My Group Is Doing A Dinosaur Theme For First Graders

In an informal discussion between myself and the class teacher we would determine our roles throughout the activities, what teaching styles will be used to match the needs of the individual children or groups. Discussing the individual children and preparing to provide additional support ensuing all needs are met, any barriers that may become apparent during the lesson can be overcome without fuss.

My classroom experience included: observing the classroom teacher leading group discussion (reviewing sight words, decoding words, and reading the weekly story), assisting students with reading worksheets (practice writing their letters and identifying beginning sounds of words), and reviewing the weekly story with each student. This particular teacher strictly uses a basal reader (Reading Streets) so I was very interested to observe her teaching using these particular materials. I have substituted in her classroom many times and have found it very hard to teach utilizing these lessons. Students’ often become restless and their eyes seem to gloss over because of boredom. I often thought that I must be doing something wrong when I am teaching the materials, but during observation I saw that the

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

All groups would meet three times a week, so we would meet every other day to work on the required skills. I broke my level one students up into two different groups. Group 1 consists of student 1, student 6, student 15, student 20, and student 23 while group 2 consists of student 9, student 17, student 22, and student 25. All of group 1 students scored a ninety percentile or higher in reading comprehension (RC) so I put these students together so I can provide them with more challenging strategies and higher-level skilled work in order to help them continue to grow academically. Some of the strategies I would use with these students during small group instruction would be using context clues to, learning new affixes, and root words to help students read and understand unfamiliar words. I would also work with these students on different grade appropriate text structures, text features, summarizing, and main idea to build reading comprehension skills. While my group 2 students are still overall, high leveled students they scored below the ninetieth percentile but above the eighty-fourth percentile. These students would also receive many of the same instructional strategies that would challenge them, but also help build upon their existing skills in reading comprehension, vocabulary, and reasoning

The third grade class contained 30 students, some in which were ELL’s. The ELL students get pulled out at various times throughout the day. The classroom set up is arranged in 5 different tables that contain a cluster of about 6 to 5 students each. The students are placed at random but, some are placed far from students that they may not work as well together. Throughout the classroom, student’s work is up for display, inside and outside the classroom. Different students are given different jobs that they are responsible for each day. This allows the students to be active learners and hands on. The school makes each class have at least one

However, for this schoolyear, I was put in a group with three other students, Emma, Mia, and Lucy, who do not share my same beliefs and experiences. Emma is involved in a variety of activities including numerous AP classes. As a result, she has trouble with her time commitment and I knew from the start, working with her might be a challenge; however, I hoped for the best since she usually tries to commit to her schoolwork. Mia is involved in with the spirit team, and she dedicates a lot of her time to both the team and to her job. Despite her busy schedule, she is in the top five percent of the class and hopes that this class with be an easy GPA boost. Lucy is on the volleyball team, and even though it is time consuming she prioritizes school before her other activities. Both Lucy and I are in the class because of our interest in science and the possibility for a future career. School has always been my priority and my

I also realized that I needed to read more into classroom management. I noticed the teacher had withitness since she could conduct a reading group while watching and listening to the other 5 stations of students scattered across the room. She was able to read the book out loud to the class while noticing the students’ behavior such as a child who had put a rock in her mouth. The teacher calmly stopped reading and told the girl to spit the rock out and throw it away while exclaiming that rocks are not intended for our mouths or eating. Then she began to read again. I did not even see the rock from where I was

The reason I conclude this is because the first group gave me their undivided attention. All the students in the first group were very interested in the book, maybe because of the tone in which the book was read. The second group however, had a student that seemed uninterested during the reading and the activity. I had to pause the reading periodically to get the student to pay attention. During the activity the student would not answer questions that I asked the whole group. The student also looked at another students work when all the students were instructed to complete their activity. Trying to get this student to get involved with the reading and the activity was very difficult. For students similar to this student, I would select a book of his/her interest in my future teaching.

There's a lot of things that are enjoyable on Mrs. Chavez's English 1, period 2 class. For instance, SURF, writing poem, and more. Surf is when the students read their chosen book for 30 minutes and write some information about the book after reading it. In addition, the students recently wrote a poem called "Where I'm from," it was a very interesting poem and also fun to create. However, the most enjoyable part of the class is when the students get to pick their own group members. It was very appreciative that Mrs. Chavez let the students select who they wanted to work with because it's been only a few weeks since school started and some students might not be comfortable working with other students that they are not familiar with. Especially

I recently finished teaching a unit lesson using the book What do you do with an Idea by Kobi Yamada to a first and second grade class. The class met every Thursday which being on a fixed library schedule can be a disadvantage. Prior to starting this unit, I collaborated with Mrs. Uttormark about my idea. She liked the idea. I shared my lesson plan with her and she used it to teach to the rest of the first and second graders. This would also allow students to apply higher order thinking skills. “When students learn through an inquiry-based approach they focus on questioning, critical thinking, and problem solving. The role of the library media specialist is to guide and encourage the students to continue to ask questions throughout the information

Since I was unable to help the children with their understanding of the new concept, I spent extra time going over it with them again. The students began to connect previous knowledge to the new concept using descriptive words, sensory words and emotions. As they worked in groups, they were able to think up different points of view for different characters. They played with creativity while giving human characteristic to objects. Students showed a good understanding of the material. One group in my first class gave me a great idea. As they stood up to share the point of view of a specific object, they did not tell us what object they had until the end of their writing. This made the class guess what the object was. I noticed all the students attention became more focused on what they were saying as their brains were churning. Since this was such a fun experience, I decided to continue it with my next couple classes. I was pleased with the outcome of the second lesson and how much the class not only learned from this lesson, but also how much fun they had doing

The risk of feeling left out will not occur. This class is used to having differentiated instruction and having small group instruction. The group I will be testing and researching should not feel embarassment. The tactics used should not openly show their mistakes. The tests and written assignments will only be viewed by myself. Also, when any problems are orally reviewed, if the student gets something wrong they are not just shut down. The problem is re-reviewed together and in a way that helps the child rather than point out their failures. If a student does get upset or emotional during this project, then I will pull the child aside, get down to his or her level, and calmly talk to the child and determine the problem. We will

The context of the classroom is a 6th grade math class. The students are at varying developmental levels from below level to advanced/gifted. The types of learners I have are the auditory, visually, and mostly the bodily/kinesthetic learners. I have students who are from multiple ethnicities such as Hispanic, White, Asian, Middle Eastern, and African American. I also have students with varying exceptionalities.

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is