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Running head: MODELS OF TEACHING PORTFOLIO 1

MODELS OF TEACHING PORTFOLIO

Submitted by

Mary Margaret Greer

to

Dr. Katie Alaniz

In partial fulfillment of the requirements for

EDUC 6330:

Teaching Methodology for the Professional

June 11, 2015

MODELS OF TEACHING PORTFOLIO 2

Purpose and Objective of Portfolio

EDUC 6330: Teaching Methodology for the Professional

Purpose: The purpose of this portfolio is to demonstrate the use of various teaching models that have been presented in our class in a practical lesson plan format with the intent to instruct undergraduate and graduate students seeking secondary certification.

Objective: The specific objective of this portfolio is to demonstrate the use of various teaching models in my role as a teacher educator. The following lesson plans were designed for use in my Teaching Methodology for the Professional class at Houston Baptist University. They are intended to model instructional methods for preservice teachers, while simultaneously providing them with necessary information regarding our curriculum. Rather than using the traditional lesson plan outline, I have employed the syntax model presented in our text for each model demonstrated. In addition, I have created various other teaching tools to be utilized in conjunction with these lesson presentations.


Table of Contents

Purpose and Objective 2

Model 1: Concept Attainment

Example: Sight Words - Beginning of the School Year 4

Model 2: Learning to Learn Inductively

Example: What’s in a Name? 7

Model 3: Biological Scientific Inquiry

Example: An Introduction to Electricity 11

Model 4: Role – Playing

Example: Honesty is the Best Policy 15

Model 5: Picture Word Inductive Model, Developing Literacy through Inquiry

Example A: A Day At The Beach – Action Words 20

Example B: Learning Color Words 24

Model 6: Memory Model

Example: Four Seasons Of The Year 28

Model 7: Direct Instruction

Example: Move It, Say It – Making, Decoding, and Reading CVC Words 33

Model 8: Synectics Model

Example: Building a Creative Community Using 2D and 3D Shapes 37

Model 9: Nondirective Teaching

Example: Be The Best You Can Be 42


The Concept Attainment Model - Lesson 1

Lesson Title: Sight Words – Beginning of the School Year

Targeted Grade Level: Kindergarten

Subject: Literacy Skills

Lesson Goals: The learner will explore the different attributes of sight words through the

investigation of positive and negative exemplars.

Lesson Objectives:

The learner will compare attributes in positive and negative exemplars of sight words.

The learner will classify given exemplars as positive or negative.

The learner will interpret data and develop labels for the categories in order that they can

be manipulated symbolically.

The learner will formulate his or her own examples of positive and negative exemplars.

Materials/Resources Needed:

The first sight word list is displayed on a larger poster board at the front of the room so

each student can refer to it daily.

There should be at least ten examples of sight words, displayed for the class digitally via

the Promethean Board. In addition to the words, there will be a chart containing two

columns. The first column will say “Positive Exemplars” and the second column will say

“Negative Exemplars.” Each column will contain a list of five sights words.

Chart paper and markers will also be necessary for each group.

Drawing paper and a pencil, as well as crayons, markers, colored pencils, and

highlighters will be used by each student.

Each student will have access to their own personal sight word list that is located in their

literacy binder.


Lesson Components:

Phase 1: Teacher Presents Labeled Exemplars and Students Compare Attributes

After the teacher assigns students to groups of two or three, he or she will display a chart

containing two columns. One column will be labeled “Positive Exemplars” and the adjoining

column will be titled “Negative Exemplars.” Beneath the Positive Exemplars label will be at

least five sight words that are spelled with two letters. Within the Negative Exemplars column

there will be least five sight words that have three or more letters in each word. The teacher will

explain that in this lesson, the positive exemplars have at least one common attribute, or

characteristic. He or she will then instruct students to compare the similarities and differences in

the positive and negative exemplars and to share those observations within their groups.

Phase 2: Students Generate and Test a Hypothesis

After each student has been given ample time to share his or her illustration(s), the

teacher will ask students to develop a hypothesis regarding the similarities between the positive

exemplars discussed throughout the lesson, and students will be directed to share with their

group orally, make a list, or write a sentence explaining their hypothesis.

Phase 3: Students State a Definition According to Essential Attributes

Once time has been given to share various hypotheses, students will be asked to make a

list or write a sentence to discuss the common attribute(s) observed among the positive

exemplars. They will share their findings with their group members before offering ideas within

a class discussion.

Phase 4: Students Classify Additional Exemplars as Positive or Negative

Next, the teacher will provide a randomly organized set of at least ten sight words that

have at least two or more letter within each word. He or she will ask the students to closely

examine each new word before classifying the exemplars as either positive or negative. The


students will then be directed to share their ideas within their groups before doing so within a

class discussion format.

Phase 5: Teacher Confirms Hypothesis, Names Concepts, and Restates Definition

The teacher will confirm the correct hypothesis with the class, revealing that each of the

sight words represented in the positive exemplar category contain only two letters. Students will

then be asked to share a potential finding within their groups before doing so with the class. The

teacher and students will work together to form one common definition of sight words. The

students will highlight the two letter sight words on their own sight word list, which are kept in

their literacy binders so they can easily reference these words during reading and writing

workshop.

Phase 6: Students Generate Positive Exemplars and Describe Thoughts

Students will then be directed to write at least one positive exemplar (a two-letter sight

word) before sharing their words within their groups. Next, students will be encouraged to

present and describe their words to the class.

Phase 7: Students Discuss the Role of the Hypothesis and Attributes

The teacher will lead the class in a discussion regarding their findings. Some inquiry

questions to consider include the following:

In light of the positive exemplars, what might be some other ways we can categorize

these sight words? (Color words, number words, names of classmates?)

How many two-letter sight words start with the same beginning letter in the positive

exemplars?


The Inductive Thinking Model - Lesson 2

Lesson Title: What’s in a Name?


Subject: Literacy Skills: Phonics, Reading, and Writing

Lesson Goals: The learner will explore the defining principle that you can connect your name

with other words. This goal will be facilitated through the construction of data sets based upon

class names and the first Dolch Sight Word List.

Lesson Objectives:

The learner will recognize and name his/her classmate’s names and the first list of sight

words.

The learner will group names and sight words into categories according to common

attributes (names/sight words that have the same number of letters, names/sight words

that begin/end with the same letter/sounds, how many sight words can be found in

classmate’s name, whether any of the class names and sight words rhyme).

The learner will discuss and interpret data and develop labels for the categories in order

that they can be manipulated symbolically.

The learner will convert the categories into hypotheses regarding how you can connect

names and sight words with other words and define principles of how words work.


The teacher will divide the class into three small groups, each group consisting of six

students. The groups will receive their individual name card as well as an assortment of

words from the first list of sight words.

Class name chart and first sight word list will displayed on the wall so everyone can see

and reference them.


Chart paper and markers will also be necessary for each group.

Pencils and small adhesive, sticky notes will be used by each student as well.

Lesson Components:

Focusing Event:

The teacher will guide students in discussing why it is important to learn about names

and sight words and that you can help you make connections with other words. For example, the

class might talk about the need to be able to recognize names and sight words and how being

able to read these familiar words will help you make connections to our world (such as “Gayle”

and “go”).

Phase 1: Data Collection and Presentation

After the teacher assigns students to three different groups, he or she will distribute their

own name cards. In addition each group will receive an assortment of words from the first list of

sight words, which will be dispersed to the groups in random order, seemingly without

organization.

Phase 2: Examining and Enumerating Data

The teacher will then instruct the students to closely examine the names and sight words

that have been given to their group. The students will be directed to use the small adhesive notes

presented to their groups to jot brief bits of information regarding any common attributes among

the names and sight words before placing relevant notes upon them (such as which names and

sight words begin and end with the same letter/sound, the number of letters in the names equals

the same number of letters in the sight words, do any of the names and sight words rhyme, like

“Mike” and “like”?). The teacher must be certain not to rush the students during this crucial

stage, in order to assist in preventing superficial inquiry.

Phase 3: Grouping Items into Categories


Once sufficient time has been provided for the process of inquiry and labeling, students

will be directed to discuss within their groups various categories into which each item might be

placed, as well as the reasoning used to determine each member's decision (formative check).

Phase 4: Interpreting Data and Developing Labels

After each group member has been given ample time to express his or her thoughts

regarding categorization, the teacher will direct the students to determine the labels to be used in

categorizing the groups of the items. Next, group members will work together to create a chart

that allows for the physical grouping in accordance with these labels (formative check). Two to

three members will be designated “Scribe” and will be in charge of creating the chart using chart

paper and markers. The remaining group member(s) will be assigned the role of “Presenter” and

will prepare to share the group's labels and data sets with the class.

Phase 5: Building Hypotheses and Generating Skills

Once each group has presented, the teacher will lead the students in discussing

similarities and differences between each group’s labels and data sets. Finally, he or she will

present a previously created chart displaying the labels that were used to categorize the student’s

names and sight words (for example, which names and sight words begin with the same

letter/sound, the number of letters in the names equals the same number of letters in the sight

words, do any of the names and sight words rhyme, like “Mike” and “like”?).

Students will take time to sort their group's findings of their class names and sight words

into these categories if they have not already. Additionally, they will add the labels to each

category using the teacher's chart for reference.

Next, the teacher will lead the students in a discussion based upon the development of

certain word hypotheses involving class member’s names and sight words, such as those with

which they have been working. For example, he or she might ask them to consider the


conclusions that can be drawn relating to what they know about letters and sounds in their names

to help them read and write other words (for example, knowing that the beginning sound of a

name and the beginning sound of a sight word, such as “Ford ” and “for” can help the student

read and write the action word “forward,” or that the name “Brent” rhymes with the sight word

“went” and then they can continue to build additional words in the word family “ent,” like “tent,”

“spent,” “vent” because they have the same ending sound). After some examination, students

will likely develop the hypothesis that by making connections with the letters and sounds of their

names and sight words will help them solve unknown words when using these strategies). If

further instruction is necessary, the teacher will guide students in formulating examples of

strategies of how to solve unknown words from additional familiar words (reteach).

Finally, students will build skills from these categories by producing other words that fit

into each category. Using pencils, markers, and sticky notes that can be added to each category

of the teacher's chart, the students will create one cumulative chart complete with contributions

from each class member (summative evaluation). This chart might be displayed in a prominent

position on the classroom wall, in order that students may refer back to their findings throughout

the year when completing assignments involving word work.

Modifications Suggested for English Language Learners: If possible, ELL students might be

grouped with students who have a firmer understanding of both English and the ELL students'

first language in order to aid them in communicating with their group during categorization and

labeling activities.


The Biological Scientific Inquiry Model - Lesson 3

Lesson Title: An Introduction to Electricity


Subject: Science

Lesson Goals: The learner will explore the principles of electricity, including the concepts of

conductivity and insulation, by making conductive and insulating play dough and using it to

create a simple squishy circuit that lights up LED (light-emitting diode) lights and sounds a

buzzer with the use of a motor. This goal will be facilitated through the biological scientific

inquiry method.

Lesson Objectives:

The learner will construct connections between the concepts of conductivity and

insulation by using conductive and insulating play dough or modeling clay to create

electricity.

The learner will recognize various examples of how electricity works through the use of

experimentation before formulating new ideas or “wonders” of the concept of electricity.

The learner will formulate inferences regarding the ways in which conductivity and

insulation are related within the laws of electricity; terms such as closed, open, and short

circuit will be introduced.


This lesson will require the purchase of Squishy Circuit Kit, which includes 25

multicolored LED lights, two buzzers, a motor, a 4 AA battery pack and a conductive

play dough recipe as well as an insulating play dough recipe.


Other materials you will need: 4 AA batteries, mixing bowl, measuring spoons and cups,

spoon or spatula, pot that you can use on a stove, adult helper, and ingredients to make

the two types of play dough.

Ingredients for conductive and insulating play dough: 1 cup tap water, 1/2 cup of

deionized or distilled water, 4 Tbsp. of vegetable oil, 3 Tbsp. of cream of tartar; note that

a 1.5 oz. jar is the same as 3 Tbsps. OR 9 Tbsps. of lemon juice, 3 cups flour, ¼ cup salt,

½ cup sugar, food coloring is optional but will help students be able to differentiate the

conductive play dough from the insulating play dough, and plastic baggies to store the

play dough so it does not dry out.

Chart paper, sticky notes, and markers will also be necessary for each group.

Clipboards and recording sheets that let the student describe what they are “Noticing,”

Thinking,” and “Wondering” about the laws of electricity.

YouTube video about Squishy Circuits as an introduction to how electricity works.

(https://www.youtube.com/watch?v=lq2TECG6DHQ)

Lesson Components:

Phase 1: Area of Investigation Is Posed to the Students

The teacher will “spark” the student’s curiosity and “hook” them by showing a picture of

a play dough frog with eyes that light up. The teacher will ask the students to begin exploring the

materials in the wonder center that will be used for the electricity experiment. He or she will

encourage the students to jot ideas on sticky notes as they do so. After adequate time has been

devoted to the process of exploration, the teacher will ask a thought question to prepare for their

forthcoming investigation such as, “What do you notice about the materials in the “Wonder”

center?” Possible student responses include the following:

“There is a small motor and a battery pack with some wires.”


“Some of the materials are LED lights and batteries. I wonder if they will light up.”

“There are cooking utensils and ingredients to make play dough.”

The teacher will then pose the following area of investigation: “Your problem is to

determine what makes electricity work and record what you’re ‘noticing,’ ‘thinking,’ or

‘wondering’ during the experiments.”

Phase 2: Students Structure the Problem

Next, the teacher will show the Squishy Circuits YouTube video as an introduction to

how electricity works (https://www.youtube.com/watch?v=lq2TECG6DHQ). Then, the teacher

will involve the class in making the conductive and insulating play dough that they will use to

conduct their inquiries about electricity. The teacher will assign students to groups of two or

three. Based upon the students’ previous comments and observations, they will begin

researching. The groups will utilize the two types of play dough and the Squishy Circuit Kit

materials, as well as classroom library, and Internet resources to gain information about how

electricity works. The group members will record important information using markers and their

“noticing,” “thinking,” or “wondering” sheets on their clipboards that will be posted on the

whole group chart paper. Once sufficient time has been devoted to the research process and each

small group has participated in the experiment, the groups will take turns sharing their ideas with

the class.

Phase 3: Students Identify the Problem in the Investigation

Based upon their explorations, research, discussion, and consideration of each group’s

notes on the chart paper or the diagrams which they also labeled to represent their ideas, the

students should be able to reach the conclusion that in order for electricity to flow, there needs to

be a conductive path connecting the positive end of a battery to the negative end, which is called

a closed circuit. This happens when electricity makes a complete loop. Closed circuits allow


electricity to flow through the LED light bulbs to make them illuminate or flow through buzzers

to make them produce sound, or flow through the motor to make objects move. If there is not a

complete path through which electricity can flow, it is called an open circuit, and the LED lights

will not light up and /or the buzzer will not make a sound and/or the motor will not move

because the path has been broken and there is no way for the electricity to flow in a complete

loop. Moreover, electricity will take the path of least resistance, and a short circuit will occur.

For example, if the LED light is stuck directly in the conductive play dough the light will not

illuminate because the electricity took the easiest path through the wire that was stuck directly in

the play dough not the LED light. However, if you make two balls of the conductive play dough

and separate them by placing a ball of the insulating play dough between them and then place the

LED light in each ball of the conductive play dough, the LED light will illuminate because the

flow of electricity made a complete loop (a closed circuit), which in turn illuminated the bulb.

The students can also draw diagrams with labels to represent their thinking

Phase 4: Students Speculate on Ways to Clarify the Difficulty

After closed circuits, open circuits, and short circuits have been discussed and identified,

the students will work together in their groups to determine the differences between each of the

categories. Additionally, the group members will generate new ideas of what they are

“noticing,” “thinking,” and “wondering” as they conduct further experiments about how

electricity works. These defining features and additional examples will be shared by each group

with the class and posted in the Wonder Science Center or added to our class blog.


The Role-Playing Model - Lesson 4

Lesson Title: Honesty is the BEST Policy


Subject: Character Development

Lesson Goals: The learner will explore how the value of honesty drives behavior. This goal will

be facilitated through the role-playing model of learning.

Lesson Objectives:

The learner will recognize and enumerate the value of honesty in a real-life situation.

The learner will explore problem-solving strategies that incorporate honesty.

The learner will experience the role of a person striving to exhibit honesty in a

challenging situation.

Materials/Resources Needed: Other than the problem scenario (described below) and possibly

a chalkboard, dry erase board, or chart paper on which to write ideas presented by students

during discussion, no other special materials/resources will be needed for this lesson.

Lesson Components:

Phase 1: Warm Up the Group

The teacher will introduce the problem by asking a set of questions such as the following:

“Remember when we discovered that the 100 chart, which is part of our daily math routine,

could easily be seen at the front of the classroom next to our calendar during our math

assessment? Have you ever wondered if it is okay to do something sneaky (such as copying the

numbers) to get ahead, even when it seems as though no one will be harmed by this action?”

Next, the teacher will ensure the problem is explicit through asking this question: “Do

you ever have times when you just can’t tell what the right thing to do is?” The teacher will then

lead the students in interpreting a problem story such as the following:


This story is about a boy named Sam who forgot to find his 3D objects from home and

bring them for the Class 3D Shape Museum. During our study of geometric shapes, each student

was assigned homework to bring in several 3D shapes to describe to the class and include them

in the Class 3D Shape Museum. The night before, Sam had baseball practice and his older

brother Johnny had a game. They rushed from school, to practice, then to his brother’s game,

which went into extra innings. After the game, the family had dinner, and the boys bathed and

went to bed. When he arrived at school the next day, Sam mentioned to his best friend Harry that

he was worried about his teacher Mrs. Cook’s response to his missing homework. “Will I have

to sit out at recess or miss free centers?” he wondered aloud.

Harry suggested, “Why don’t you just take some of my 3D objects and say that you

brought them from home before it’s time to share our findings with the class? That way, Mrs.

Cook will never know you didn’t do it.” Sam thought carefully about Harry’s offer and

wondered what he should do…

After reading this scenario and helping the students define and explore the concept of

honesty (or “doing the right thing even when no one is watching”), the teacher will take time to

explain role-playing. He or she will emphasize that through acting out a fictional yet possible

situation, the class will explore how the extent to which one values honesty might affect his or

her behavior.

Phase 2: Select Participants

The teacher will next guide the students in analyzing the characters, namely Sam, Harry,

and Mrs. Cook. The students will describe what the characters are like, how they feel, and what

actions they might take as the story proceeds.

After adequate time has been devoted to exploring these three roles, the teacher will ask

for volunteers to play each character. He or she must be cautious not to allow students to


stereotype others into selecting roles. For example, if a student in the class happens to habitually

forget his or her homework, the teacher would be wise to ensure that another student is selected

for the role of Sam, in order to guard against embarrassment or hurt feelings. Also, the teacher

should refrain from selecting a student who is very socially mature for a role, as this type of

student will likely have a logical, adult-like approach to playing the part, possibly limiting the

process of exploration for the other class members.

Phase 3: Set the Stage

The teacher should next set a line of action by inquiring about the setting in which the

enactment could take place, being certain to keep the setting and line of action general. Also, he

or she should restate the roles in order to ensure that the students who have been selected for

each part each have a solid understanding of their role. Additionally, the teacher should assist

the students in delving into the problem situation, in order to guide them in beginning the

enactment at the correct point, which would be at Sam’s response to Harry’s offer of

“assistance.”

Phase 4: Prepare the Observers

During this phase, the students who will be observing the enactment should be given

ample time to discuss important components for which to look. For example, they will need to

evaluate the extent to which the role-play is realistic. Also, they will be asked to comment on the

effectiveness of the actors’ behaviors. Additionally, defining the feelings of the characters will

be important. They will need to establish what goals the actors are seeking to accomplish as

well. Finally, they should determine whether each actor’s actions were helpful or not helpful,

and they will propose alternative experiences that might have occurred within the enactment.

Phase 5: Enact


After the teacher determines that sufficient time has been given for preparation of the

observers, he or she will direct the actors to begin the role-play and will offer any needed

guidance in maintaining the action until a point of stopping has been determined. Specifically,

the role-play will come to an end once behavior, demonstrating honesty is clear or when the

behavioral concept of honesty has been expressed.

Phase 6: Discuss and Evaluate

The teacher will next guide the students in reviewing the events, positions, and realism of

the role-play. He or she will specifically guide the class in discussing the major areas of focus

such as the consequences of the key actions and the motivations of the actors. Using the

students’ comments and suggestions from this discussion as a guide, the teacher will lead the

class in developing the next enactment. The central question for thought will be, “Can you think

of another way in which to solve this problem?”

Phase 7: Reenact

Based on the revised roles developed in the previous discussion, new actors will be

chosen to reenact the ending to the scenario. Students will then be given time to offer

suggestions for next steps or alternative behaviors.

Phase 8: Discuss and Evaluate

Together with the teacher, the students will review the occurrences of the alternative role-

play, explore its relation to honesty, and begin to develop a subsequent reenactment.

Phase 9: Share Experiences and Generalize

With the teacher’s guidance, students will relate the problem situation to real-life

experiences and problems currently faced within their lives. For example, students might be

asked to respond to a question such as, “Do you know of anyone who has had to make a decision


in a situation like the one we looked at today?” The teacher should direct the students in seeking

to improve the quality of classroom democracy during this time through accepting all

suggestions as legitimate and refraining from value judgments. Additionally, he or she should be

mindful of ways in which this discussion might provide any entry point for other conversations

and role-playing segments that address Kinkaid’s other core values, which are kindness,

responsibility, and respect.


The Picture Word Inductive Model – Lesson 5

Lesson Title: A Day at the Beach


Subject: Vocabulary and Word Study - Action Words

Lesson Goals: The learner will explore different things that people can do when spending the

day at the beach, including the various activities in the water or on the beach. This goal will be

facilitated through examination of and discussion about a picture of people doing different

activities while spending the day at the beach.

Lesson Objectives:

The learner will construct connections between the activities that can occur in the water

and activities that can occur while playing on the beach.

The learner will recognize various examples of familiar words and how these words can

help form new words while building their individual vocabulary word banks.

The learner will formulate inferences regarding people’s actions or behaviors while

spending time at the beach.


A picture of a beach scene will be necessary. An example of one such picture can be

found at the conclusion of this lesson. The picture must be displayed in such a way that

the entire class may view it as the teacher writes words surrounding the image. For

instance, the picture might be enlarged and displayed on a piece of chart paper, or it could

be projected onto an Interactive White Board on which the teacher can write words.

A writing instrument for the teacher will also be necessary.

Writing paper and a pencil will be used by each student as well.


Class iPads will be available for the students to blog as they describe different activities

that can occur while spending time at the beach.

Lesson Components:

1. Look at the picture.

The teacher will ask that the students gather around the picture of the beach and find a

comfortable place in which to sit in order that they can take some time to carefully observe the

image and its components.

2. What do you see?

The teacher will then instruct the students to suggest items they see in the picture.

3. Label the items in the picture.

As each item is mentioned one at a time, the teacher will draw a line from that particular item

in the picture to the blank area bordering the picture, labeling the item with the word the student

has suggested. After he or she has written the name of the item, the teacher will read the word

aloud, spell the word, and say the word once more, before instructing the students to do the same

in unison.

4. Read the labels aloud.

Once the class has had ample time to suggest labels for the items in the picture, the teacher

will lead the students in reading the words surrounding the picture aloud simultaneously.

5. Group the terms into categories.

Next, the teacher will ask the students for suggestions regarding how the items might best be

grouped into categories. After labels have been created for these categories, students will offer

suggestions as to which items would most appropriately fit into which categories.


6. Say, spell, say the words.

Once these lists have been created, the teacher will lead the students in once again saying,

spelling, and saying each item after he or she has modeled this process.

7. Add to the lists.

Next, the teacher will ask students to volunteer suggestions as to additional items to

contribute to the list that are not included in the picture. For example, if students have

formulated a list of “actions,” a student might suggest that the word “activity” be added to the

list. To a list entitled “jobs,” a student could suggest that the word “work” be included in the list.

8. Think of a title.

After ample time has been provided for the addition of new words to each list, the teacher

will ask students to invent a title for the picture that summarizes what is taking place within it.

The teacher will write the agreed upon title above the picture.

9. Write a sentence.

Once a title has been written, the teacher will ask each student to take time and brainstorm

ideas to describe the picture. Then, he or she will request that students share their ideas with the

class while the teacher writes those sentences beneath the picture as they are articulated.

10. Read the sentences aloud.

With the help of the teacher, the class will then read each of the sentences written below the

picture aloud in unison while the teacher points to the individual words in each sentence.

11. What can you infer from this picture?

The teacher will then lead the students in discussing inferences they might derive from the

picture, explaining that the word “inference” is another word for “conclusion” or “idea based

upon what we see or have read.”

12. Create a Blog and or write a sentence or paragraph about the picture.


As a final step, students will be given time to create a blog to record their thoughts and ideas

while describing the picture. Additional time will be provided to share these blogs with the class

after everyone has completed their blog entry. The teacher will leave the labeled chart hanging

in a prominent position in the classroom in order that as the class progresses through further

lessons regarding vocabulary and word study, the students may refer back to this example of

activities that you can do at the beach. The teacher will ask the higher –level students to write a

sentence or paragraph about the picture as a differentiation activity.

https://laurapickens.files.wordpress.com/2014/05/beach-scene.jpg

https://laurapickens.files.wordpress.com/2014/05/beach-scene.jpg


The Picture Word Inductive Model – Lesson 6

Lesson Title: Learning Color Words


Subject: Vocabulary and Word Study

Lesson Goals: The learner will explore the concept of colors and that all colors have a name.

This goal will be facilitated through examination of and discussion about a picture of children

painting in a center.

Lesson Objectives:

The learner will construct connections between knowing the meaning of words, which

will help the student place them in categories.

The learner will recognize the names of various examples of familiar color words.

The learner will understand that you can read and write the names of color words.


A picture of a children painting in the art center will be necessary. An example of one

such picture can be found at the conclusion of this lesson. The picture must be displayed

in such a way that the entire class may view it as the teacher writes words surrounding

the image. For instance, the picture might be enlarged and displayed on a piece of chart

paper, or it could be projected onto an Interactive White Board on which the teacher can

write words.

A writing instrument for the teacher will also be necessary.

Construction paper, colored pencil, and markers will be used by each student as well.

Class iPads will be available for the students to use Blogger Jr. app to illustrate a picture

and potentially label the names of color words.

Lesson Components:


13. Look at the picture.

The teacher will ask that the students gather around the picture of the children painting and

find a comfortable place in which to sit in order that they can take some time to carefully observe

the image and its components.

14. What do you see?

The teacher will then instruct the students to suggest items they see in the picture.

15. Label the items in the picture.

As each item is mentioned one at a time, the teacher will draw a line from that particular item

in the picture to the blank area bordering the picture, labeling the item with the word the student

has suggested. After he or she has written the name of the item, the teacher will read the word

aloud, spell the word, and say the word once more, before instructing the students to do the same

in unison.

16. Read the labels aloud.

Once the class has had ample time to suggest labels for the items in the picture, the teacher

will lead the students in reading the words surrounding the picture aloud simultaneously.

17. Group the terms into categories.

Next, the teacher will ask the students for suggestions regarding how the items might best be

grouped into categories. After labels have been created for these categories, students will offer

suggestions as to which items would most appropriately fit into which categories.

18. Say, spell, say the words.

Once these lists have been created, the teacher will lead the students in once again saying,

spelling, and saying each item after he or she has modeled this process.

19. Add to the lists.


Next, the teacher will ask students to volunteer suggestions as to additional items to

contribute to the list that are not included in the picture. For example, if students have

formulated a list of “art supplies,” a student might suggest that the word “crayons” be added to

the list. To a list entitled “activities to do in the art center,” a student could suggest that the word

“coloring” be included in the list.

20. Think of a title.

After ample time has been provided for the addition of new words to each list, the teacher

will ask students to invent a title for the picture that summarizes what is taking place within it.

The teacher will write the agreed upon title above the picture.

21. Write a sentence.

Once a title has been written, the teacher will ask each student to take time and brainstorm

ideas to describe the picture. Then, he or she will request that students share their ideas with the

class while the teacher writes those sentences beneath the picture as they are articulated.

22. Read the sentences aloud.

With the help of the teacher, the class will then read each of the sentences written below the

picture aloud in unison while the teacher points to the individual words in each sentence.

23. What can you infer from this picture?

The teacher will then lead the students in discussing inferences they might derive from the

picture, explaining that the word “inference” is another word for “conclusion” or “idea based

upon what we see or have read.”

24. Create a create a picture on Blogger Jr. and then blog about it, draw a picture

using crayons or markers and label the color words and or write a sentence or

paragraph about the picture.


As a final step, students will be given time to create a picture using Blogger Jr. to represent

the color words discussed in the lesson. The students will then blog by recording their thoughts

and ideas while describing their picture. Additional time will be provided to share these blogs

with the class after everyone has completed their blog entry. Some students might choose to

draw a picture with the crayons or markers provided and then label their picture referring to the

chart that was just created. The teacher will leave the labeled chart hanging in a prominent

position in the classroom in order that as the class progresses through further lessons regarding

vocabulary and word study, the students may refer back to this example of color words. The

teacher will ask the higher –level students to write a sentence or paragraph about the picture as a

differentiation activity.

http://www.123rf.com/photo_26599666_kindergarten-kids-by-the-table-gluing-and-painting-on-creative-art-class.html




The Memory Model - Lesson 7

Lesson Title: Four Seasons of the Year


Subject: Science

Lesson Goals: The learner will commit to memory the names and sequence of the four seasons

of the year: winter, spring, summer, fall.

Lesson Objectives:

The learner will formulate and practice an acronym to assist them in remembering the

names and sequence of the seasons of the year.

The learner will identify the four seasons and reflect upon the changes that occur during

each season.


A large photograph or illustration of a tree representing the four seasons and a set of

modeling clay will be necessary for the teacher.

Each group of two or three students will require modeling clay and a picture of a tree

trunk with bare branches image where they can display the four seasons of the year.

Small squares of construction paper and markers will also be necessary for each group.

Lesson Components:

Phase 1: Attending to the Material

The teacher will display a photograph or illustration of a tree that has the four seasons

represented. (An example is found at the end of the lesson.) Next, the teacher will divide the

class into four groups, each group representing a different season. Then, the teacher will hand

each group a different picture depicting the four different seasons. He or she will ask the students

to brainstorm ideas about the images. “What words might you use to help you describe your

image?” the teacher will ask the students.


After they have had time to ponder possible answers to this question, the teacher can

introduce the concept of the four seasons by saying, “I know of a special set of words called

‘seasons' that can assist with this task.” The teacher might then label the classroom image of the

tree by naming the different seasons with the words. Next, each student in every group can use

markers to write the name of the season and/or draw an image depicting the season on their tree

on his or her small piece of white construction paper.

Phase 2: Developing Connections

The teacher will then inform the students that he or she will be help them remember the

names and sequence of the four seasons through a rhyming poem they are attempting to

memorize. To introduce them to this acronym, the teacher will assist the students in learning the

following short rhyme entitled:

“Winter, Spring, Summer, Fall… Four Seasons, That Is All”:

Winter, spring, summer, fall,

Four seasons, that is all

First, comes winter, when it snows

Nest, comes spring, when flowers grow

Then comes summer, best of all

Last comes autumn, when leaves fall.

. Winter, spring, summer, fall,

Four seasons, that is all!”

In order to support them in learning this rhyme, the teacher will display the words

in such a way that the students can read them as they are being chanted in unison. He or she

might use highlighting tape to place over the four seasonal words or underline them with a red


marker if the text is written in black marker. Also, the teacher will display a picture such as the

following while this is taking place:

http://thumbs.dreamstime.com/z/four-seasons-521187.jpg

In the picture, the tree is divided into four parts, each part represents a different season of the

year. The bottom left of the tree represents winter, the top left of the tree represents spring, the

top right of the tree represents summer, and the bottom right of the tree represents fall. While the

students repeat the verse, the teacher might also utilize a pointer to tap each section of the tree as

it is being mentioned.

Phase 3: Expanding Sensory Images

Next, the teacher will ask each group of students to create their own clay images of the

four different seasons using the four seasons acronym. They will work together to create images


that represent the four different seasons. For example, the students might make red, orange,

yellow, and brown leaves that they could have falling off the branches descending down the tree

trunk onto the ground to represent autumn. The teacher will ask each group to place their images

on their trees in sequential order: winter, spring, summer, and fall. He/she will remind the

students to refer to the picture that was originally shown to the class.

Phase 4: Practicing Recall

After each group's clay models have been created, the group members will take turns

repeating the rhyme they have been taught as the teacher points to the appropriate season on their

own trees as each is mentioned. The teacher will give each student a copy of the rhyming poem

and ask the students to repeat the poem and when they reach one of the four seasonal words have

them highlight those words in the poem so they can easily identify them. The groups will

continue to practice chanting the rhyme and pointing to their trees one at a time, until the teacher

observes that all students have become comfortable with identifying the four different seasons.

He or she will then assess them by giving each a sheet of paper on which a tree trunk with

branches is drawn, asking the students to draw/write the names of the four different seasons. As a

culmination of the Memory Model lesson, the teacher can show the video (link provided at the

end of the lesson) depicting the four seasons and have the students participate in the interactive

activities (link provided at the end of the lesson) to reinforce their understanding of the concept.


http://nexus-wallpaper.com/wallpaper/nature/seasons-tree/

Video of the Four Seasons:

http://www.pbslearningmedia.org/resource/evscps.sci.life.boutseas/about-the-seasons/

Interactive Activities:

http://tdcms.ket.org/kevsc/int/Seasons.swf

http://tdcms.ket.org/kevsc/int/Seasons.swf

http://www.pbslearningmedia.org/resource/evscps.sci.life.boutseas/about-the-seasons/

http://nexus-wallpaper.com/wallpaper/nature/seasons-tree/


The Direct Instruction Model – Lesson 8

Lesson Title: Move, It, Say It, - Making, Decoding, & Reading CVC Words


Subject: Language Arts – Word Study

Lesson Goals: Students will make and read CVC (consonant-vowel-consonant) words and

understand the meaning of the words.

Lesson Objectives:

Students will make and decode (consonant-vowel-consonant) words. The interactive feature of

the Promethean Board flipchart activities allow for the students to move letter tiles to make CVC

(consonant-vowel-consonant words) as well as decode the words that have already been made.

Students will match the CVC (consonant-vowel-consonant) words to pictures that represent the

same CVC words.

Students will make rhyming CVC (consonant-vowel-consonant) words by changing the initial or

final consonant letter to create new CVC words.

Students will act out the meaning of the CVC (consonant-vowel-consonant) words through a

physical movement, such as running or hopping.


Promethean Board Flipchart – Move It, Say It – Making, Decoding, & Reading CVC Words

CVC word picture cards and consonant and vowel letter tiles

Magnetic board and magnetic consonant and vowel letters

Pencils and recording sheets

Lesson Components:


Phase 1: Orientation

The teacher will discuss the importance of recognizing the letters and knowing the

corresponding sounds that each letter makes. Next, the teacher will review the order of letters

when forming words and remind students that we can change the meaning of the word when we

change the order of the letters.

Phase 2: Presentation

The teacher will use the Promethean Board Flipchart, Move, It, Say It, - Making,

Decoding, & Reading CVC Words, to demonstrate how to manipulate the letters to make

different words. For example, the teacher might demonstrate several ways we can change a word

by changing a letter at a time with the letter tiles that form the word “cat”… First, we can change

the initial consonant from “c” in “cat” to “m” –“at” to make the work “mat,” then change the

consonant letter “m” to “r” –“at” to “rat.”

Phase 3: Structured Practice

The teacher will then lead the group through a structured practice activity. He or she

might ask the question: “Does anyone know how we can change the word “mat” to “rat”? A

student named Sally replies, “You can move the letter “m” out of the beginning of the word and

put the letter “r” in its place to make the word “rat.” The teacher responds with positive

feedback, “Yes, Sally you are correct.” Next, the teacher will then demonstrate how we can

change the final consonant in the word “rat” from a “t” to an “n” to make the word “ran.” The

teacher then proceeds to ask another question, “Does anyone know how to make the word

“pan”? A student named Joey responds, “First, you need to take away the letter “r” in the

initial position and then put the letter “p” in its place to make the word “pan.” The teacher

reinforces that Joey said the correct answer by stating, “Great job, Joey!” Finally, the teacher


asks the class, “Does anyone know another three letter word that can be made when using the

three letters that are in the word “pan”? The students look puzzled and so the teacher states,

“You can also change the meaning of a word by moving the initial and final consonant letters to

different places.” He or she then demonstrates by moving the letter tile “n” to the initial position

and the letter tile “p” to the final position to make the word “nap.”

Phase 4: Guided Practice

The teacher will tell the students that they will practice this new skill with their reading

partner at their assigned tables. He or she will have already set out CVC picture cards and the

consonant and vowel letter tiles for each table. The teacher will invite the students to find their

reading partner so they can begin practicing the Move It, Say It activity using the picture cards

and the consonant and vowel letter tiles. Each partner group will be responsible for solving six to

eight CVC picture word cards while the teacher circulates around the room making formative

assessments on which students understand the concept and who needs additional practice, all the

while providing feedback to the students. Over the next several days or weeks, for the partners

that need additional reinforcement and practice, the teacher can use the flipchart to help those

students manipulate the letter tiles to form new CVC words, match the CVC words to pictures,

act out the CVC words, as well as orally use the CVC words in sentences.

Phase 5: Independent Practice

Students will be encouraged to practice the Move It, Say It activity independently once

they have a better understanding of the concept. The teacher will provide opportunities for

independent practice during literacy center word work. Students will have the opportunity to use

the Promethean Board Flipchart CVC word activity, the CVC picture word cards, as well as

magnetic consonant and vowel letters and a magnetic board so they can make new CVC words


by manipulating the letters on the magnetic board. The teacher can challenge the higher-level

thinkers by suggesting that they record their new CVC words on a recording sheet. This

challenge can continue beyond CVC words as they continue to write down all of the new words

they make! The teacher can also assess reading fluency by asking the students to read their CVC

words that they have written down on their individual recording sheets. He or she can encourage

all students to begin to write down the CVC words that they have mastered, so the students can

include these words in their individual word banks to continue to build their foundational reading

skills.

All students will have the opportunity to practice these skills throughout the remainder of

year in class as well as at home by providing a the Move It, Say It activity on our class webpage

for additional practice to help reinforce and promote reading fluency.


The Synectics Model – Lesson 9

Lesson Title: Building a Creative Community using 2D Shapes and 3D Shapes -


Subject: Mathematics and Character Education

Lesson Goals: The learner will recognize and explore the defining attributes of geometric

shapes. This goal will be facilitated through synectics, or the art of enhancing creative thought.

Lesson Objectives:

The learner will recognize and enumerate the defining attributes of each shape.

The learner will create direct analogies, personal analogies, and compressed conflict to

describe the shapes.


A Promethean Board Flipchart activity that has a square, a triangle, a circle and a

rectangle drawn on the page.

A picture of a house drawn out of a square, a triangle, a circle, and a rectangle. The

picture must be displayed in such a way that the entire class may view it as the teacher

and students discuss the image. For instance, the picture might be enlarged and displayed

on a piece of chart paper, or it could be projected onto a screen or an Interactive White

Board.

Writing paper and a pencil will also be used by each student.

The book Shapes by John J. Reiss

3D objects that students can find in the classroom and describe their attributes. For

example, a 2D square is a 3D cube such as a die, a 2D circle is a 3D globe, a 2D triangle

is a 3D magna-tile pyramid, and a 2D rectangle is a 3D building block from the block

center.


Lesson Components:

Phase 1: Description of the Present Condition

The teacher will display a drawing of a house made out of four different shapes - a

square, a circle, a triangle, and a rectangle on a flipchart - asking the students to observe the

image before offering suggestions regarding what they see in the picture. Possible student

suggestions include:

“It’s a picture of a house.”

“The house is made out of shapes.”

Phase 2: Direct Analogy

After sufficient time has been allowed for a variety of student responses, the teacher will

explain that the next phase – direct analogies – will begin with the teacher asking a series of

questions. He or she will help the students understand that a direct analogy is a comparison of

two objects or concepts, using questions for the students to answer such as the following:

“How is a square like a die?”

“How is a circle like a globe?”

After pulling out a wooden block, the teacher will encourage the students to focus on

answering this question:

“How is a rectangle like a block?”

Possible responses include:

“All rectangles have four sides, two long and two short; some blocks are rectangles and have

four short sides and four long sides.”

“You can make a house out of blocks.”

“Some blocks are made of wood, and some houses are made out of wood, too.”


“A rectangular block is like a rectangular brick, and some houses are made out of rectangular

bricks.”

The teacher will read the book Shapes by John J. Reiss to show how 2D shapes can make 3D

shapes. After reading the book, the teacher will explain that rectangles make rectangular prisms,

like blocks. He or she will then ask the students to share any other possible analogies they think

of between 2D and 3D shapes.

Phase 3: Personal Analogy

Once sufficient time has been provided for the process of creating direct analogies, he or

she will advance the students to personal analogies, in which they will think as though they have

become part of the physical element of the block. He or she might begin with a statement such

as this:

“Now, become a block. Block, you are being used to build a structure, such as a house and other

blocks are being stacked on top of you. How do you feel?”

Possible student responses include:

“I feel strong! Everyone is counting on me to hold up the house.”

“I feel scared! What if someone takes me out of the structure and throws me and I knock down

the house?”

“I feel excited! I am helping hold the house together!”

Phase 4: Compressed Conflict

The teacher will next explain the idea of a compressed conflict, which is typically a two-

word phrase in which the words appear to contradict one another. He or she will do this through

the use of examples such as the following: bitter sweet, beautiful nightmare, nourishing flame.

Then, he or she will give examples of compressed conflict analogies in sentences that are written


on the flipchart (for example, ”The trash recycling center helps keep our environment clean”).

Another example is “When you are traveling in the car, you must stop to go to the bathroom.”

The teacher will ask the students to help he or she identify the conflicting words after reading the

sentences aloud. Once the class has determined the two compressed conflict words, the teacher

will underline the words in the sentence. When you are traveling in the car, you must stop to go

to the bathroom. He or she will ask the students to help generate compressed conflicts using their

descriptions from phases two and three. For example, students might offer the following

suggestions: “Building a structure can be hard if you’re doing it alone, but easy if working with

friends.”

Phase 5: Direct Analogy

Based upon a chosen example of compressed conflict, the students will generate another

direct analogy. For example, the teacher might ask the students to consider one of the following

statements:

“How is creating new learning like building with blocks?

“How is building a structure like building a community?”

Phase 6: Reexamination of the Original Task

After some discussion about these direct analogies containing compressed conflicts, the

teacher will ask the students to move back to the original picture while using the last analogy

(“How is building a structure like building a community?”). He or she will direct the groups of

students to share their ideas on the class blog that will be posted on the class webpage. As an

extension, the teacher will ask the higher-level students to about write about the image with this

analogy in mind.


Here a picture of the book Shapes, by John J. Reiss.


The Nondirective Teaching Model - Lesson 10

Lesson Title: Be The Best You Can Be


Subject: Character Development

Lesson Goals: The learner will seek to reach a positive “turnaround” from an ineffective

personal or academic behavior. This goal will be facilitated through the nondirective model of

learning.

Lesson Objectives:

The learner will identify his or her own problems and practice forming solutions.

The learner will express both positive and negative feelings as a means of emotional

development.

The learner will recognize the benefits of using self-help strategies to control his or her

negative behavior.

Materials/Resources Needed: Due to the nature of this lesson, no specific materials/resources

will be necessary. Materials that could be used to help students maintain self-control and gain

composure are hand sized stress balls, paper and crayons or markers to illustrate their feelings,

puzzles to help the student solve a problem and gain strategies, and books in the reading center

as a quiet place to reflect and re-group before speaking to the teacher.

Lesson Components:

Phase 1: Defining the Helping Situation

The following lesson format was created as a means of reaching a student who

consistently experiences difficulty controlling his temper. He can become easily frustrated in any

situation, especially when he feels like he can’t do something, like a classroom activity or he has


been wronged. For the purpose of this lesson, the teacher will be named “Mrs. Cook” and the

student will be called “John.”

After noticing for several days that John is becoming easily frustrated when attempting

an activity or loosing his temper when playing a game with his friends at recess, by crying,

shouting at his classmates, or not using his school supplies in a respectful way, Mrs. Cook

decides to have a conversation similar to the following with John during lunch one day:

Mrs. Cook: John, I have noticed that over the past several days you have not been yourself lately.

You have had a hard time controlling your temper during class as well as outside during recess.

Teacher encourages free expression of feelings.

Mrs. Cook: Is there anything you want to share with me?

Phase 2: Exploring the Problem

Student defines the problem.

John: Well, I’m not feeling good about myself.

Mrs. Cook: I'm very glad you shared your feelings with me. I could definitely tell that something

is bothering you. Please tell me why you are feeling like this.

John: I guess that sometimes I feel like maybe I don’t understand what to do in some situations.

I get easily frustrated because I’m afraid of speaking up when I don’t understand, and I just don't

want anyone to think that I'm stupid or not a good boy.

Teacher accepts and clarifies feelings.

Mrs. Cook: John, thank you for being so honest with me about how you've been feeling. I know

that it must be difficult to fear these things. So, you're easily frustrated because you might not

understand what you are supposed to do or your afraid that the others kids might think you're not

smart or not a good boy?

John: Yep, that's pretty much how I feel about myself.


Phase 3: Developing Insight

Mrs. Cook: I think I understand what you mean. What do you think caused you to feel this way?

Student discusses problem.

John: Well, I guess it kind of started last month. I am having trouble recognizing and

remembering my letters and sounds and sight words. I thought I used to be pretty good when

working with my ABCs and reading my sight words. Just the other day, I was working on an

alphabet folder game before recess, and I was having trouble matching my uppercase letters with

my lowercase letters. During our game of kickball, I had just scored a run when I noticed Ross

point to me while whispering to Bob when we were playing, and I heard a couple of boys from

my class calling me a “stupid.” I got really upset, shouted at them, and then I started to cry

because I knew they were making fun of me even though I am really good at kickball.

Mrs. Cook: I see. And what happened after that?

John: They just laughed at me for crying and told Ms. Baker that I shouted at them during our

kickball game! I started to feel like I just couldn't do the right thing, so I lost my temper.

Teacher supports student.

Mrs. Cook: I'm so sorry to hear that, Ryan. It's very sad to know that other students treated you

in this way, and their unkind behavior made you react in a negative way. What do you think I

might do to help you feel better about yourself when you’re not feeling so good about yourself or

your behavior? Why don’t you take some time to think about that and get back with me when

you have an idea of how to solve the problem and you’ve thought of a possible solution?

Phase 4: Planning and Decision Making

Student plans initial decision making.


John: Mrs. Cook, I think I know something that would help. Maybe one day during our morning

opening, would you remind the class about the time you compared us to snowflakes and how

God made each one different, just like he made us different?

Teacher clarifies possible decisions.

Mrs. Cook: What a great idea, John! I would be more than happy to have that discussion with our

class again. I think this plan could help other students, too.

I will continue talking with the class about how when God created us, He gave each of us

different gifts so that we could share our gifts with others is important to remember. At times, we

all need help to learn from others so that we can become better at different things by acquiring

new strategies or skills. We need to remember the “Golden Rule” and that you should treat

others the way you want to be treated. We can talk about how our core values of being

respectful, honest, kind, and responsible individuals help us be the best we can be. So, I will help

encourage the class to remember that we are a team and that all of the students in our classroom

are unique and have different gifts to share. Helping each other learn new strategies or skills

encourages us all be the best we can be and makes us stronger as a team! Would you agree that

this includes you as well?

Phase 5: Integration

Student gains insight and develops more positive actions.

John: Yes, you're right. I am just as important as anyone else in the room, and it probably is

helpful for some of the others when I show them some of the skills I learned about different

sports. I guess it was helpful to me when a friend showed me a clue for how to remember the

difference between a lowercase “b” and a lowercase ”d.” He told me to hold up my left hand and

form a “b” by making a circle with my thumb and middle finger while pointer sticks straight up.


I then repeat the same gesture with my right hand to form the lowercase “d,” and then I repeat

“big deal”!

Teacher is supportive.

Mrs. Cook: That's a great point, John! No matter what happens, you know you can use strategies

to help you when you get stuck or frustrated, and you share your talents and gifts with others as

well. Working together helps all of us be the best we can be!

Action Outside the Interview

During the next morning meeting, Mrs. Cook initiates a class conversation regarding the

uniqueness of everyone in the classroom community and the importance of each person's

different gifts and talents. She reiterates that when we share our gifts and talents with others, like

teaching a friend a strategy to remember a certain concept or teaching a friend a skill when

learning a new sport, we work together. In this way, we make a better team, which ultimately

helps all of us work to be the best we can be. The students come to an agreement regarding the

significance of helping one another by reinforcing the core values of respect, responsibility,

honesty, and kindness; and working together helps each of them be the best they can be. John

suggests to Mrs. Cook that they draw a picture to illustrate how they can each “be the best they

can be” and then make a class book out of their gifts and talents!

Over the next several days, Mrs. Cook notices that John is implementing strategies to

help him remember clues about certain concepts, and he seems less frustrated because he feels

comfortable asking for help and working with friends. He now realizes that he too has gifts and

talents that he can share with his classmates to help them learn new things in other areas, such as

sports!

Documents

marymargaretgreerprofessionalportfolio.weebly.commarymargaretgreerprofessionalportfolio.weebly.com/... · Web viewNext, the teacher will provide a randomly organized set of at least