*WHAT PROBLEM IS SOLVED? WHAT SKILLS ARE ADDRESSED?
       Problem - Students struggle to use context clues to define vocabulary; thus, decreasing comprehension and critical thinking. Additionally, oftentimes students are unable to use their own words to express their understanding of specific words or groups of words. 
       Solution - Teach students how to use context clues appropriately to define vocabulary. Deep dive into words & familiarize kids with the words synonym/antonym.  Use fill-in-the-blank and write-your-own activities to keep students engaged and focused. 
       Skills - Closely read fiction and non-fiction text, use context clues to define vocab. Become confident with writing definitions, identifying synonyms/antonyms, and parts of speech. Be able to pick the "best word" to use in a variety of sentences. 

*PLEASE PROVIDE A TOPIC SUMMARY OF THE CURRICULUM.
       We read non-fiction and fiction texts such as original and classic short stories, history, science, poetry, and stand-alone sentences.
Week of Aug. 6:Fiction-radiant, alluring, asunder, amicable, iota, oration.
                            Fiction-devious, delectable, confiscated, momentous, sulked, devoured. 
Week of Aug. 13:Non-Fiction-monumental, fierce, dwindling, urged, resistance, brilliant. 
                             Non-Fiction-navigate, entrench, surprise, wreaked, havoc, casualties.
Week of Aug. 20:Fiction-aspirations, traverse, studious, pursue, obtaining, confided.
                              Fiction-imminent, propulsion, transmitted, excavating, endeavors, determination.
Week of Aug. 27:Non-Fiction-endure, impact, proclamation, defeat, resist, symbolize.
                             Non-Fiction-inspire, spirit, remains, delicious, myth, honor.
Week of Sept. 3:Fiction-decide, theme, decorate, invitation, exclaim, detail.
                            Fiction-disappoint, upset, gloomy, think, ornate, definitely.
+At the end of the 14th class, material recycles to the beginning. 


*BRIEFLY DESCRIBE THE CLASS EXPERIENCE.
       Every class has an established framework - students understand why they are in this class. It's clear what they can expect to learn and why those skills are valuable. Within that frame, However, I encourage spontaneous learning and interaction. A fun, relaxed, and predictable classroom environment primes students to learn.  
       I begin class with greetings and student check-ins. Next, I briefly state our areas of focus. I ask that students bring assigned printables and a pencil to class. However, I screen share the text and annotate so that students unable to print the materials are engaged fully. Then we complete a group read in which I verbally scaffold learning and encourage students to ask questions and think critically. After each piece, I use discussion and worksheets to check for comprehension - students need to understand what they read to identify parts of the whole text - i.e. use content to define unknown vocabulary. Finally, we use a graphic organizer to record unknown vocabulary words and corresponding definitions. My goal is to define 6 words per class. However, this number may be adjusted to best meet the needs of my learners.

*WHAT WORDS DESCRIBE YOUR TEACHING METHODOLOGY AND STUDENTS' LEARNING METHODOLOGY? 
group learning & discussion, differentiated instruction, scaffolded lecture-based instruction, individual learning 

*WHAT WORDS ENCAPSULATE YOUR TEACHING STYLE?
intuitive, balanced, creative, systematic, practical, inclusive, warm, humorous,  purpose-driven, self-assured, well-spoken, flexible, eager, optimistic, relaxed, engaging, genuine
 
*IN WHAT WAYS DO STUDENTS' INTERACT WITH THE TEACHER AND THEIR PEERS?
       This class is interactive, but I do not demand participation from students who are less comfortable speaking aloud. Student volunteers take turns reading aloud the text and defining vocabulary independently or with teacher assistance. I use screen-sharing and scaffolded lectures to encourage discussion and group problem-solving. We complete the graphic organizer (i.e. words and definitions) as a class.

*WHAT DO YOU EXPECT FROM STUDENTS?
       I expect students to respect themselves, their classmates, and the teacher by following classroom rules and staying on task. I expect students to participate and engage to their own best ability. 
       Learning is an imperfect process - working hard and having a sense of humor are essential. I do not expect cookie-cutter perfection from students. I do want their best effort.

*FINAL THOUGHTS.
       I aim to teach a "just-right" class (not too busy and not too relaxed - not stagnant and not unpredictable) in which students feel comfortable asking questions, engaging in discussion, and, most importantly, enjoying the feeling of pride that accompanies learning a new skill. Overall, I create a fun environment of hard work and productivity. 
       I carefully and purposely choose texts and printables and promote quality of learning and instruction above all else. In other words, worksheets are important support materials that I use with purpose; thus, not every printable will be fully completed all of the time. Please note that the learning goals remain consistent throughout the entire session, but the text materials and teaching methods may be adjusted slightly in order to best meet the needs of each student/group section. 
       lt is my policy to wait in an empty - late arrival, absence -  classroom for 5 minutes before leaving. Classes do continue with the minimum of one student enrolled:-) 

Thank you for including me in your student's learning journey! 
Teacher Jessi, B.A., M.S., D.T., Certified Evaluator