Day 11/3/08
Today was a better day. I was able to work with Timothy one-on-one. Today the kids learned about parts of a sentence: the Subject and the Predict. Mr. W and Mrs. K had they copy the meanings of what a subject and a predict is into their ELA notebooks. When the kids were done copying it into their notebooks, Mr. W went over sentences to explain what he was talking about. He did it as a whole class to ensure the children understood the parts of the sentence.
After subject and predicts the kids moved onto their reading groups. This is when Mrs. T the reading specialist came into the room. She did this today because the students do not have school tomorrow. While Mrs. T was in the room, she taught the students to write a paragraph. She explained to the students that all stories must have a topic sentence, details and a closing sentence to match their topic sentence. She also taught them that the details have to match the topic sentence. For example is the story is about my pet bunny, then the details should be that the bunny jumps a lot, eats carrots, and likes to be held. The details should not be I like peanut butter and jelly, my favorite color is orange or my dog is cute.
As a class the students had to do the following worksheet.
The Aim: Good writers use details that support the main idea.
Main idea: My family gave me a surprise party for my birthday.
Mark an X next to each detail that supports the main idea.
1. Next, they decorated with purple and green balloons]
2. I saw monkeys at the zoo
3. Then, I walked in and my friend and family yelled, “Surprise!”
4. I like turtles
5. Peanut butter and jelly sandwiches are tasty
6. First, I left my house and went to my grandmother’s
7. It was the best surprise ever!
8. We ate pizza, ice cream and strawberry shortcake.
Write the numbers to put your story in order on the line below.
6,1, 3, 8, 7
After the students completed this part of the assignment, the students had to write down the paragraph in order, in their ELA notebooks. During this lesson I learned that students need to have a visual aid that supports the lesson that is being taught. They also need to stay focused and I think that Mrs. T did a good job with that, she got the children involved in the lesson, by asking them questions, using hand movements and just connecting with the children.
After lunch Mrs. Gyer came into the classroom. She is also a writing specialist (I think). She was working the student’s publications. She taught them the steps to writing and then publishing it. First there is the web, second is the brainstorming, third is drafting, fourth is revising and finally the publishing of the book. The students were taught to circle the capital letter of each sentence and the period in at the end of each sentence. The students had fun with this, because they were able to make up their own story and expand on it. Timothy was writing about going to the park and playing football with his friend. Timothy has many things to work on. He knows how to read, but his spelling poor. I plan on working very hard with him.
Wednesday, November 5, 2008
Day 3
Day 10/27/08
The children were learning about the Olympics today. Some students knew there was a summer and winter Olympic. They also knew that it only occurred every four years. The students made a list of events that included:
Summer:
gymnastics
swimming (Michael Phelps)
Tae Kwon Do
Soccer
Track & Field
Volleyball
Basketball
Tennis
Winter:
Hockey
Ice Skating
Skiing
Cycling
The students also had vocabulary words they needed to learn for their test on Friday.
Ancient
Host
Stadium
Compete
Earned
Record
Ceremonies
Medals
For the most part, the students knew the meaning of these words, however I did notice that they had trouble on host and stadium. When Mrs. Kavadias would ask a question, she would ask it in more than one way. For example “Can anyone tell me how many years will go by before the next Olympic happens again?” Another way would be “Okay so your saying, that the Olympics happens every 3 years” and this would the students say no and correct her.
Today they also learned about “Elements of Non-Fiction”. This included the Topic, subtopic, details and pictures with words. The children were taught that all non-fiction writing is set up in the same way. First the topic, second the subtopic, third the details and then finally the pictures. I found that the students had a little trouble with this concept. They were unsure where to locate this information. They knew that the writing had a title and subtitle, but was confused with all the details.
Today I also learned that I was being teamed up with Timothy. I am still unsure as to what is IEP is for, but I did find out some other information. Timothy’s mother is illiterate and can not give him any academic support at home. Mr. Woodward and Mrs. Kavadias do not send homework home because they know it will not be returned. Timothy is a bright student and willing to learn, he just needs that one-on-one time. I cant wait to see what happens with him!
The children were learning about the Olympics today. Some students knew there was a summer and winter Olympic. They also knew that it only occurred every four years. The students made a list of events that included:
Summer:
gymnastics
swimming (Michael Phelps)
Tae Kwon Do
Soccer
Track & Field
Volleyball
Basketball
Tennis
Winter:
Hockey
Ice Skating
Skiing
Cycling
The students also had vocabulary words they needed to learn for their test on Friday.
Ancient
Host
Stadium
Compete
Earned
Record
Ceremonies
Medals
For the most part, the students knew the meaning of these words, however I did notice that they had trouble on host and stadium. When Mrs. Kavadias would ask a question, she would ask it in more than one way. For example “Can anyone tell me how many years will go by before the next Olympic happens again?” Another way would be “Okay so your saying, that the Olympics happens every 3 years” and this would the students say no and correct her.
Today they also learned about “Elements of Non-Fiction”. This included the Topic, subtopic, details and pictures with words. The children were taught that all non-fiction writing is set up in the same way. First the topic, second the subtopic, third the details and then finally the pictures. I found that the students had a little trouble with this concept. They were unsure where to locate this information. They knew that the writing had a title and subtitle, but was confused with all the details.
Today I also learned that I was being teamed up with Timothy. I am still unsure as to what is IEP is for, but I did find out some other information. Timothy’s mother is illiterate and can not give him any academic support at home. Mr. Woodward and Mrs. Kavadias do not send homework home because they know it will not be returned. Timothy is a bright student and willing to learn, he just needs that one-on-one time. I cant wait to see what happens with him!
Monday, October 20, 2008
New Visions Blog 2
Day 10/20/08
I returned to New Visions today. Mrs. K was being observed by the principal. Mrs. K did a lesson on Allie’s Basketball Dream. Her aim was to assess prior knowledge and increase student comprehension of new vocabulary words from the story. For this story the vocabulary words were: aimed, professional, familiar, monitor, pretended and captain. After going over clues and ideas of what basketball players do, Mrs. K had the students read a CLOZE passage. The students had a word bank at the top of the page, which they had to use to fill in the blanks. Some students had a choice of two words next to the blank; this was to modify the lesson. The other students had no choices and had to use their words form the word bank to fill in the blanks
I returned to New Visions today. Mrs. K was being observed by the principal. Mrs. K did a lesson on Allie’s Basketball Dream. Her aim was to assess prior knowledge and increase student comprehension of new vocabulary words from the story. For this story the vocabulary words were: aimed, professional, familiar, monitor, pretended and captain. After going over clues and ideas of what basketball players do, Mrs. K had the students read a CLOZE passage. The students had a word bank at the top of the page, which they had to use to fill in the blanks. Some students had a choice of two words next to the blank; this was to modify the lesson. The other students had no choices and had to use their words form the word bank to fill in the blanks
New Visions Blog 1
Day 10/6/08
On October 6th 2008, I went to New Visions Elementary school. While there I observed a 3rd grade inclusion classroom. This classroom is lead by Mr. Woodward and Mrs. K, and they run a tight ship. The children are in six groups of 4. There is 2 girls at the table and 2 boys. I noticed that while one of the teachers is teaching, the other walks around and assists the students and he/she keeps them on track. During the lesson, the children were taught about mystery and other words that go along with it including: detective, specific, positive, case and returned. The students also learned about decoding long words. They had to sound out the words and also break them down if possible.
On October 6th 2008, I went to New Visions Elementary school. While there I observed a 3rd grade inclusion classroom. This classroom is lead by Mr. Woodward and Mrs. K, and they run a tight ship. The children are in six groups of 4. There is 2 girls at the table and 2 boys. I noticed that while one of the teachers is teaching, the other walks around and assists the students and he/she keeps them on track. During the lesson, the children were taught about mystery and other words that go along with it including: detective, specific, positive, case and returned. The students also learned about decoding long words. They had to sound out the words and also break them down if possible.
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