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Portfolio samples e ramirez



Portfolio Sample for Hillcrest

Portfolio Sample for Hillcrest



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Portfolio samples e ramirez Presentation Transcript

  • 1. Erik Ramirez
  • 2. Use of Technology:Smartboard Lesson Sample Students were taught to use the number line on the SMARTBoard, along with their own hands on manipulatives .
  • 3. Smartboard Lesson Sample Students were shown two different ways of solving integer problems
  • 4. Smartboard Lesson Sample Samples from EADMS test bank that are similar to Released Test Questions
  • 5. Engage Student Response System
  • 6. Notice the inclusion of the 3 essential questions from Professional Learning Community Training:1) What do students need to learn?2) How will we know if they learned it?3) What will we do if they don’t?Released Test Questions for Science, CELDT style questionsContent & Language ObjectivesBuilding background KnowledgeGraphic OrganizersSentence Frames
  • 7. English Language Development1) Model of Excellence Presenter2) California Association of Bilingual Educators Presenter3) National Association of Bilingual Educators Presenter
  • 8. What do you need to learn?Science ELD
  • 9. Conjunctions Conjunctions are used to connect ideas. You can find lobsters AND crabs.  Get both You can find lobsters OR crabs.  Choose one You can find lobsters, BUT not crabs.  Can’t get one
  • 10. How will I know you learned it? Classroom Participation Checking for Understanding Short Responder Quizzes Quick writes Projects
  • 11. What will the questions look like?
  • 12. What will the questions look like?What is this? Where do you You are going to the beach.find it? What do you need to bring?
  • 13. What will we do if you don’t learn? Answer your questions that you didn’t ask the first time  It’s okay to ask questions. Small group work with teacher Peer coaching  Work with a partner Practice with teacher  One to one Reteach you the parts you missed
  • 14. Standards Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:  Students know ecosystems can be characterized by their living and nonliving components.  Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.  Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.  Students know that most microorganisms do not cause disease and that many are beneficial.
  • 15. Content ObjectiveStudents will compare the dark zone and the sunlight zone.
  • 16. Language ObjectiveStudents will compare the sunlight zone & dark zone using conjunctions: and, or, but.
  • 17. Our Oceans: Video
  • 18. Chant Poster 2The ocean can be viewed in zonesThat different types of life call home.The sunlight zone is on the top.For sharks and coral, it’s the spot.The twilight zone is next in depth.Here you’ll find the octopus.No light can shine in the dark zone.The fish that live here make theirown.A deep-sea trench is 20,000 feet deep.Which sea creatures might you meet?
  • 19. What are the Zones of the Ocean? Sunlight Zone Jelly Fish Sea Turtle Twilight Zone Hatchet Fish Octopus Viper Fish Dark Zone Tripod Fish Angler FishStar Fish Deep-sea Zone Trench
  • 20. Graphic Organizer: Comparing the SunlightZone and the Dark Zone Sunlight Dark Zone Zone sharks tubeworms jellyfish
  • 21. Sentence Frames:Conjunctions The ______ lives in the sunlight zone. The ______ lives in the dark zone. The ______ lives in the sunlight zone and the dark zone. The _____ can live in the sunlight zone or the dark zone. The ______ lives in the sunlight zone, but the ______ lives in the dark zone.
  • 22. Use of Aeries ABI interface for grades, progress reports andparent portal.
  • 23. Aeries Gradebook Sample 1) Creating assignments in Aeries Gradebook 2)information available through Parent Portal. 3)Aligning Standards to Assignments
  • 24. Aeries Gradebook Sample Assignment analysis in Aeries
  • 25. Aeries Gradebook Sample  Student progress report for parents
  • 26. EADMS, 5th grade team assessments & teacher createdquestions
  • 27. Teacher Created Question Samples Questions added to the AUSD item bank.
  • 28. Assessment Data Sample  Data on 5th grade common assessment
  • 29. Developing Common Assessments  This tool is for tracking the progress of our RFEP students after they have been reclassified.
  • 30. Erik RamirezB.S. Biology, UC Riverside M.A. Ed Admin, CSUSB 14 years of AUSD service