Annual Reflection: 5

th
Grade Erica Camilo 2013-2014
Erica Camilo 1



Domain 1 (Components 1a, 1b, 1c, 1d, 1e)

I created activities in the classroom and homework activities based on individual needs.
Students chose or were provided with a homework assignments based on their knowledge and
comfort of each topic. Topics were categorized by Needs Support, Developing and Proficient.
If students were not sure of their appropriate level, they had the freedom to select more than one
homework sheet to decide.
Activities were constructed based on the group of students. Depending on how each lesson
progressed, ability and student interest, I made sure to build activities that were students centered
and kept their attention. For example, some students may have struggled with the various math
techniques presented in fifth grade. I knew that it was important for students to understand the three
strategies for multiplication, but they were struggling to remember which strategy required the
specific application. First, I had students apply the three strategies in their math notebook, and then
had them create their own word problem and picture book to teach the three methods. Students
came up with a word problem and have to show how to solve it using the various methods. Once
they mastered the concept, they created a theme for their activity and created a book teaching
the method. The end of the book demonstrated the result and therefore proved that students were
able to show the differences. Upon completion, students rotated around the classroom reading
these books and solving the word problems that other classmates created. They would check their
work by looking at the student generated answer key.
Throughout the year, students had various resources in the classroom to choose from. They
were provided with books, online sources as well as the school database. We worked with Linda
Fuerst to help students understand and master resources. This also allowed students to work with
another individual in the building and use resources outside of the classroom.
It is important to understand the various needs in the classroom. Independent students
worked on projects with less support, but some students required more support. When I noticed that
a specific student was struggling on a lesson, I made sure to change the way I explained or taught
something and showed them from a different perspective. Additionally, I was able to structure
specific tasks to meet individual needs and customize activities to tailor to those needs. This year, I
had two students that needed each project structured and modified differently. Therefore, I put
different activities together but required the same end result as the other students. Furthermore,
some students were more independent with those tasks and were able to problem solve on their
own, while others required me to scaffold a project differently. Although, both ways required the
same goal, I was able to help them achieve their goal differently.


Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 2







Domain 1f (Use Self-Reflection Resources to assist)
Prior to any unit, students are pre-assessed for prior knowledge on a topic. It is important to
understand students individually before presenting them with an activity or lesson. Students were pre-
assessed informally and formally in the 5
th
grade classroom. The overall goal and expectation was
the basis for the assessment. Based on those results, I either grouped students for learning stations or
which learning group they would participate in. Students that tested out of a unit completed a
challenge activity that required they have prior knowledge to complete; therefore, it was important
that they mastered the topic. Students that were unable to complete the assessment were in the
learning level and students that understand some concepts were grouped based on each lesson.
Therefore, students were not repeating lessons; however, were challenged when appropriate.
Students were also formally and informally assessed during each activity. If I noticed that
something was not working well, or if students were struggling with a specific topic, I would reflect
and re-teach it a different way. If I noticed that the topic would confuse them one day, I would
change the way I was teaching it the next, or even revisit the same topic.



Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 3



Domain 2 (All Components)
Students were aware of classroom and building rules from the first day of school. I believe this is
important for students to understand while they are becoming comfortable with the building.
Furthermore, it sets the foundation for the remainder of the year. At the beginning of the year,
students complete a classroom scavenger hunt to become comfortable with the location of supplies
in my classroom. They also get to know the teacher and other classmates. By doing so, students are
comfortable and confident to begin the school year. Expectations become clear on the first day of
school and rules are established immediately. In my classroom, I have a jar that students put tickets
in for an end of the week lottery system. As students answer questions, or show good sportsmanship,
they receive a colored ticket. At the end of the week, each homeroom selects two tickets from the
bin. In addition, I have implemented an Advisory bin for students. At the beginning of each Advisory
day, students write anonymous positive notes to the other students in the class. These are
motivational and positive notes that will help build student confidence and also allow students to
appreciate and respect each other more.






Domain 3 (All Components)
Prior to any lesson or unit, I made sure students understood what the overall goal was. By making
students aware of the essential questions, they were clearly able to see the direction they needed to
go in. It was important for me to communicate with students throughout every lesson. For each
project this year, I made sure they were aware of expectations and procedures of each assignment.
For example, each project received an overall goal at the start of the lesson. As part of the LATIC
model, I made sure students received the write-up at the beginning. Each write-up contained a
rubric, roadmap and check-in procedures. This allowed students to be flexible with their time,
Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 4


manage their work and also plan to work with me one-on-one. Students were able to manage their
work in school and at home. During a big project, students signed up to meet one-on-one, but first
had to have a plan. For example, during the 5
th
grade ELA biography project, I made sure students
met with me each day to receive special attention on their topic. As they met with me, we discussed
the each check-in, major goals and still followed the rubric. Students that struggled received
different organizers to help them plan their time and also a calendar that we worked on together.
This required the student to plan their time throughout the entire unit and required that we have
specific check-ins daily. Throughout this project, and others, students had various questions to focus
on. They would research their topic appropriately and make sure these discussion questions were
answered. As they presented, these discussion questions were evident from their final product.
Students were all engaged in their learning because they chose a topic that they were most
interested in and were interested in further research. The biography project required students to read
a book and find three other resources. As we collaborated with Linda Fuerst in the library, students
pulled various articles from the PVC library databases and used them to support their speech.
Furthermore, students kept track of their work cited and used www.easybib.com to keep track of
their sources. Students used this program to help them prepare for further research in 6
th
grade. In
the end, students memorized and compiled a 3-5 minute speech as their biographical figure. This
also included a visual, hands-on demonstration/model, timeline and work cited page. Students were
provided with the flexibility to show their creativity by building a set for their figure and also by
becoming that person. Students were informally and formally assessed throughout this entire project.
Students completed reflections and had daily check-ins with me. Not only was it important to check-
in with me, but it helped me monitor the work that was being completed in class and at home. There
were several days that required us to be flexible and check due-dates or revisit a specific lesson.




Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 5


Domain 4b (Use Self-Reflection Resources to Assist)
Throughout the year, I had many opportunities to reflect on my teaching informally and formally. As
students were working, I was able to see what worked or did not work. Thus, it was also important for
students to reflect on their own learning by completing reflections. This helped students but also
helped me assess their learning. These reflections were open ended questions and asked students to
dig deep into their understanding of a topic. During the biography project this year, students also
completed a station reflection as they were learning about other biographical figures. The reflection
or Biography Hunt asked students to find other figures that were similar and different to their
biographical figure. It also asked them to find a person who lived before their figure. I also asked
students to find a figure that inspired them as the learner, not the biographical figure. The variation
of the questions asked students to look from a different perspective and think differently from their
own point of view.



















Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 6



Domain 4c (Use Self-Reflection Resources to Assist)
Parents/families receive updates bi-weekly. At the beginning of the year I was sending out updates
and newsletters to families, but as the year progressed, I had students complete newsletters to send
home to parents. Students would complete the same newsletters as I would and were required to
cover specific topics and follow a format. Additionally, if there was a field trip or classroom project, I
would email parents notifying them. Parents and families were invited to classroom parties or to view
projects. Parents were asked to volunteer and to complete reflections for students as they visited
projects in the classroom.




Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 7
















Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 8




Domain 4d (Use Self-Reflection resources to assist)
This year, I was able to collaborate with other teachers on the grade, but also with other colleagues
in the building. I worked with Linda Fuerst in the library during the ELA block to help students with
research skills. I explained projects ahead of time to Linda and made sure we worked together to
meet the needs of all of the students in the group.
I also worked with Jeanine Isabelle (PVC Guidance Counselor) to create a girls group for girls in the
5
th
grade. We held this group during student lunch time and helped girls in the grade overcome
social issues they may be facing. Jeanine and I collaborated while working in this group and were
able to co-teach lessons for girls that chose to participate in this program.
This year, I had the opportunity to hold a Pinterest, Prezi and Glogster class during one of the
Superintendent Conference Days. This class gave other colleagues the background of the three
programs and their benefits.

Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 9










Annual Reflection: 5
th
Grade Erica Camilo 2013-2014
Erica Camilo 10


Domain 4e (Use Self-Reflection resources to assist)
I take courses that are offered for professional development because it is important to stay current
with todays educational trends and understand the educational shift. This summer, I am part of the
second phase of Cohort 1 for the LATIC course: Students Taking Charge, Inside the Learner-Active,
Technology Infused Classroom. This course allows me to create projects into the classroom and allow
students to work at their own pace and ability. Students will take charge of their learning, have
choices, and can work on topics that are of interest to them. Furthermore, I am signed up to take a
course over the summer that will benefit my teaching.




Domain 4f (Use Self-Reflection Resources to Assist)
As a classroom and community, I make sure students are following school rules and following ethical
behavior at all times. Students follow the Croton-Harmon School Code of Conduct, and Computer
Use Policy. In addition, students complete a blogging contract for the classroom that closely
resembles the schools computer use policy. Students may only blog in the classroom
(www.fifthgradefinds.weebly.com) if they complete this form to assure they are following the rules of
the school.