ASHLEY KULIK BELLAMY

Professional Portfolio

April 2015

BACKGROUND

Elementary Teacher of the Year for Atlanta Public Schools (2011-2012)

Mary Lin Elementary Teacher of the Year (2011-2012)

Leadership Team Chairperson (2011-2013) Leadership Team Grade Level Teacher (2009-

2011) Teaching First Grade (August 2008-present) –

Atlanta Graduated from Piedmont College with

Masters Degree (2008) Taught Kindergarten (2007-2008) - Atlanta

BACKGROUND (CONTINUED)

Taught First Grade (2005-2007) – Gwinnett Taught First and Second Grade EIP Reading

and Math (2004- 2005) – Gwinnett Graduated from the University of Georgia

with Bachelors Degree (2004)

LANGUAGE ARTS INSTRUCTIONAL PRACTICES Daily 5 for Reading (my classroom’s version)

Read to Self

Work on Words

Work on Writing

Time with the Teacher

(guided reading group and

intervention groups)

Read with Someone (morning work)

Listen to Reading(during free centers

and teacher read alouds)

READ-WITH-SOMEONE

Choose partner to read with

Partners could be same level, higher, or lower

Partners offer help if higher/lower and take turns if the same level

Photo removed for safety of students

LISTEN TO READING

Tumble books on computers

Teacher read alouds

READ-TO-SELF Individual book

boxes Must keep 3-5 “just

right” books in their boxes and books from guided reading after reading with me

Change each morning if necessary, after morning journal or work

WORK ON WRITING Writing Workshop

model Mini-lesson Independent Writing

practice Share time (with

partners/ with class) Friendly letter

writing Mailbox and post

office person

WORK ON WORDS

Students use different materials to practice spelling words for the week

Materials: White boards * Sand tray Letter beads Clay letters Magnet letters * Computers Apple Letters

TIME WITH THE TEACHER

Guided ReadingConferring about WritingResponse to Intervention (RTI) –

phonics interventions, reading interventions, math interventions

(more information on each of these next)

GUIDED READING

Groups of 4-5 students Flexible, homogenous groups

STAR Reading computer program and Running Records to form groups

Lower groups - phonics strategies, decoding skills, and comprehension

Middle groups - fluency, comprehension, and independent reading

Higher groups - critical thinking, independent reading, and comprehension

CONFERRING ABOUT WRITING

Pairs or individual students working on similar skills

Check in on daily writing to reinforce mini-lessons

Discuss rubrics on graded writing assignments

Allow time to fix mistakes if wanted/ necessary

RTI – PHONICS

Letter Sounds & Names

Phonemic Awareness (Split and Say)

STUDENT IMPROVEMENT DATA - PHONICS

Letter Sounds progress monitoring

RTI – READING FLUENCY

PALS (Peer-Assisted Learning Strategies)

o Fold-In Method

STUDENT IMPROVEMENT DATA - READING

Word Reading Fluency progress monitoring

RTI - MATH

Math PALS

o Create, Draw, and Count

(see student example)

CREATE, DRAW, AND COUNT STUDENT EXAMPLE

STUDENT IMPROVEMENT DATA - MATH

Numbers & Operations progress monitoring

LANGUAGE ARTS INSTRUCTIONAL PRACTICES

SMART PhonicsSystematic

approach to teaching phonics and phonemic awareness

Phonemic Awareness (sound stretching)

This is shown in the video attached to my

Linked In profile.

LANGUAGE ARTS INSTRUCTIONAL PRACTICES

Reading Comprehension GA DOE frameworks

book titles Fiction/Nonfiction Chapter book read

alouds relating to unit

Picture book read alouds

Unit 1: Mapping our World (Dreams vs. Reality)

Unit 2: Inventing Fun (Real vs. Fictional Inventors)

Unit 3: A High Opinion of Animals (Pets & Wild animals)

Unit 4: Money, Money, Money (Economics)

WRITING INSTRUCTIONAL PRACTICES

Writing Workshop model Mini-lesson Independent practice Share

Units of Study (Lucy Calkins) Personal Narratives Informational Writing Opinion/Persuasive Writing Fictional Writing

Write Source grammar CCSS aligned Supplemented with www.teacherspayteachers.com

content

MATHEMATICS INSTRUCTIONAL PRACTICES Math

Problem of the Day (POTD)

Partner activities (Homogenous and Heterogenous groups)

Differentiated class work Differentiated homework Small group/ Individual

instruction when needed Early finishers

Brain teasers Logic puzzles Previous math games

Technology integration

Photo removed for safety of students.

SCIENCE INSTRUCTIONAL PRACTICESoScience

• Hands-on ScienceMagnet Fishing Tuning Fork Experiment

SCIENCE INSTRUCTIONAL PRACTICESoScience

• Working in the Garden: Planting carrot, cucumber, lavender, or spearmint seeds for our unit on plants

• Working in the Garden: Harvesting sweet potatoes, planting new beds, and going on garden scavenger hunts.

SOCIAL STUDIES INSTRUCTIONAL PRACTICES

• First Grade National Parks: Small Group Research

& Poster Projects

oSocial Studies

ASSESSMENT STRATEGIES

Reading Assessments Easy CBM (1 minute, one-on-one assessments,

nationally norm-referenced) Letter Names Letter Sounds Phoneme Segmenting Word Reading Fluency Passage Reading Fluency

Running Records One-on-one with students at benchmark levels

throughout the year STAR reading test and Accelerated Reader

Use as baseline/guidelines for student progress monitoring throughout the year

SAMPLE EASY CBM ASSESSMENT

Word Reading Fluency

SAMPLE RUNNING RECORD

1st GradeQuarter 1

ASSESSMENT STRATEGIES

Writing Assessments Writing Rubrics

Narrative Informational Opinion/Persuasive

NARRATIVE WRITING AND RUBRIC

INFORMATIONAL WRITING AND RUBRIC

OPINION WRITING AND RUBRIC

ASSESSMENT STRATEGIES

Math Assessments Easy CBM(math)

Math Common Core State Standards Unit Assessments Daily/Lesson Observations

Checklists on daily understanding, pre/post tests

SAMPLE EASY CBM ASSESSMENT

o Untimedo 25 questions

SAMPLE UNIT ASSESSMENTS

SAMPLE CHECKLISTo Skill or assignment at the top;

Student names to the lefto “Check” means they understood

with very minimal assistance (after initial instructions were given)

o “S” means they needed some support to finish assignment with accuracy (checks over “S” mean they were able to eventually complete the assignment accurately with additional assistance)

o These notes help me to pair and group students in following lessons

READING FOUNDATIONS COMPUTER-ADAPTIVE ASSESSMENT SYSTEM (CAAS) TESTING GAINS

MATHCAAS TESTING GAINS

TECHNOLOGY INTEGRATION

Phonics (SMART)

Math (Geometry)

BrainPopJr. Video clips and quizzes(all content areas)

MOTIVATIONAL STRATEGIES

Independent, in-school projects developed to challenge students currently performing well above grade level

Student-Created board game about Martin Luther King Jr.

MOTIVATIONAL STRATEGIES

Student-Created Science Experiment about Peanuts when studying George Washington Carver in Social Studies

MOTIVATIONAL STRATEGIES

Projects designed by students to teach Kindergartners about the Water Cycle.

Water Cycle Posters

MOTIVATIONAL STRATEGIES

Water Cycle Game

Backdrop for a Water Cycle skit

MOTIVATIONAL STRATEGIES

100th Day of School

PARENT COMMUNICATION

Weekly Parent Newsletter

PARENT INVOLVEMENT

Parent-lead movement activities - parent offered her time to come and do weekly movement activities with the class during our recess

PROFESSIONAL ACCOMPLISHMENTS

Wrote two grants for a Guided Reading book room Book levels (Grade Equivalent) .5-6.5

Paid for by the Somerset Groupand the Mary Lin Foundation

PROFESSIONAL ACCOMPLISHMENTS

Teacher of the Year 2011-2012

SCHOOL/ COMMUNITY INVOLVEMENT

School Committees Leadership Team 2009-2013 Mary Lin Foundation 2012-2013 Science Night committee 2009-2011 Technology committee 2011 Media Center committee 2010 Black History committee 2009 PTA Board 2008-2009

SCHOOL/ COMMUNITY INVOLVEMENT

Rocket Run for the Mary Lin Foundation

Volunteering for the MidSummer Music Fest 5K for the Mary Lin

Foundation

COMMUNITY INVOLVEMENT

Participated in the Teacher Raffle 2008 - 2015

Flying Kites with two of my students in Candler Park

Spring 2010

LEADERSHIP

Leadership Team/Grade Level Chair 2009-2013

Teacher Representative on the Mary Lin Foundation Board 2012-2013

Attended the Oxford Institute for Environmental Education – Summer 2011

Attended a “round table” meeting about our Local School Plan for Improvement in 2009

Teacher Representative on the PTA board 2008-2009

CONCLUSION

Thank you for taking the time to review my professional portfolio. Please email me with any additional questions you may have:

Ashley Kulik BellamyAshley.kulik@gmail.com