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Employment PortfolioLori Dottavio, BSEd

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Reading and Writing SIOP Lesson PlanFall ThemeI. Lesson Preparationa. Standardsi. Content Objectives-Arizona First Grade Academics Standards1. Readinga. Phonemic Awarenessi. Identify and manipulate the sounds of speech.b. Phonicsi. Decode words, using knowledge of phonics, syllabication, and word parts.c. Vocabularyi. Acquire and use new vocabulary in relevant contexts.d. Comprehension Strategiesi. Employ strategies to comprehend text.e. Comprehending Expository Texti. Identify, analyze and apply knowledge of the purpose, structures, and elements of expository text.2. Writinga. Ideas and Contenti. Writing is clear and focused, holding the readers attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.b. Word Choicei. Word choice reflects the writers use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.c. Conventionsi. Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.ii. Language Objectives-Arizona English Language Learner Proficiency Standards1. Readinga. ELL I & ELL IIi. Phonemic Awareness and Decoding1. The student will identify and manipulate the sounds of the English language and decode words using knowledge of phonics, syllabication, and word parts.ii. Vocabulary1. The student will acquire English language vocabulary and use it in relevant contexts.iii. Comprehending Text1. The student will analyze text for expression, enjoyment, and response to other related content areas.b. Materialsi. Teacher materials1. Weather Watch: Fall by Cynthia Amoroso and Robert B Nayed2. Thinking About the Seasons: Fall by Clare Collinson3. Printable book4. Picture Sentence Worksheet (ABC teach, 2015)5. Vocabulary flash cards6. Student vocabulary card worksheets7. Bingo Worksheets8. Skittles (or other small round candies)ii. Student materials1. Student journals2. Markers3. Crayons4. Pencils5. paperc. Key Vocabularyi. Leafii. Autumniii. Acorniv. Frostv. Fogvi. Cropsvii. Appleviii. Harvestix. Squirrelx. Halloweenxi. Thanksgivingxii. Seasonxiii. Orchardxiv. Costumexv. Turkeyxvi. RakeII. Building Backgrounda. Read aloudb. K-W-L Chartc. Vocabulary CardsIII. Comprehensible Inputa. Speechi. Reading activities-both booksii. Introduction of key vocabulary through vocabulary flash cardsb. Clear Explanation of Academic Tasksi. Goals and assignments are clearly explained and then posted for the students to ensure that all assignments have been completed.c. Techniquesi. A variety of techniques are used when the students read with the teacher, work independently, and complete hands-on activities to ensure that all learning styles are represented and all students have the opportunity to learn.IV. Strategiesa. Opportunitiesi. A variety of learning styles are spoken to and a variety of activities give the students ample opportunity to learn and understand the information.b. Scaffolding Techniquesi. The teacher activates prior knowledge with the K-W-L chart and vocabulary cards. The teacher reads one of the books on the overhead, pointing to each words as he/she reads, and models the K-W-L chart, printable book, and journal entry.c. Higher order thinkingi. Students are asked to activate their prior knowledge and use that knowledge along with the new material they have learned to create a journal entry on their own that includes the vocabulary that has been learned in this lesson.V. Interactiona. Reading as a classb. Vocabulary covered as a classc. Picture sentence worksheet completed in groupsd. Post it BingoVI. Practice/Applicationa. Hands-on materialsi. Worksheetii. Printable bookiii. Vocabulary flash cardsb. Knowledgei. K-W-L Chartii. Worksheetiii. Journal entryc. Language skillsi. Students must apply not only the knowledge they have obtained through this lesson but also what they have learned about use of the English Language to complete their journal entry.VII. Lesson Deliverya. Day Onei. Read Weather Watch: Fall by Cynthia Amoroso and Robert Nayedii. Students will complete the first two columns of their K-W-L Chartsiii. Review vocabulary cards with the entire class, allowing students to raise their hands to state what they see in the picture and give their own definition of what they see.b. Day Twoi. Project the book Thinking About the Seasons: Fall by Clare Collinson on the overhead and point to each word as students take turns reading one sentence at a time. ii. Review vocabulary cards again with the classiii. Students will create their own vocabulary cardsc. Day Threei. Students will play Post it Bingo (vocabulary)ii. Students will complete the picture sentence worksheet in groups of four, then the answers will be discussed as a classiii. The students will create their own books using the printable books provided to them.d. Day Fouri. Students will work in their table groups to write down as many of the vocabulary words as they remember as a group in five minutes. Each group will share the words that they wrote down at the end of the activity.ii. The teacher will explain the journal entry assignment and students will begin to complete the journal assignment independently1. Students are allowed the use of their vocabulary cards and K-W-L charts to assist them with this assignment.e. Day Fivei. Students will finish their journal entriesii. Students will complete the last column of their K-W-L charts.VIII. Review and Assessmenta. K-W-L Chartb. Vocabulary activity on day onec. Completion of picture sentence worksheetd. Completion of printable booke. Bingof. Journal Entry

ReferencesABC teach. (2015). Retrieved from http://www.abcteach.com/documents/worksheet-picture-sentencesfall-1-primary-16428Amoroso, C., & Nayed, R. B. (2010). Weather watch: fall. Mankato, MN: The Child's World.Collinson, C. (2011). Thinking about the seasons: fall. Mankato, MN: Seat-to-Sea Publications.

School in the Summer Opinion Writing Author: Lori DottavioGENERAL COMMENT AREA

General Comments

Basic Information

Summary In this activity students will have a reading passage read to them and be asked to generate an opinion about that reading passage. The students will express their opinion in writing, making sure to state their opinion, provide two reasons for their opinion, and provide a sense of closure in their writing. The students will begin by completing a graphic organizer, then they will write their opinion pieces, edit their writing independently and with a peer.

Grade/Level Grade 1

Time Frame Three days

Subject(s) Language Arts (English)

Topic(s) Opinion writing

Notes

Standards and Key Concepts

Standards CO- Colorado Academic Standards (updated)Subject: Reading, Writing, and Communicating (with CCSS Correlations)Standard: Writing and CompositionGrade/Level: First GradeConcept: 1. Exploring the writing process develops ideas for writing texts that carry meaningEvidence Outcome: a. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (CCSS: W.1.1)Evidence Outcome: d. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (CCSS: W.1.5)Evidence Outcome: e. Use pictures or graphic organizers to plan writingConcept: 2. Appropriate spelling, conventions, and grammar are applied when writingEvidence Outcome: a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1.1) i. Print all upper- and lowercase letters. (CCSS: L.1.1a) ii. Use common, proper, and possessive nouns. (CCSS: L.1.1b) iii. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (CCSS: L.1.1c) iv. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (CCSS: L.1.1d) v. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (CCSS: L.1.1e) vi. Use frequently occurring adjectives. (CCSS: L.1.1f) vii. Use frequently occurring conjunctions (e.g., and, but, or, so, because). (CCSS: L.1.1g) viii. Use determiners (e.g., articles, demonstratives). (CCSS: L.1.1h) ix. Use frequently occurring prepositions (e.g., during, beyond, toward). (CCSS: L.1.1i) x. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CCSS: L.1.1j) Evidence Outcome: b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2) i. Write complete simple sentences. ii. Capitalize dates and names of people. (CCSS: L.1.2a) iii. Use end punctuation for sentences. (CCSS: L.1.2b) iv. Use commas in dates and to separate single words in a series. (CCSS: L.1.2c) v. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CCSS: L.1.2d) vi. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e)

Understandings Students will be able to generate an opinion and express that opinion through the writing process. Students will understand how to plan, write, edit and revise a piece of their writing.

Essential Questions Why do we write opinions? Why is it important to stay on topic? Why should we plan what we are going to write? Why should we revise and edit our writing?

Knowledge and Skills Students should understand what an opinion is and how to express that opinion in writing. Students should understand how to plan what they are going to write, write an opinion piece that includes a beginning, middle and end, and revise and edit that piece.

Performance Tasks and Assessment

Performance Task Students will plan, write, revise and edit an opinion piece.

Performance Prompt

Assessment/Rubrics Students' performance on the graphic organizer, during the editing process and on the final piece of writing will assess their understanding and abilities.

Learning Experiences and Resources

Sequence of Activities 1. Teacher shares the "Why Do We Write Opinions?" page with the class2. Look at the opinion sample that exemplifies why it is important to stay on topic.3. Teacher reads "Will You Go to School this Summer" ("Readworks", 2015)4. Teacher introduces the opinion graphic organizer5. Teacher fills out the graphic organizer to model how to do so6. Class fills out the graphic organizer piece by piece (i.e. given3 minutes to write opinion, then 3 for one reason, etc.). This is done to ensure that they understand what is expected and to ensure that they can ask questions.7. Reiterate the importance of a sense of closure when it is time to complete the closure portion, and remind them that an ending includes thinking, feeling or talking. Have them write a closing sentence in the closing box.8. Model writing using a graphic organizer9. Point out that each section of the graphic organizer should be at least once sentence, so they can use that as another tool to try to add punctuation to their writing.10. Remind students of other ways they can determine where sentences end.11. Remind students when to capitalize12. Remind students that they have sight words in their binders and can use them as a tool/for reference13. Have students use their graphic organizers to write their opinion pieces14. Tell students that when they are done they should re-read what they have written to make sure they can read it, they've stayed on topic, and used capitals and periods.15. Share one or two students' writing.16. Introduce students to the editing checklist17. Have students independently edit their writing18. Have students pair up to edit each other's writing.

Differentiated Instruction Students will be given additional attention and assistance from the teacher as needed. Those who are unable to write without assistance will be asked what belongs in each portion of their graphic organizer and in their writing to gauge their understanding, and then the teacher will assist them with their writing.

Resources Materials and resources: Why Do We Write Opinions? pageEditing ChecklistOpinion Graphic OrganizerLinks: 1. ReadWorks

Lori Dottavio11318 East 115th Avenue, Henderson, Colorado 80640|(720) 454-4644|lo.dottavio@gmail.comNovember 23, 2015Adams 12 Five Star School District1500 East 128th AvenueThornton, Colorado 80241To Whom It May Concern:I am interested in a position as an elementary school teacher for your school district. I obtained my Bachelors degree in Elementary Education from the University of Phoenix in November of 2015. I have experience as a special needs Para educator, and am currently working as a substitute teacher for Adams 12. Throughout my academic career at the University of Phoenix, I gained extensive experience creating units and lesson plans in a variety of content areas. I observed a variety of classrooms at every opportunity in order to gain the knowledge necessary to teach my own classroom, and observe a variety of teaching methods to assist me in developing my own. I have taken courses to assist me in teaching English Language Learners and students with special needs which, in addition to my experience as a Para educator, enhances my ability as an educator. I am also a proponent of Kagan theories and active learning, as I feel these strategies encourage students to participate and use critical thinking strategies that will be valuable to them throughout their lives.Education is my passion. I feel that children are indeed our future and that the world needs educators who realize the importance of a quality education at every age. I have chosen to teach because I truly want to make a difference in the lives of children and wish to provide them with an education that will help them succeed throughout their lives, regardless of the path they chose. I am very serious about my new career, as my attached work samples and transcripts will show.Thank you for considering me for this opportunity. I feel that I will be an asset to your program. Sincerely,Lori DottavioPage 2 Resume: Lori Dottavio Resume: Lori Dottavio

Lori Dottavio11318 East 115th AvenueHenderson, Colorado 80640Phone: (720) 454-4644E-mail: lo.dottavio@gmail.com

ObjectivesTo obtain an elementary teaching position, preferably in grades 1-3, in a school that will allow me to utilize my teaching experiences and creativity to help students succeed.EducationUniversity of PhoenixBachelor of Science in Education/Elementary (November 30, 2015)

ExperienceGuest (substitute) Teacher (November 2015 present)Adams 12 Five Star Schools (1500 East 128th Avenue, Thornton, Colorado 80241)Substitute teacher, elementary

Substitute Paraprofessional (November 2014 November 2015)Adams 12 Five Star Schools (1500 East 128th Avenue, Thornton, Colorado 80241)Substitute Significant Support Needs paraprofessional

Significant Support Needs (SSN) Paraprofessional (November 2013 November 2014)Adams 12 Five Star Schools (1500 East 128th Avenue, Thornton, Colorado 80241) SSN Paraprofessional

SkillsSpecial EducationEnglish as a Second LanguagePlanningOrganizationProblem Solving

Page 2 | [Type your phone number] Page 3 | [Type your e-mail address]November 12, 2015To whom it may concern:

It is with a great deal of pleasure that I recommend Ms. Lori Dottavio as an extraordinary individual, both professionally and personally. Over the past year I have come to know Ms. Dottavio through being her mentor in the University of Phoenix Student Teaching program. It has truly been a rewarding experience.

Ms. Dottavio demonstrates qualities of an excellent educator. First and foremost, Ms. Dottavio is an advocate for her students needs in achievement and their overall well-being. Her planning is carefully executed and monitored based on the needs of the students in her class. She works diligently to find and develop appropriate resources for her students that will support their learning. She developed strong relationships with the support staff in order to serve many of the students in her class.

The students were very receptive to Ms. Dottavio. She strived to learn about each student beyond what she witnessed in the classroom and they noticed this and appreciated it, as did their families. On more than one occasion, Ms. Dottavio supported individual students in a way that made them more successful that day, that lesson, and it carried over due to the respects he had for the student and vice versa.

One of Ms. Dottavios strengths is that she is willing to try new instructional approaches in order to reach more of the students in her class. She worked with the grade level to determine next steps in math, aided in the development of a math schedule that allowed us to work more closely with students in small group, and always brought new, innovative ideas to the table. She collaboratively planned with the grade level team, creating and implementing a backwards design model for teaching literacy, science, and social studies.

Without hesitation, I strongly recommend Ms. Lori Dottavio for your consideration in any opportunity that she may pursue. Please feel free to contact me at 303.457.2399 (home) or 720.234.5436 (cell) if I can be of further assistance.

Regards,

Charity Haviland

First Grade Teacher

Arapahoe Ridge ElementaryLori DottavioEducational PhilosophyI believe that the change we want to see in the world begins with our children. Children truly are our future and the education they receive today will determine who they will be tomorrow. The success of our society, our country, and our world depends on how well educated our children are now not only in academics, but also in problem solving, critical thinking, and personal responsibility. Educators must not only teach academics, but also be a role model for their students. Educators must guide their students in the discovery of who they are, and where they want to go. Educators must facilitate the learning process, encouraging students to use critical thinking skills and active learning strategies to learn about a variety of content, and develop and express their own opinions. Children are active learners, and educators must plan instruction based on childrens desire to play an active role in the learning process. Children must be taught in a way that encourages their need to be active and use their imaginations. They must also be valued as individuals and educated in a way that celebrates their individual needs and learning styles.Teaching is an opportunity for continuous learning and growth and I plan to share my love of learning with my students. My hope is to instill a love of learning in each child that I have the privilege of teaching by showing them why learning is important, how what they are learning is connected to real life situations and their successful futures, and that learning can be fun.Page 2Lori DottavioClassroom Management PhilosophyI am committed to making my classroom a safe and productive learning environment. A classroom should be a positive setting in which students feel as though their opinions and well-being are valued. Students should play an active role in decision making within the classroom, not only to teach them the value of collaboration, but also to take personal responsibility for their decisions.A classroom should be a positive environment in which students are encouraged to collaborate and learn. Students should receive positive reinforcement daily to encourage desired behavior. While I feel that a plan should be in place that teaches students that there are consequences for engaging in unacceptable behavior, I also feel that consistent positive reinforcement reduces the amount of this behavior significantly. Effective classroom management requires flexibility. Each classroom represents a diverse group of students with a variety of needs and learning styles. This diversity means that one classroom management plan will not be effective for every classroom. In order for classroom management to be effective it must be flexible to allow for the unique needs of each student and classroom.Classroom management begins with the educator. I plan to provide my students with the opportunity to create their own classroom rules and encourage them to voice their opinions. I plan to provide positive reinforcement to each student on a regular basis to encourage desired behavior in a way that makes my students feel valued and appreciated. I plan to provide an environment that encourages movement and collaboration that is safe, inviting, and entertaining. I plan to be a facilitator who encourages critical thinking and exploration, and who ensures that each students recognizes the value of their education and is actively engaged in the educational process. Page 2TABLE OF CONTENTS

Cover Letter3Resume4Transcripts5Teaching Certificates6Letters of Recommendation7Educational Philosophy8Classroom Management Philosophy9Lesson Plans10Teaching Artifacts18