JEN LIUM

Table of
Contents
JEN
1. Resume
LIUM
Lesson plans
2. Cover Letter
3. Recommendation Letters
4. Reading Pre-recorded Lessons
5. Reading Lesson Plans and Artifacts
6. Guided Reading Lesson Plans and Artifacts
7. Writing Pre-recorded Lessons
8. Writing Lesson Plans and Artifacts
9. Math Lesson Plans and Artifacts
10.Cla ssroom Management
11.Parent Communication
12.Cla ssroom Photos
13.Thank you
Resume Click here for PDF
Version

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 Cover
Cover Letter
Letter
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Version

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Recommendation Letter
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Recommendation Letter
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READING
Pre-recorded videos
Readers always keep life
lessons in mind
Readers have big Jobs to Do

Click here to watch the lesson

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Readers share their opinions
about their books.
Meeting Characters and Learning
Lessons / extension activity

As an extension activity to this lesson, I had

students create book commercials. Click
here to look at the lesson I created

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 Word Solving Reading Mat

Word Detectives/ Resource for families

at home

First go to the menu at the

top- Click Slide Show- Place
Current Slide

Click Here Click Here Click Here

Click Here Click Here Click Here

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READING
Lesson plans and Artifacts
 Readers do a triple check
Lesson Plan
Readers Have Big Jobs to Do
Connection I was going to a new restaurant and my friend told me to take the 1 train. It was on the weekend and the train
schedule is different. So I checked to make sure the trains were running. Then I thought would the 2-3 be faster so I
had to double check that. Then when I thought about it I realized it isn’t that far so maybe I can walk so I checked
google maps to make sure. I did a triple check and actually decided to walk because it was the fastest.

Teaching Point Just like I did a triple check so I could find the best way to get to the restaurant we can do that with our books too.
If we get stuck on a word that is tricky we can do a triple check: we can think 1. Does it make sense 2. Does it
sound right? 3. Does it look right?

Teach Lets keep reading the dinosaur chase. Can you be the boss of my reading and pay attention as I am reading. If there
is something I need to stop and do a triple check to fix up a word just show me a silent stop sign with your hands.

Stop on Page 4 on the word race- and think aloud. What is this word? Mmhmm ran? It has to be ran because he is
running. I guess I’m done. Let me keep reading. Oh no! I have to triple check. Let me think.
Does it make sense? Little dinosaur ran away in time. That makes sense
Does it sound right? Yes it does- read sentence again
Does it look right? Well the first part looks right. Let me do a slow check. Oh no! the next part is not right. I have to
try something else. Let me check, what can I do to help me. I can try it two ways. Mhmm racked- that doesn’t sound
right, raced- oh ya! That sounds right. Little dinosaur raced away in time. That looks right, sounds right and makes
sense!
When I am reading if I get stuck, I should do a triple check to fix up my words!
Active Engagement Now your try. I am going to read on. There are some tricky words coming up. I wrote what I think they say on the
post its but you need to help me triple check it. Read on with the kids and have them turn and talk when we get to
tricky words. Make sure it looks right, sounds right and makes sense! Check your reading strategy bookmark if you
need help!

Link When we are reading if you get stuck on a tricky word remember to stop and try something but if that doesn’t work
try something else! Do a triple check to make sure it 1. Looks right 2. Sounds right 3. Makes sense!

Independent Reading Students will go off to private reading spots.

*Teacher will do a guided reading group.

Share Share with your partner a word that you did a triple check on. Tell them what strategy you used to solve the word
when you got stuck.

Differentiation Students will have a triple check bookmark that reminds them of reading strategies they can use for each part of
the triple check
Continued on next slide
Readers do a triple check
Lesson Plan
Readers Have Big Jobs to Do

Do a Triple Check
1. Does it make sense?

2. Does it sound right?

3. Does it look right?

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 Readers have big jobs to do
Grid
1. You be the Boss! Readers, say “I
can do this!”
Mid workshop: stop when you’re
stuck and when something doesn’t
seem right
Share: Boss of Reading Song
5. Readers retell by naming the
characters, the problem and how it
is solved. Name the character,
problem and solution from the blurb
and sneak peek
(from day 1 put Sneak peek posts)
book as they find it)
9. Readers think about the meaning
of new phrases by
1. rereading and thinking about 2.
what is happening in the story to try
3. and say what does that phrase
mean. This helps us understand the
story.
13. Readers make mind movies to
picture what is happening
Mid workshop: noticing time and
place
Share: staying on top of goals
17. Readers investigate ways to
make their reading sound great
Mid workshop: punctuation helps
make your reading sound right
Share: showing off your reading
just like a reading star
Modified curriculum grid for unit
2. Readers try something and then
something else to fix up their reading
– show old charts
Mid workshop: Remember we are
taking a sneak peek
Share: Check your predictions (using
the blurb)
6. Readers think about the story to
problem solve words
Mid workshop: readers reread to
remember what is happening
Share: partners retell the big evens
10. Readers try sounds many ways to
figure out words
Mid workshop: Stop where you are
now and think about what is
happening.
Share: What are you wondering?
14. Readers keep track of who is
talking as they read
3. Readers check it to self monitor
Mid workshop: give triple check bookmark think about what the book might
Share: Share a place where you did a
triple check
7. Readers think about what kind of word
would fit
Mid workshop: readers think about how
books talk
Share: readers listen and fix up parts that
don’t sound right
11. Readers learn more about the
characters by saying what they are doing
and thinking why they are doing that
Mid workshop: Pay attention to the
feelings. How do they feel when they are
doing these things?
Share: Perform a scene in the book.
RA: Poppleton first book before the
lesson and Poppleton in Winter
15. Readers don’t just read words, they
understand words
Mid workshop: use your own word to
replace new words
Share: partners can teach each other
new words
4. Readers take a sneak peek by
using the blurb on the back and
be about. They
1. Look for the name of the
character
2. Look for the problem
3. And how the problem gets
solved
(post it three parts)
8. Readers slow down to break
up long words
Mid workshop: readers break
words into more than one way
Share: think about what tricky
new vocabulary words can
mean
12. Readers work to understand
rereading if they don’t get it.
Mid workshop: remembering to
read smoothly
Share: think, what is next? To
understand more
16. Readers use everything they
know to get the job done quickly
Mid workshop: taking inventory
of all your reading tools
Share: readers triple check their
reading quickly
Continued on next slide
 Readers have big jobs to do
Grid
Lesson Plan ideas
Session 4:
Connection: Its like a movie trailer, before you go for the movie you already know who is in the movie, you already know what the problem will
be and sometimes you even know the solution. That’s kind of like taking a sneak peek in our stories.
TP: Readers take a sneak peek by using the blurb on the back and think about what the book might be about. They
1. Look for the name of the character
2. Look for the problem
3. And how the problem gets solved
Teach: Read the blurb on the back to class and teachers write on post its as we think aloud.
1. the name of the character are Mr. Putter, Mrs. Teaberry and Zeke
2. the problem- he cant catch the fly balls because of his old knees
3. solution- Mrs. Teaberry and Zeke help him catch the balls from the outfield
AE- Read the Blurb on the back of another Mr. Putter and Tabby and have the kids turn and talk to think about the names of the characters,
the problem and the solution based on the blurb.
Link: remember when you take a sneak peek you should look at the blurb on the back and think about the name of the character, the problem
and how you think it gets solved.

Session 5:
Connection: yesterday we talked about how we can take a sneak peek by naming the characters, thinking about the problem and how it gets
solved so today we are going to make sure we add those parts into our retell.
TP: Readers retell by naming the characters, the problem and how it is solved. Name the character, problem and solution from the blurb and
sneak peek
Teach: Lets pick a book we have already read (any book) and retell using those three things. The blurb helps us with the characters, the problem
and the solution. Lets retell this now using those three parts from the blurb to help us. Model doing this retell with one book
AE- Now using the book a book you read from yesterday, name the characters, the problem and the solution when you retell it to your
partners.
Link: remember when you retell to say the character names, the problem and the solution.

Session 11
Connection: I was watching this lady on the subway and she kept looking at her watch and tapping her foot and I was wondering why was she
doing that. We see people doing stuff and wonder why. It’s the same in books we see what characters are doing and wonder why they are
doing that.
TP: Readers learn more about the characters by saying what they are doing and thinking why they are doing that.
Teach: I am figuring out what the characters are doing on this page by using the pictures and the words too. Piggie is yelling, piggy has the fist
too. Gerald is covering his eyes, he isnt saying anything. Mhmm why are they doing that? Gerald feels guilty. Piggie is angry. He thinks his toy is
broken
Poppleton- Sprays Cherry Sue with the hose- why is he doing that? He sprayed her because he is annoyed she kept inviting him over and he
was getting annoyed – debate work- was what he did right?
AE- Take out one of the books you have been reading. Reread the last page you read in the book and think about what the character is doing
and why he is doing that.
Link: remember as you are reading pay attention to what your charcters are doing and why.

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 Nonfiction readers can read
books like a writer
Readers Have Big Jobs to Do

Connection Yesterday, you were thinking exactly how you should read different parts and pages in your books. You noticed the big feelings of
different parts and then decided how to make your voice match those parts to sound like an expert! I realized something; each
one of you is just like the authors of the books we’ve been reading! Because just like these writers you have organized your
information into chapters! Remember when we studied this book? Well today, when you are getting ready to read aloud like an
expert…you can think about your book not just as a reader but also as a writer!
Teaching Point: Today I’m going to teach you that when you want to read a book like an expert, it helps to study all the important parts, not just
as a reader but also like a writer! You might notice words that make a movie in your mind or a part that makes you feel something
in a big way!

Teach: Let’s reread “Owls” and this time, lets not only make our voices sound like experts, let’s also read and notice what Mary Dunn does
as a writer—things that we admire, that we could try too! If you don’t notice anything, you might want to check for some of the
things we have been trying in our information books!

(Demonstrate: Night Hunters Page 4) I notice that she used a number here to show how many kinds there are. I bet I could use
numbers to teach more in my writing. The photograph shows how the owl is winging through the air…the photograph is giving
more information about how owls do things. I am going to make a quick sketch on a post it to show that the picture is teaching
me more. When you share with a partner, you can use those post its to remind you of things Mary does as a writer. You could
talk about what the picture shows.
Active Engagement: Let’s keep reading like writers and admire what Mary has done. (Read Up Close page). What do you notice that you could try as a
writer? Turn and Talk!

Some of you noticed that Mary tells about the size and colors of owls…is that something you could try in tour writing? Yes! Mark
it with a post it. What about when you’re planning your read aloud to your partner…you could talk about sizes and colors if they
are mentioned in your book or shown in the pictures. Wow! You admire so many things that Mary Dunn did as a writer. You can
use what you noticed the author did to give you ideas for what to talk about when you read your books aloud!
Link: So today when you go back to your seats you are going to remember all of the strategies you have already learned to read aloud
like an expert---but you should also try reading your books like a writer by noticing what the author does and talking about those
moves in your read aloud.
Work Time: Students will read in their nonfiction book groups. They will read independently at first and then switch to partner/small group time.
Mid-Workshop Transition to Partner Time: As you read aloud to your partner today, one thing you can do when you pause at a part you admire is
Interruption notice the choice the author made. You can work together to decide why they author might have made those choices!
Small Group: Strategy Group: Get More From Pictures. Meet with transportation group (J, C, R, A). When you read books, you can look at the
pictures to teach you more facts! I read the fact then I look at the picture….Prompts--*Look at the picture, say more. *What can
you learn from the picture that’s not in the words?
Strategy Group: Preview the Glossary Back to Table of Contents
 Guided
reading
Lesson plans and Artifacts
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Continued on next slide
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Guided Reading Notetaking
sheet
Lesson Plan ideas

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Reading Goals Chart
I created this in order to hold my students accountable
for the reading strategies they are working on. It helps
them monitor their reading and if they get stuck on a
word, they know what they can try first.

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WRITING
Pre-recorded videos
How-to Writers Use Warnings
Tips and Advice to Say more
How-to Writing

Click here to watch the lesson

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How-to Writers Plan Sketch
and Write
How-to Writing

Click here to watch the lesson

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WRITING
Lesson plans and Artifacts
MO Willems Author Study
project
We created a Mo Willems cross curricular author
study. After studying Mo Willems author’s craft, we
created our own Mo Willems book. Click here to
access a PDF copy of the book!

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QR Code Publishing Party-
Remote Learning
During remote learning, kids were disappointed that they couldn’t
share their writing with their parents. I wanted students to feel
excited about their work so I had them record themselves reading
their writing and created a QR Code celebration so students could
share their writing with their families at home..

Due to privacy issues, you will not currently be able to scan

these codes and access the videos, however my students
were all very proud to read their writing on camera!

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 Information Writing Grid

Modified curriculum grid for unit

Writers think about all the topics Writers plan across pages by Writers make sure their pictures
they are experts at and make a thinking about the questions they teach the question they are
list. They pick one topic and think are going to answer for their writing about.
of everything they know about reader. (who, what, where, when, (diagrams, maps, labels)
that topic. why)
Writers use a topic sentence to Writers use partner sentences toWriters add more by using color,
answer their questions. say more in their writing. shape and size to teach their
reader more about their topic.
Writers make comparisons to say Writers add details to their writing Writers use what they have
more in their writing. by giving examples. learned from writing workshop
this year (like how to, pop out
Read Quick as a Cricket words, ellipses, small moments)
Writers give their readers warnings Writers make a book introduction Writers write conclu sions for their
and tips while teaching about their that really hooks our readers and books so they can prepare their
topic makes them want to know more readers for the end of the books.
about their topics
Writers find keywords in their Writers add fun facts to teach Writers use a checklist to revise
stories that they might not know their readers even more and get their work
and add them to their glossary them excited
Writers pick an order that they Writers use a writing partner to Publish and Celebrate
want their chapters to go in and help add information to their
make a Table of Contents books
(WITHOUT PAGE NUMBERS)

Continued on next slide

 Nonfiction writers use topic and partner
sentences to answer their readers
questions
Information Writing

Connection Writers, la st night I was talking to my friend on the phone and I asked her "what are you doing this
weekend?" And she said "I love my mom" and then I asked her again "what are you doing this weekend"
and she said "my mom is so cute she called me to tell she misses me" and I just got so frustrated I shouted
"YOU ARE NOT ANSWERING MY QUESTION!" And she said oh wow you're right I wasn't telling you the
answer. I'm sorry.

Teaching Point Writers, we don't want that to happen in our information books. We want to make sure we answer the
questions we think our readers have. Today I'm going to teach you that nonfiction writers use partner
sentences to answer the questions their readers might have about the topic.

Teach Let's look at my story right now and see if we think our readers are going to feel like their questions are
being answered. Thumb up or thumb down if you think no.

Share information book with questions not being answered. You're right I'm not answering the questions
for my readers. Let me go back and revise. Let me look at how some authors answer their questions in
information books. Show the book Cats and show how to words answer the heading question.

When writers use two sentences one of their sentences just says the question again in sentence form.
This is called a topic sentence. So if my question is what to look at in NYC? I can start by saying "There
are so many things to see in NYC". That's a topic sentence. I'm telling you what the topic on this page is.
Now I want to go on and use a partner sentence to say more. So I know that I can talk about the Empire
State Building so let me use a partner sentence to say more about that. "One of the things you will
definitely want to see is the Empire State Building. It is one of the tallest buildings in the city. So now you
can see that I use a topic sentence to answer my questions, and then I used partner sentences to say
more about my questions.

Active Engagement Can you help me think of a topic sentence and partner sentences for my next page "How to get around"?
Turn and talk to your writing partners and tell them what partner sentences we can use in our teaching
books.

Link Writers remember, you can make sure you answer the questions your readers might have by writing a
topic sentence and then you can say more on that by using partner sentences.

Share Share one or two students’ writing and how they used topic sentences and partner sentences to say
more.
Continued on next slide
Information Writing Revision
Checkist
To make the revision process more engaging
and concrete, students go on a hunt for the
strategies in their writing.

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 Small moment writers revise
their writing
Small moments
Connection Have students bring a piece to the rug that they think they want to publish. Writers, la st night I was
reading my story about the elephant sanctuary to Varun and he said he felt like I could really revise it
and make my characters move and talk and think more. He said that he feels like when he knows
exactly what we were saying or thinking and doing with our bodies he would really feel like he was
there with me in the small moment

Teaching Point Today I am going to teach you how writers revise their stories before getting them ready to be
published. We think about what we have learned and can add to make our stories stronger. Writers can
revise by making the people in our stories move think and talk.

Teach Today I am going to give you a revision checklist and I want you to help me think if I can make my
characters move and talk. Is there any spot in my story that I can think about what I was doing to say
more or what I was saying or thinking to say more. I am just going to try and revise those two parts
in my stories today.

Lets read through my elephant story and if you see a spot where you think I can make my story move
or think and talk show me a quiet thumb.

Read through story and stop at parts and say mhmm let me think about what my body was doing. Let
me think about what I was saying to Varun or what I was thinking in the moment and let me add that
to my writing.

Model this in two or three different places in your story.

Active Engagement In your story that you brought to the rug can you think of a place where you can make your people
move or think and talk. What were you doing or saying or thinking? Think and turn to your partner and
share.

Link Writers remember when you are revising your story today make your characters in your stories move
or talk and think. When you did it with the piece you want to publish you can go back and revise others
or you can start a new one
Share Share one or two students’ writing and how they revised to add moving and talking.

Continued on next slide

Small moment writers revise
their writing
Revision checklist- this is printed on post-its so students can do on a
hunt in their writing to make sure they tried to revise. Over the
years, I had noticed my students were not transferring the concept
of revising writing and I felt like this was a more concrete way. I did
notice students made progress when trying it this way.

Continued on next slide

Small moment editing
checklist
Students use this checklist when editing
their writing. It transfers concepts from
our Fundations phonics curriculum.

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 Poetry writers use
personification to say more
Poetry Writing/If-then unit

Connection Writers, we have been walking through “The Doors of Poetry” to help us write poems just like real writers (Name the
doors we have already walked through)! Today we are going to be walking through the “Things I observe Door”.
Through this door, we will look at everyday objects and see them in a whole new way! We will first watch a clip
from one of my favorite Disney Movies, “Beauty and the Beast”. As you watch this scene, I want you to pay close
attention to all of the everyday objects that you see. I want you to notice how they “Come to Life” This is called
PERSONification. Personification is a special craft move that authors use to help bring non-living objects to life!
(After the clip, discuss examples that the students found of personification)
Teaching Point: Today I am going to teach you that poets can look at everyday objects to inspire them! We can use descriptive craft
moves like personification to help bring our everyday objects to life.
Teacher will model with the poem “Safety Pin”. While reading, the teacher will point out the ways that the safety pin
comes alive: It sleeps, it’s surprised eye, it snaps its tail, etc.
Teacher will then pick an object around the room to write a poem about. *The teacher will point out how he/she
could just write a boring poem about a marker by saying something like: it’s green, its long, its skinny, etc. But then
the teacher will show how to make the object come to life! “My marker takes off his hat as if to say hello. He
dances across the paper fast and then slow, when the picture is done, he goes back into the box to take a nap”
Teach
Active Engagement: Together, let’s look at some objects around the room. What kinds of poems can we write using personification?
How can you make your everyday objects come to life? What would it say? How would it move? How does it feel?
Turn and talk to your partner.

Teacher will listen to a few examples and either share out what the students say or show the students a stapler. The
whole cla ss can then come up with a poem together using personification to describe the stapler.

Link: So today when you go back to your seats, I want you to take a look around the room. Use your ‘Poet’s Eye’ and find
an everyday object to write a poem about. As you write, I want you to think about how you can make this object
come to life!

Independent While the students are working independently at their tables, the teacher will work with a small group at the rug on a
work/Differentiation graphic organizer to help them come up with ideas before going off to write their poem.

Share At the end, the teacher will bring the students back to the rug to share out some student work examples.

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Nonfiction Writing ELL
Differentiation
Modified All About book for ESL
students

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How-to Writing Small Group
I periodically pull writing small groups and differentiate
the writing process for my students who need extra
support generating ideas and planning.

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 math
Lesson plans and Artifacts
Wednesday 9/18/15 Math 6.9-Understanding Equivalence
Materials • Quick Looks one more one less
• Worksheet practice
Warm Up • Call students to the rug
• Tell them how I have different names for my dog Gatsby. I call him Gatsby, gboo,
gats, bug and so much more. These are all different names but they are still for the
same person. They all equal the same thing.
• Ask them what are some nicknames they have for people in their family, or that
their families have for them. Brainstorm ideas with the cla ss and explain that all
these names are still for one person. These are names that are equivalent.

Focus • How can we represent numbers in different ways. What are some equivalent names
for them?
Guided Practice • Introduce the concept of Name-Collection Boxes.
• Show students how there are so many different ways we can represent the
number 7. Model using strategies:
§ Tallies
§ Base 10 blocks
§ Pennies and dimes
§ Addition and subtraction
§ Three addends
§ Dice
• On the rug have students practice more name collection box problems with the
number 3, 11, and 14.

Independent • Students will go back to their seats and practice more name collection boxes. They
Practice will be able to use base 10 blocks and 10 frames at their tables to help support.
Differentiation • For high kids, teachers will ask them to name the strategies they are using as they
represent numbers in different ways. Teacher will also give them a worksheet with
higher numbers.
Small Group • For kids who need extra support, teachers will pull a small group and work as a
team to come up with different names for a number.
• For example the small group will work on the number 34 all together.
• One student will use longs and cubes manipula tive
• Another student will use 10 frame manipula tives
• 3rd student will use pennies and dines
• etc..

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Wednesday Math 4.8- More Decomposing Numbers within 10
9/18/15
I will be working with half the cla ss on the rug while Ms.
Angie will be monitoring half the class doing a review
packet making numbers on the 10 frame, the counting on,
the turn around rule, and two fisted penny addition. After I
teach the lesson to ½ the cla ss I will switch and teach it to
the rest.
Materials • Quick Looks one more one less
• Worksheet practice
Warm Up • Call students to the rug
• Go through quick look cards and ask what is one more
and one less. What plu s one fact helps you solve that?

Focus • What helper fact can help you (doubles fact, +1 fact, 10
fact)
Guided • Review concept from yesterday and ask them to share
Practice some 10 facts, doubles facts, +1 facts.
• Ask students what +1 fact can help you solve 7+2. Have
sutdents share out number sentences that can help
• Ask students what 10 fact can help solve 8+3.
• Practice more
Independent • Students will go back to their seats and sort facts based
Practice on the strategy and then do a worksheet that helps
them think mental math using +1 fact, doubles fact, 10
fact

Continued on next slide

Back to Table of Contents
Wednesday Math/Unit 1
9/16/15
U • Bag gies with counters for groups
• Bag with crayons
• Smart board lesson
• Quick look cards
• Quick look worksheet
Warm Up • Call students to the rug
• Today we will start first grade math
• Count from 1-20 by 1s
• Count from 1-25 by 1s
• Count from 1-however high they can go

Focus • Now that we know we are expert counters, how do you think math is used in counting and
measuring things
• Show students pictures of shapes, a ruler, and patterns and ask students how numbers are used
•
Guided • Hold a pla stic bag with 5 crayons behind back
Practice • You need to watch carefully at what I am going to show you right now
• Show students the bag quickly
• Hide it again
• What is in the bag?
• Are there 20 crayons in the bag? Or one crayon?
• About how many crayons were in the bag?
• How can we find out how many crayons there are? Count them
• Lets check if our estimates were correct
• A good estimate doesn’t always have to be exact, it just needs to be close
• What numbers on our guesses were a close estimate?
• When we go back to our seats you are going to get a bag with counters in it. I want oyu to think
with your group could there be 100 counters in your bag? 50 counters? 12 counters?
• After you make an estimate I want you to count the counters with your group
• Break students into groups and have them count the counters
• Was your estimate close?
• Hold up a number card and students will say the number and find something in the cla ssroom that
represents that number
• Show students quick look cards and say I will show you a group of dots for only a few seconds.
When you see the cards I want you to try your hardest to figure out how many dots there are on
the card
• Students should explain how they knew the number, what they saw on the card. Ask after each
card

Independent • When you go back to your seats you are going to fill out a worksheet with cards just like this
Practice • I want you to figure out how many there are and then draw a picture of something you see in
the cla ssroom with that number
Share • Share with a partner what you noticed about the quick look card that helped you figure out the
number Back to Table of Contents
Math Goals Chart

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 In the past, I have modified math lessons based on student
Math Goals Chart
progress. I created worksheets that rela ted to the lessons in order
to assess student understanding of concepts so that I was able to
teach math in small groups. The math groups were ability based so
that I could differentiate work for students. My goal was to try and
mimic the small group support of an ICT cla ssroom.

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Classroom
Management

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 Parent
communication
Here you will find some of my correspondence with parents. I work very
hard to build a strong rela tionship with the parents of each of my students. I
believe its important to create this partnership in order to ensure the success
of my students. I like to keep parents in the loop so I communicate with
them through a weekly newsletter as well as a cla ss website.
Newsletter

Continued on next slide

Newsletter

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 Curriculum Night Resources
for Families
Click here to access a PDF copy of my curriculum
night presentation
Click here to access a PDF copy of my curriculum
night packet for parents

Presentation

Packet for
parents

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Remote Learning Resources
Letter
I created this magnetic strip of usernames for
all our remote learning pla tforms so parents
were able to keep all these in one place.

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Classroom
Photos

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Snippets of Student
Engagement Ideas

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 Thank you
Thank you so much for taking the time to consider me for a position at your
school. I hope this portfolio gives you an idea of my passion for teaching. These
are just some snippets of the work I have done over the past few years that I
am proud of. Please feel free to reach out if you have any questions or would like
to see anymore of my work. – Carina Mirchandani
carina.mirchandani@gmail.com

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