Resume

Cassandra Dawn

cassandragracedawn@gmail.com

CERTIFICATION

New York State: Childhood 1-6 (professional), tenured (2010)

ESL (professional)

CAREER EXPERIENCE

P.S. 217, Colonel David Marcus School  

Brooklyn, NY  2004-2006; 2010-present

Teacher, 3rd Grade

• Curriculum Leader-creating curriculum maps and locating materials to support NY state and Common Core Standard Curriculum

• Serving as a Mentor/Master teacher

• Increasing student reading levels up to 15 levels (F & P) in a single year, 5.5 on average

• Achieving 80% scores of 3 or 4 on the 2011 NYS 3^rd Grade Math Test for a diverse student population (ESL beginners and intermediates, IEP & general education students)

• Increasing English proficiency one or more levels on the NYSESLAT by 92%

• Serving on the School Leadership Team

• Organizing ESL after-school intervention program: teachers, materials, pacing and assessment

• Organizing the Running Club, assisting with school theater productions such as Robin Hood, volunteering for school fairs, fundraisers, and in the PS 217 Garden to Table program

Cheremoya Elementary 

Los Angeles, CA  2002-2004 

Teacher, 1st Grade

• Developing and implementing a California State Standard first grade curriculum by providing project based instruction in literacy, math, science, and the arts

Pratt Institute   

Brooklyn, NY  2007-2010 

Adjunct Professor, Writing, Thesis

• Developing and implementing a theme-based, interdisciplinary, multi-media approach to English literature

• Utilizing technology in classroom instruction including Smart Board instruction

• Providing an understanding of and ability to produce basic academic writing forms such as the research paper, compare/contrast essays, and descriptive narratives

Columbia University 

New York, NY Summer 2008

Adjunct Professor, English Literature

• Developing and implementing a theme-based, multi-media curriculum for students of English Literature

EDUCATION

Columbia University, Teacher’s College, New York, NY 
M.A. Applied Linguistics, 3.92, 2008
Apple Award Finalist for Thesis “Be like et all: How the valley girls are taking over”

California State University, Northridge, California 
Teaching Credential, 3.91, 2004

California certification in Childhood Education 1-6 and ESL

University of Oregon, Robert D. Clark Honors College, Eugene, OR 

B.A. English, 3.8, 2001

Awards: University Award, Susan Schnitzer Award, Hunter Family Scholarship 

Responsibilities:  President, National Organization of Women Chapter; Philanthrophy Chair, Alpha Chi Omega; Women’s Representative, Associated Students of the University of Oregon; Election Chair, Associated Students of the University of Oregon

Oregon Episcopal School, Portland, OR — High School Diploma, 1996

METHODS/PROGRAMS (Elementary)

Literacy:  Balanced Literacy Workshop model: read aloud, shared reading, guided reading, and independent reading; CAFÉ; Comprehension Toolkit; Making Meaning; Reading Street; Imagine Learning; Lucy Caulkins’ Writer’s Workshop 

ESL:  AWARD Reading; On Our Way to English; Mondo; Rigby; English Explorers

Phonics: Words Their Way; Wilson

Math:  Math Workshop; Math Connects; Everyday Math

Test Prep:  Testing Fundamentals; Ready NY CCSS; Kaplan Test Prep; Rally; Finish Line; Terranova

Classroom Environment

A classroom environment is most important as evidence of what is being learned.  Of course areas shift and grow with content, but here are some examples of spaces in our room this year:

Group Presentations on Africa

Students worked together using a variety of nonfiction sources including DOE social studies trade books and the internet, to research a geographical element of Africa.  They practiced using nonfiction text features to locate information, as well as using features such as photographs and maps to enhance comprehension. They used the information they collected to organize and draft their own nonfiction text with topic sentence and supporting details.  They then made a plan to present their work.
Group work can be challenging, especially early in the year, as most students are used to working individually.  They also don't always have the language to dialogue and problem solve effectively.  Added to this are a heterogeneous set of skills including reading comprehension and writing accuracy.  In spite of the complexity of the task, students did an excellent job learning, as well as presenting and reflecting.  Here is a sample:

Here is some feedback to enable growth:

A is for Adaptation

Bulletin boards are a wonderful way of celebrating student work, as well as educating those who pass by it.  Here is an example of a writing project, reports on adaptation, a major unit of study in the third grade Common Core science standards.  We studied various types of adaptation, building our vocabulary and using a variety of source materials.  We also worked through the stages of the writing process using Lucy Calkin's writing workshop method.  

Here is the conclusion of that project:

Selina Alko Trip

Our first trip this year was to the Brooklyn Library to see author Selina Alko speak about her work and artistic process.  The children learned about her personal history and education as an artist, as well as her inspiration which includes Brooklyn and her family.  We even met Selina afterwards and each child received a signed copy of one of her books!

Every-Day Dress-Up is my personal favorite.  Selina describe it as, "an alternative to all the princess stories out there."  It was a great launching point to talk about Stella Ehrhart and women's history.  http://abcnews.go.com/blogs/entertainment/2012/10/omaha-third-grader-dresses-up-as-historical-figure-every-day/

Daily Reading Response

Each day we read and respond to texts, not just in preparation for the ELA, but because the ability to draw conclusions and support those ideas with evidence is fundamental to positive personal development.  This day we read the text My Best Friend by Mary Ann Rodman.  Here are some notes to support comprehension, as well as a sample response:

Gabriela did an excellent job not only identifying the lesson, but supporting it with specific details from the text.  She used excellent transitions and wrote a beautiful conclusion further illuminating the big idea while still tying it in to the details of that specific text.  My only advice is to be sure to capitalize proper nouns, including names such as Tamika.  Outstanding work!!!

Peace Parade, September 2013

Our first school event of the year was a Peace Parade on September 11.
We asked questions such as, "What is peace?"  "How can we create peace?"  and "Why is peace important?"  Students answered these questions by combining their background knowledge and life experience with such texts as Alice Walker's Why War is Never a Good Idea.  Students created and marched with doves, a symbol of peace, expressing what the word "peace" means to them.

Cinco de Mayo!

In the most diverse city in the world, students learn to balance personal and familial beliefs with an understanding and appreciation of the beliefs and celebrations of others.  This was a Cinco de Mayo party organized by some parents and myself.  Students ate black bean tostadas, arroz con leche and drank ponche.  Emily and Miguel wore traditional Mexican clothing and explained the significance of the holiday by adding researched details to their personal experience.  Finally, children took turns trying to crack open the pinata until it burst and they rushed for candy.

This is the formal evaluation I received for the lesson on Katie's Kitten:

Katie's Kitten Lesson Plan

A sample lesson plan:

Name: Cassandra Dawn  Lesson/Unit:  Literacy Workshop  Grade Level:  3^rd

Friday, December 16, 2011  9 a.m.    3-411

Time: 30 mintues   Standards: 3.1, 3.2, 3.3, 3.7

Type of Activity: Shared Reading:  Katie’s Kitten by Robin Bernard

Materials:  big book, post-it’s, wipe board, wipe board marker, Making Predicitons sheet (me)

sharpened pencil with eraser (students)

Lesson Goals:

Students will make predictions about Katie’s Kitten.

Students will revisit their predictions about Katie’s Kitten.

Students will gauge the accuracy of their predictions about Katie’s Kitten to the events in the story.

Lesson Objectives:

Students will make predictions about Katie’s Kitten by merging background knowledge and context clues.

Students will revisit their predictions about Katie’s Kitten by rereading their own predictions.

Students will gauge the accuracy of their predictions about Katie’s Kitten to the events in the story, by comparing and contrasting their predictions with events that actually occurred in the text.

Vocabulary:   kitchen, sofa, fish tank, coat stand, basement, attic, junk, trunk, chest of drawers, beneath, spread

Instruction:

Warm-Up: 

Students will review the book features.

Introduction:

What is the name of this book?  (title)

What do you see?

What do you think the book will be about? (using context clues)

 “By”; Who is Mirra Ginsburg? (author) What does the author do? (write the words)

Pictures by Byron Barton.  What do we call the person who draws the pictures? (illustrator)

Shared Reading:

Today we are going to use what we know from our life, our background knowledge, and the clues from the pictures and the text, context clues, to make predictions, smart guesses, about what will happen in the story.

What do you know about kittens?  (activating prior knowledge)

What do you see in the picture? (use the picture strategy)

Let’s read the words.  Follow along as I read. (point as you read strategy)

What do the words tell us?  (The kitten is missing.  It’s time for bed.  The kitten was playing.)

I want you to put together what you see in the picture (gesture), with what you know from the words (point at the words) and what you know about kittens.

Now, what do you think will happen?  (Will they find the kitten?  Where?)

Use the making a prediction worksheet to write a prediction.

Stems:  I think they (will/will not) find the kitten.

I think they will find the kitten __________ (where?).

*Check in with prediction:  Where are they looking?  Did they find the kitten yet?

Connect vocabulary to picture clues.  (vocabulary building)

Follow-Up Activity:  Revisiting the predictions.

Today, we used what we know from our life, our background knowledge, and the clues from the pictures and the text, context clues, to make predictions, smart guesses, about what will happen in the story.

Now, let’s see if our predictions were correct by comparing them to what actually happened in the story….

Did Katie find her kitten?  (yes)

Let’s reread our predictions.  If you said yes, she would find her kitten, your prediction was correct.  So, let’s write that.  Whether you were correct or not does not matter; what matters is that you are using all these clues with what you know and thinking about the story.

Stem:  I said Katie (would/would not) find her kitten, so my prediction was (correct, incorrect).

Where did Katie find her kitten? (under the bed, asleep)

Let’s reread that part of our prediction.  If you said she would find her kitten under the bed, your prediction was correct.  So, let’s write that.

Stem:  I said Katie (would/would not) find her kitten __________, so my part of prediction was (correct, incorrect).

Now, I’m going to show you something.  (Return to page 2).  Do you see any clues that they might find her under the bed.  (locate the word “bed”)

Closure:  Think about your prediction.  Whether your prediction was correct or not, what did you use to make your prediction? (picture clues, text, what I know about kittens, what I know about houses…)

Today used what we know (our background knowledge), clues from the pictures and clues from the text (context clues) to make predictions, about what will happen in the story.

Extension:  Make a prediction about their independent reading book and revisit it to see if they were correct.

Science Exploration and Play in Prospect Park

Students spent the day observing plants and animals in Prospect Park.  This was followed by a picnic and free play time.  It was an ideal day because students had the chance to have a hands-on-learning opportunity coupled with fresh air, exercise and community building.

Math Anchor Charts

Quality anchor charts are critical to the success of all students.  They provide a necessary visual point of reference which eventually embeds in the memory of the child.
Here is:

• a number line for counting and number sense
• a number grid color coded for even and odd numbers
• a poster showing the various types of graphs (what they do and require)
• math vocabulary support and 
• a chart the children compiled articulating their reasoning for selecting an operation to solve a particular word problem.

Cooperative Learning

The ability to work together, to communicate and solve problems, is a life skill that is critically important to personal and professional success.  I balance cooperative projects, with pair and individual work.