Environment

• Authentic, print rich environments that are grade-level, developmentally appropriate
• Current, student work should be visible in classrooms
• Evidence of classroom rituals and routines
• Organization-materials easily accessible with designated areas for Writing Workshop, small group instruction, meeting area, etc

Instruction

• Objectives: follow district 3 part model (CBS) and reflect what we want student to know and be able to do, reflecting Bloom’s Taxonomy (not activities)
• Transitions from teacher directed to student-centered instruction- use of small group instruction, through application of flexible grouping, guided reading and centers
• Questioning-integrate various levels of thinking, reflected by Bloom’s Taxonomy
• Increased student engagement, participation, and ownership for students’ learning

Assessment

• Evidence of feedback given to students
• Portfolios, student folders, etc with an array of student work that demonstrates growth and progress
• Use of project based learning and application activities designed to allow students to demonstrate that they have met the instructional goals