Celta: Assignment 3: Skills-Related

Pedagogical documentation is a form of documentation that documents children’s experiences and their view of the world around them. Teachers can use this form of documentation to help in assessing children. This form of assessment allows teachers to look at the dialogue that happened with pictures as more evidence. Pedagogical documentation helps create a shared understanding. This shared understanding helps create future curriculum by seeing what the children did and said during their investigation. It also provides ideas for what can be done in the future. An example of this type of documentation I would use in our current small groups in the lab school. Taking pictures of what the children are discovering and learning and writing down quotes as continue to

It is important to ensure that we meet the need of the students on every level. One effective way to do this is to observe, assess, and record children’s efforts and progress. In this way, an educator can prepare to help a child’s progression in the class. Being able to track and refer to the progress of a child helps to ensure greater levels of success. In the end, our program is only as successful as the children in our care. Record keeping can identify areas that need improvement, and allows us to teach to their strong points.

What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with content standard(s) above)

Reading: Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers.( 134 USDOL)

Skill number six is where the resource family understands how to help the child develop a strength based understanding of his or her life story and to make new meaning of their trauma history and current experiences. The goal is to guide the resource family with strategies on how to talk about the child’s past, build meaning to his or her life narrative, and process new information that the child discloses. Some tasks associated with this goal include:

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

writing with pictures to help the pupils with understanding the words. Also, they should be

This week in the field as an intern for the Department of Social Services, I was able to complete in-office tasks and complete a home visit with my supervisor. On Monday my supervisor informed me she and other coworkers were in need of creating a new resource manual that would be up to date with the current resources in the Midlands area. Therefore, one of the tasks completed this week was creating a resource manual that would have more resources with up to date numbers, addresses, and contact persons. During this process, I was able to understand the importance of workers having the manual up to date with more resources added to it. Competency skill 9 states a professional social worker, “Actively refers clients to community resources.” With this being required of a professional

Situation: Week 4 of skills lab: Today we were learning how to do sterile gloving and ungloving.

Tell students that you are going to read a story to them that involves states of matter such as water, fog and ice. Tell them that it is graphic novel and that you will show them the pictures under the document camera. Tell students that they can raise their hands, and notify the class when any state of matter is mentioned or referred to in the story. Tell the class that when this happens they can check their word maps to see if it is something new that they can add.

This helped me to understand the reading when it comes to having a test or quiz. Reading strategies can make a person have a deeper understanding of what they have read when they interact with

Assessment for learning will take place when the students analyze the book, make a timeline, complete cause and effect chart, finish the reading guide and worksheet. I will look through the worksheet after class to see what students learned and what they did not understand. I will have questions on the board and students will raise their hands to answer to the questions. While students are making a timeline on Christopher Columbus, I can use observation, questioning in class to give them information that will be useful for their timeline.

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

Students will work in groups to read about and research the rainforest during a habitat unit. They will read a magazine article that teaches about the animals and characteristics of the rainforest. The article will also discuss the deconstruction of the rainforest and why these rainforests are important to take care of. Students will read each section of the article and highlight the key words that they believe are important to each section. Students will then record these key words on their main idea graphic organizer which they will go back to after reading the whole article. After reading the whole article the students will use the highlighted key words and the text to develop a main idea statement to record. Students will then record three important facts from each section and record these on sticky notes. Students will transfer these sticky notes onto their group’s main idea graphic organizer where these will serve as the supporting details. The group’s graphic organizer will serve as a scaffold for the four squares foldable each student will make. This four square foldable will eventually be used by students to help guide them throughout their expository writing piece on

Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.