Alignment:

NC DPI Standard 1:

• Indicator 1 through the use of a graphic organizer and “writing map” to aid the students in developing stages of language and writing.
• Indicator 4 through taking into consideration the elementary school child’s social, cultural, linguistic, cognitive, and affective backgrounds as I related to their ability to develop an effective communication process in reading, writing, listening, and speaking.
• Indicator 5 through reading several different books in several different settings within the classroom environment. Meaning was constructed through the interaction of the student’s prior knowledge, the information read in books, and the context in which they were learning.
• Indicator 7 by using a “word wall” in the classroom for the students to use as a standard reference while also addressing the various meanings words can take on.
• Indicator 8 through the use of a systematic process to create a written work. Students went through a process of discussion, outlining, rough drafts, and final edited work to create a final composition.

NC DPI Standard 2:

• Indicator 3 by having students display a knowledge about patterns, symbols, and models through creating and extending a pattern.

NC DPI Standard 3:

• Indicator 1 through instruction about the characteristics of living things, diversity of organisms and their environments, life cycles, structure and function of plants and animals, growth and development of organisms, and the relationship between humans, organisms, and the environment.

NC DPI Standard 7:

• Indicator 1 through using the NC SCOS for Grade One as a reference point for all aspects of the unit plan.
• Indicator 2 through integrating and connecting language arts, mathematics, arts concepts, and science with appropriate technologies to enhance the learning environment.
• Indicator 3 through the implementation of a KWL chart to solicit the students’ prior knowledge about the subject and comparing their preconceived notions to what was learned.
• Indicator 4 through the use of a variety of activities including oral, visual, bodily-kinesthetic, written language, interpersonal, intrapersonal, and naturalistic approaches.
• Indicator 6 through the modification of assignments for ESL students and students with learning disabilities.
• Indicator 7 through the use of a variety of assessment strategies including formal and informal, formative and summative. This indicator was also met through the use of collaborative group products, peer-editing, and self-editing.

NC DPI Standard 14:

• Indicators 1 and 4 by inviting parents and guardians to take part in the lesson so that their diverse attitudes about education may be incorporated and so that the family roles in education will be valued.
• Indicator 5 by seeking out instructional material that is free of biases of any type whether based on race, gender, nationality, or religion.
• Indicator 6 through searching within the local community for creating effective instructional goals, methods, materials, and skills that correspond with the diversity of the students within the classroom.

NC DPI Standard 15:

• Indicator 1 through encouraging my ESL students to take part in more than they think they can and by utilizing community resources, giving personal attention and encouragement to them, and translating assignments into their native language for the student and parents whenever necessary.

NC DPI Standard 16:

• Indicator 3 through inviting parents and guardians to take part in the lesson to build partnerships between home and school.
• Indicator 5 through requesting from administrators the technologies needed to complete the unit.
• Indicator 6 by inviting parents and guardians to take part in or observe the classroom and welcoming conversation concerning teaching methods and instructional strategies.
• Indicator 9 through collaboration with fellow interns, teachers, and other faculty members to provide quality instruction that meets NC competencies.