as quickly as you could” (Paterson, 1977, 10) • Paterson, K (1977). Bridge to Terabithia. New York, NY, Harper Trophy.
  10. 10. Guided Reading: Visualization All of the students visualized the U-haul and the house. However, the details they visualized were different.
  11. 11. Guided Reading: Visualization Modifications/ Accommodations: -Small group -Clarified directions as needed -Verbal directions with a visual example -Formal Assessment: Students were graded with a rubric on their written AND illustrated response (in order to balance students varying ability levels).
  12. 12. Social Studies: Underground Railroad (U.G.R.R.) Postcard • Unit of study: The Underground Railroad • Objective: Students will be able to distinguish myths from facts regarding The Underground Railroad.
  13. 13. Social Studies: Underground Railroad (U.G.R.R.) Postcard • Formal Assessment/Culminating activity: Students wrote a postcard to a friend or family member explaining a myth about the Underground Railroad and then clarified what the truth (fact) really is. Students then drew a picture that illustrated their myth/fact. Students were also instructed to write the postcard in 1st person, as though they were a slave that escaped many years ago.
  14. 14. Core Belief: Research Your Topic • Researching what I am going to teach is of the utmost importance. • Research ensures that accurate facts are presented. • I make sure that I briefly share the research process with students so that they understand: - what is involved in researching a topic - why it is important -how it can be applied to real life • With older students (3rd grade and up), I might share the actual research process with students or have the students research the topic themselves. • This process allows students and teachers to collaborate, and gives students a sense of control, regarding what they are learning.
  15. 15. Core Belief: Social Studies The Underground Railroad (U.G.R.R) For this particular unit, I asked students to infer throughout the week: -How I researched and determined what the myths and facts are, regarding the U.G.R.R. -How I determined what was reliable information. -How I compared facts and that varied (i.e. the number of times Harriet Tubman went back to help other slaves escape). -How I justified why facts might change over the years.
  16. 16. Social Studies: U.G.R.R. Postcard This particular student, “M” chose to write about the “quilt myth” and then clarified that no quilt has ever been found (with escape plans sewn in a “code”).
  17. 17. Social Studies: U.G.R.R. Postcard “M”, starting to illustrate the front of her postcard.
  18. 18. Social Studies U.G.R.R. Postcard “M’”s finished Postcard. Note: she illustrated the “myth” and not the “fact”, which is acceptable according to the rubric (see next slide).
  19. 19. Social Studies: U.G.R.R. Postcard Format “Check Off Rubric” Content Illustration Illustration represents at Ex: If you said, "I ran least one aspect of what away to a small town up was written in the North", you might draw a postcard. Illustration is picture of yourself (as a neat and has color. slave) on the run or settled in your new home. Ideas Ideas were expressed in a clear and organized fashion. (It was easy to figure out what the letter was about).
  20. 20. Social Studies: U.G.R.R. Postcard Format Category Salutation and Closing Salutation and closing have no errors in capitalization and punctuation. Grammar & spelling Writer makes no errors in grammar or spelling. Letter is in first person The letter is written in first person. For example, "I ran away in the middle of the night" Length The letter has 3 or more sentences (in the entire postcard) and fits nicely on the postcard.
  21. 21. Social Studies: U.G.R.R. Postcard Format Category Content Accuracy The letter contains at least 1 accurate fact about the topic. The letter is written as though you are writing to a friend many years after you escaped slavery (around 1890)
  22. 22. Social Studies U.G.R.R. Postcard “R”’s Illustration Represents the U.G.R.R. as house(s) that kept slaves safe.
  23. 23. Social Studies: U.G.R.R. Postcard “R”’s letter explains one myth and then clarifies the truth about what the U.G.R.R. really was.
  24. 24. Social Studies: U.G.R.R. Postcard
  25. 25. Social Studies U.G.R.R. Postcard Modifications/ Accommodations: -Extra time -Clarified directions as necessary -Reduced distractions -One-on-one support/extra time with 2 students. Universal Design: -Students wrote a rough draft in their notebook. -Their rough draft was check by a teacher/paraprofessional before they moved on to their final draft.
  26. 26. Social Studies U.G.R.R. Postcard Postcards were hung from the ceiling around the room so that everyone could see the illustrations and the letters.
  27. 27. Social Studies U.G.R.R. Postcard -Graded rubric example -Students read the rubric and checked off each box as they re-read their rough draft. -Each category was worth up to 4 points.
  28. 28. Social Studies U.G.R.R. Postcard Rough draft example
  29. 29. Everyday Math program: Fraction review -Hook: A Fraction video called: “study jams” on Scholastic.com. -The video explains what the numerator and the denominator mean by using real life examples! http://teacher.scholastic.com/activities/studyjams/fractions/
  30. 30. Math: Fraction review Sample manipulative: Fraction “Flip Book” -This “flip book” easily allows students to compare fractions. For example: ½ is greater than 2/8
  31. 31. Math: Fraction review Section I: Students wrote greater than, less than or equal to symbol and used their fraction “flip book” to answer or confirm their answer. Section II: Students used tangrams to answer or confirm their answers.
  32. 32. Math: Fraction review Section III: Students completed the equivalent fractions. Students used their multiplication chart if they felt they needed it. Section IV: Students put fractions in order from least to greatest.
  33. 33. Math: Fraction review Modifications/ Accommodations: -Extra time (students completed an extension worksheet if they finished early). -Multiplication grid -Clarification as needed Universal Design: -Students were given the following manipulatives: •Fraction “flip book” •Tangrams -Students were told to complete the even numbers on the worksheet and then go back and do the odds if they have time. -3 small groups
  34. 34. Math: Fractions Students completed an “exit card” independently when they finished their review worksheet. The exit card focused on what needs to be a “secure skill” for the next unit: creating equivalent fractions
  35. 35. Math: Fractions -When Students finished Worksheet Extension the fraction review worksheet and the “exit card”, students completed the following worksheet extension. -The directions tell the students to come up with their own fraction “number story” by using a real/everyday example (as demonstrated in the video). -Then students exchanged papers with someone sitting near them and solved each others fraction “number story”.
  36. 36. Core Belief: Students often excel when they work together • One of the ways students excel in their learning is by working together: -Science is one subject in particular that often provides opportunities for group work (small groups or partners). -The following lesson, involved having students work in pairs in order to explore light and color. -Students worked with previously assigned partners. Students were matched so that one person was slightly stronger academically. -This was done in order to help students reach their “zone of proximal development” (Vygotsky). -In other words, when students are paired in this manner it should result in increased success (rather than working alone). -This is because the student who finds science challenging will strive to succeed because they know that they have the support of their peer and will often want to strive towards their peers ability. -In addition, the child that is providing “support”, also gains knowledge because they are having to analyze what they are learning and then “teach” it to their partner.
  37. 37. Science: Light and Color Objective: Students will be able to observe and record what happens when sunlight passes through a prism Activity: Students paired up to use prisms and discovered that sunlight (white light) is actually a combination of many different colors of light (the spectrum).
  38. 38. Science: • Will be adding an example Light and Color of student work Inquiry based learning: -Students were given: •A sheet of white paper •A prism •A clipboard •A worksheet to record and draw what they observed
  39. 39. Science: • Will be adding a picture Light and Color Students - discovered that: when light passes through the prism, it separates the light into many different colors (Red, orange, yellow, green, blue, and violet).
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