Marissa S.

Wilson
Teaching Portfolio

All students have the right to learn in a safe and inviting environment.
Building trusting relationships with students is the key to a successful classroom environment
There should be a mutual level of respect between students, and between students and teachers.
Students needs come first. Teaching should be directed towards students needs through differentiation.
Assessment drives instruction.
Common Core State Standards (CCSS), Grade Level Content Standards (GLCE) and district curriculum should be used in
addition to student data to guide lesson planning and instruction.
An effective teacher uses best practices. Teachers are life long learners and are in involved in the professional learning
community.
Teachers reflect on their own teaching and strive to improve their practice.
Students are embraced as individuals. All students are capable of higher learning.
Teachers provide support in a whole group, small group and individual setting. Students should set goals individual goals with
the teacher and the teacher should hold students accountable for reaching those goals.
Routines and expectations should be developed with students and clearly stated.
Reinforcing effort is the most effective way to promote student engagement. Students should believe that hard work pays off.
Technology should be use to enhance the curriculum. It is a tool to further student knowledge.
Communication with families is essential in bridging the home school connection.
Teachers are active members in the school and community.
My Educational Philosophy
I believe...
Readers'
Workshop
Daily 5
Daily 5 begins with a mini
lesson and then is followed
by 5 literacy stations where
students work individually
or in small groups. The five
stations are word work,
writing, read to self, read to
parter and listening.
Here I am introducing this
weeks words for word work
during the mini lesson.
Listening center
Partner reading
Students read to
one another to
practice reading
strategies
specifically fluency
Independent reading
Students use pipe
phones to hear
themselves read and
drown out the sounds
of others
Guided Reading Group
During guided reading
groups I help students
monitor their reading and
develop fluency.
The group on the right is
developing
comprehension skills by
discussing the problem
and solution in the story.
Guided
Reading
Recording
Sheet
Mini lesson
Readers workshop begins
with a mini lesson.
The mini lesson teaches
the learning target for the
day and demonstrates the
strategy being introduced.
Our mini lessons focused
on comprehension,
accuracy, fluency and
expanding vocabulary.
Active engagement
Once I have modeled the
strategy students practice
the strategy with support
from me and their peers.
Here students look at the
non-fiction elements in a
book like zooming in and
labels
Conferring
During readers' workshop I pull
students to monitor their
progress and develop
individual reading goals.
On the right I am working with
a student on fluency by
practicing stopping at periods
and using expression.
Meeting individually with
students is how I formatively
access their progress and I take
notes during conferencing.
Conferring Recording Sheet
I take notes on the
book the student is
reading and how
they are doing. I
make check marks
as students master
reading behaviors.
Interactive Read Aloud
I read aloud to my students
daily.
We read books that promote
purposeful talk and critical
thinking.
I model critical thinking
through read alouds.
Students participate through
turn and talk and large
group discussions.
Writing about reading
Students often write about
the stories I have read aloud.
I use their writing as a form
of formative assessment to
help inform my next mini-
lesson
Here student wrote about
the beginning middle and
end of A Chair For My
Mother
Assessment Informs
Instruction
Here students wrote the
beginning middle and end for
the Kevin Henkes story
Wemberley Worried there were
many different responses for
the middle.
I used the information from this
activity to see what students
still needed to work on and
plan for my next mini lesson.
My next mini lesson focused
on what was important to
include when talking about the
middle of the story.
Anchor Charts
Anchor charts are
created with the students
and posted in the room
for students to refer to.

This five finger retelling
anchor chart was created
with the students one
finger at a time to help
them remember what to
include when retelling a
story.
Writers'
Workshop
Mini lesson
Writers' workshop always
begins with a mini lesson.
The mini lesson introduces
the learning target for the
day and what students
should be working on while
they are writing
independently.
This lesson on the right uses
a mentor text to introduce
using ellipses.
Active Engagement
During active
engagement students
work independently in
their writing folders on
the learning target for
the day.
I pull small groups
during work time to
work on strategies and
give extra support
Conferring
While students are
working on stories in their
writing folders
individually I pull students
to confer with.
Each week I meet with
every student to work on
strategies, revising, and set
individual writing goals.
Opinion Writing
Students practice
writing their opinion to
meet the Common
Core State Standards.
On the right students
wrote about which
book they liked better
and why.
Authentic Writing
We practice writing to an
authentic audience to
show students their
writing has a purpose.
Students wrote letters to
the principal telling her
how we should take care
of the environment and
then the school
implemented a recycling
program.
Word Wall
We add our weekly words to the word wall for students to
reference in their writing. We also add star words to the top of
the board to help students expand their vocabulary and use in
their writing.
Published Work
After each unit I publish
the students' stories. They
choose the story they
think is their best work
and I type it up, they
illustrate it and then share
it.
This makes students feel
proud and accountable for
their work
Math
Workshop
Mini lesson
Every math workshop
begins with a mini lesson
The mini lesson
introduces the learning
target for the day.
At the end of the mini
lesson I introduce each
math station for the day
Math Menus
Students decide which
station they are going to
by looking at their menu.
Students have to do all
four main courses before
moving on to dessert.
Giving students the power
if choice makes them
more motivated to learn
and take responsibility for
their learning.
Differentiation
Students can use
manipulatives to help them
solve problems if they need
to
On the right students can
use either a number line or
counters to help them solve
subtraction facts
Students have different
colored worksheet with
numbers that are just right
for them. This might include
simplifications or extensions.
Small Group Work
Students work in small
groups with a parent or on
their own to review
previously learned concepts
Teacher Support
Student work with me to
further understand the
learning target
I differentiate by giving
some students more
support or different
manipulatives to work
with.
Share
We always end a
workshop with a share to
discuss what we noticed
or what we learned during
workshop.
Writing about Math
Students write sentences about what they did or
explaining how they find answers to help
develop their understanding of mathematical
concepts.
Formative Assessment
I collect worksheets that
students worked on during
menus to see how they
did and what they need to
work on
I make observations when
working with small groups
of students
I use formative assessment
to plan my next lesson
Science
Inquiry Based Science
My science units were
hand on minds on.
We started with an inquiry
questions and through
experiences and
exploration collect
information to find the
answer to our questions.
Cooperative groups
Students work in
cooperative groups for
science explorations.
This helps them build
social skills and learn how
to work together.
Groups are 2-4 students
Group Roles
To help students work
cooperatively I assigned
group roles.
This helps every student
participate and helps
students stay on task in an
exciting activity.
Social
Studies
Inquiry Based Social
Studies
We start social studies
with and inquiry question
and then through
gathering information we
further develop our
understanding of the
social studies concept.
Inquiry Based Social
Studies
One of our social studies
units was about the
environment. Students
went outside and explored
the differences between
human made
characteristics in the
environment and natural
environment. Then
students worked together
to create murals of the two
different environments.
Integrated in literacy
Literacy is incorporated into our social studies
unit.
We read books to gather information and learn
about social studies topics.
We write about social studies.
Students wrote letters to the principal about we
could do the take care of the environment after
learning about the natural environment.
Classroom
Management
Routines and
Expectations
It's important to set up
routines so students know
what to do. The less they
have to worry about what is
coming next the more they
can focus on what is
happening in front of them.
Students know what's
expected of them in all areas
of the classroom. This makes
for a more successful
classroom.
Community of Learners
Students understand
that we are all part of
community we
support each other
and make each other
feel safe.
All students feel
comfortable sharing
and seeking help in
my classroom.
Reinforcing Effort
Reinforcing effort is the
best motivation for the
students.
My students understand
that if they work hard it
will pay off.
I always recognize hard
work and quality work.
School
Community
Destination Imagination
This year I managed a
Destination Imagination
rising stars group
This group contained 5 first
graders and 5
kindergarteners
We developed a circus skit
that involved shapes and
balancing.
DI promotes student
creativity!
Staff Volleyball Game