P. S. 369k Observation

Throughout the essay the author decides to use the readers five senses to allow him to imagine and feel the meaning of his story. For example in the first paragraph he states, “the

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Bakhet is also in Mrs. James class. With Bakhet, I decided to use the alphabet flashcards because he is a level one ESl student. I wanted to see how well he knew his letters and the sounds each letter makes. Bakhet knew his letters well but did not know most of the sounds. I decided to run through some letters sounds with him and relate them to an animal or object.Bakhet seemed to grasp the concept a little. I ended my session with Bakhet by reading a book to him. He seems to enjoy the book. He listened quietly and paid close attention to the story. One of the last students I interacted with in Mrs. James class was Henry. A seven-year-old Haitian boy. Since Mrs.James , his first-grade teacher, told me he knew how to write stories well that

Students will demonstrate their reading skills by reading through the reading material with reason and comprehension

My observation this semester is in a self-contained classroom for students with emotional and behavioral disorders. The class is taught by one special education teacher who is assisted by a teaching aide. The desks are spaced out from one another, allowing each student a lot of room to move around. I believe the desks are arranged this way so that the students have limited contact with one another. There are books and games on a shelf that the students are allowed to use during break time. There are also two computers that they may use during breaks or after they have completed their work. In one corner of the room, there are two bean bags and a sign that says quiet zone. The students are taught reading, math, and language arts in this room. They go to an inclusion room for science and social studies. They eat lunch in the cafeteria with the rest of the fifth-grade students. They also leave this room every day to attend related arts with the rest of the student body.

Once the students returned from PE, students were directed to have desk cleared off. Ms. Kennedy began to discuss the weekly reading selection. She then led them to take out their reading workbooks. This week's reading selection was the Great Kapok Tree, and their skill associated with the lesson was the generalization. The workbook had approximately ten pages per story. The students were taught the pronunciation of each vocabulary word and their meaning. They were then given the opportunity to answer questions associated with the vocabulary words. One activity was filling in the missing word and reading sentences that had the vocabulary word in them. The students were tasked to identify the proper meaning of the vocabulary word embedded in the sentence. Ms. Kennedy worked with the students to identify the appropriate responses for both activities. After Mrs. Kennedy had completed both activities, she directed the students to complete the first reading worksheet of the story

This activity supported Torionne’s need to realize that reading is a meaning-making process by checking her comprehension of the passage she read.

Upon reading chapter 8, entitled “Sensory Experiences” I was able to identify several senses of individuals and how those sense affects children in the classroom. The three most common sense that stood out to me were: visual, auditory, and kinesthetic. However, these senses are the most common senses used in early childhood classrooms. Children use their senses to discover and explore things around them such as: their environment or peers. Children whom use their visual senses prefer to see photos, cards and charts. As a future educator, I must be able to identify my students; learning styles, strengths, and weakness. By doing so, I can provide art activities based on their learning and style. In the arts and crafts center, students are able

Each lesson builds on the previous one to help students make corrilations between the essential literacy strategy, incorporate sensory details to expand their use of descriptive language to enhance and elaborate on their writing to compose a detailed poem, the related skills that support the use of the strategy, are to identify descriptive words that correlate to the five human senses, by focusing on developing and organizing a six-line poem containing sensory details of sight, touch, and sound to enhance and elaborate on students writing, students will also be using domain-specified vocabulary (sensory detail, elaborate, describe). Students will be using prior knowledge of poetry structure, form, and elements to compose their poem.

In recognizing her concerns about Johnny, Johnny’s teacher made many adaptations to the curriculum to fit the needs of the student. One of these adaptations was to the student’s test. Since Johnny is a level one ELL, meaning that he understood very little English, his questions were written in Spanish and he was allowed to write his answers in Spanish as well. Another modification was allowing Johnny to use pictures to express comprehension. Each day student’s are required to complete a section of a vocabulary graphic organizer in which they write the definition of a word, a picture to help them remember the meaning of the word, and a sentence using the word. Since Johnny could not grasp these bigger concepts, he was given vocabulary words of smaller concepts inside of the bigger concept. For example, one of the vocabulary words that the students had was hemisphere. Instead of having Johnny write out the definition of hemisphere and write a sentence, he was given words like earth and half and asked to write the meaning in Spanish and include a picture. Students were also given an assignment in which they had to interview someone about the September 11th attacks. In this case, Johnny was given the questions in Spanish and was able to present his interview in Spanish as well. Later in the semester, students were given the task to create a flipbook that represented

Guided readings are used in the classroom repeatedly. The children take home a book every to their parents. They must read to a certain point every night and their guardian and or parents must sign off that they did their assignment.

The first is the Big Five of early literacy instruction which is phonemic awareness, phonics, vocabulary, fluency and comprehension. Understanding that children need meaningful instruction and experiences to foster early literacy development by reading and writing with a positive adult role model, engaging activities and print-rich environments is crucial. Going over book concepts with children is a great way to introduce books and can be made into an educational game by having students point to the front of the book, the title and author. Furthermore, it is necessary to make the classroom a literacy rich environment. I can do this by displaying the children’s names on their desks, putting up posters, writing the schedule on the board and labeling items around the room. Also, a great way to make reading and writing fun for students is to let them choose what they find interesting to read and write about. This way students will want to further their reading and writing

Give the class a list of words from the book and have them write definitions of what they mean. (ACELY1670) Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACARA,

on November 1, 2017, I taught my second science lesson at Maverick Elementary School. It took place during my Kindergarten class’ usually scheduled science lesson. This week my class was going over the 5 senses, so my lesson fit perfectly into their curriculum. My lesson was about using the 5 senses to predict what an unknown object was in a closed bag. I chose to do this lesson because my students were learning how to “use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in environment” (TEK K.4B). My objective was for the students to use their senses to identify an object and describe the different properties of objects accurately.

During my placement in Jemison Elementary in Chilton County, I was placed in a Special Education classroom with four students, a teacher and a teacher’s aid. They students range in grade level kindergarten to second grade. They also had very different disabilities. The reason they were all put in that classroom together was because developmentally they all were within the same range of development of one other. One of the kindergarten students has Osteogenesis Imperfecta. This means that her bones are very fragile and can break easily. The other kindergarten student is in the class because of his behavior problems. He has a hard time paying attention and staying on task. The first grader is developmentally delayed. She is very far behind academically due to the delay in her development. The last student is in the second grade. The reason behind him being placed in this classroom is very sad. When he was a toddler, he was run over by a vehicle, therefore now he is developmentally delayed due to the severe head trauma. The teacher and the aid have both had many years experience in a special education classroom. They were very familiar with the roles of a special education teacher. They had a strict schedule that they followed everyday. The very first day I was there I noticed that the students are very acclimated to this schedule and pay a lot of attention to how their day flows. This is very important because three of the four students do not stay in that classroom all day. They actually return to their general education classroom after morning instruction to receive the student interaction in a regular classroom with non-disabled students. I was amazed to watch how the students knew when and where to go at certain times of the day. The were all very schedule oriented. The atmosphere of the classroom was very bright and fun, but with that being said, the students knew who was in charge. My cooperating teacher (CT) had a very well developed classroom management plan. She had a certain way of doing things and her students were very familiar with her way of doing things. I found that very amusing. Her and her aid had a great relationship with one another. They