We 're Going On A Leaf Hunt

As a child, I read non-stop. I used to spend entire nights reading, so much so that by the age of 9, I had developed grey circles under my eyes, which I wore like a badge. In school, I would use every free second I had to get just a little closer to finishing whatever book I had on hand. Ms. Carpenter, who always seemed as though she didn’t like teaching very much, frequently yelled at me for keeping my books on my desk so I could get to them quicker whenever I finished my classwork. She insisted that they were a distraction. But I always had a book to read, because every Friday each class walked in a neat line

In retrospect, I guess my reasons for apprehension were based mainly on my belief that I didn’t want to bother him about something so trivial as my book. I couldn’t have been more wrong.

On October 27, I, along with Jenna Mrofchak and Andy Norton, shadowed multiple teachers at the Chagrin Falls Middle School. During the day, I shadowed Mrs. Mrofchak, a life science teacher, Mrs. Bauer, a world history teacher, Mrs. Dennison, a health teacher, and Mr. Richmond, a english teacher. Throughout Mrs. Mrofchak’s first period class, I was able to interact with the eighth grade students by answering any questions about the high school or my freshmen year. Afterwards, the class began to take notes and continue in a day to day class schedule. As a result, I was able to watch the class's reaction to the different explanations the teacher gave. Additionally, I was able to gain knowledge about how to control a classroom

Lola, and my daughter, Lillian, both attend Union Elementary School and have become good friends. One of our latest visits together was the weekend before Halloween, where we took our children to the Fall Fest at the Myrtle Beach Park. Frank, was very caring and attentive to his children’s needs. Frankie Jr was nervous to have his face painted, and to make his son feel more comfortable, Frank offered to have his face painted as well. He cheered for his children while they played games. Even if they did not win, he was supportive and told them he was proud of them for trying their best. While at the festival my daughter, Lillian, fell and slightly scraped her knee. As her father, I told her to shake it off, but Frank was adamant that we find a Band-Aid and searched the park until he found one. Spending time with Frank and his children has shown me that he is a very nurturing and involved

I never understood the point of reading. My parents first introduced my siblings and I to its world at the early age of two. We were familiarized with letters, taught to link sound the visual and formed words with a stuttering start. We became accustomed to the quiet of Tuesday nights when my father would sit huddled on the sofa – my mother curled up in bed – his long nose buried in a novel, a black curtain cascading from her head to the pages, morphing into one with their respective books. As the night drew close the browns of their eyes would light up, while my mother’s red lips would quiver with excitement and my father would flash a lopsided smile. “Reading is an adventure,” they’d

The anecdotal observation took place at Dwight D. Eisenhower High School on December 2, 2016. Ariel observed Bobby in Ms. Frizzle second period Foundations of English class from 8:55 am until 9:45 am. The classroom consists of the teacher, teacher aide, and nine students. During the observation, Bobby engaged in off-task behavior including staring around the classroom, mumbling and singing to self, and walking around the classroom without permission.

1. Context/ Introduction: For my third observation, on Monday October 17th, I returned back to the Kean University Child Care Center. Just like my second observation I came for my observation for the hour of 10:30-11:30 am. This time in the classroom there was four teacher aides and the teacher Ms. Kierah. When I walked into the classroom I was surprised when one of the teacher aides told me that Ethan has a lot of energy in class that day. She explained that Ethan had a lot of energy that his listening skills were a little off as well. Once she was done explaining this I was anxious to see this for myself. I saw Ethan was playing at the middle table with one other boy Steve. Quietly, I sat at the table to the right of the middle table and began my notes.

I went on to explain to Natalie that in retelling a story, it is very important to include all elements of the story. Together we went over the five finger retell strategies together so that Natalie could make connections from the visual on how to retell stories from now on. Next, I read the story Dog Breath: The Horrible Trouble with Hally Tosis. While reading the book I left out key characters of the story as well as the setting. I asked Natalie if anything seemed out of place while I was reading and she told me that the book sounded weird and that while I was reading it she became confused. We discussed how characters and the setting play a vital role when retelling a story and that paying attention to key details in a story can really help you become successful at retelling. I then reread the book to Natalie again but this time I added the characters and setting to the story. After I finished the book I had a five finger retell worksheet Natalie and I completed together. We went over the five finger retell story worksheet together and talked about what each of them

I understood that he was very young, but I still tried him as a client and told him that anything he told me, would be confidential. I made sure he understood what it meant and who I would share the information with, that he told me. He understood that I would have to tell my supervisor, the principal and his teacher if he wanted to harm himself or others. He acknowledged that he understood by nodding his head in a yes gesture. However, I told him that I wanted him to use his words, while we were in sessions and he had to have eye contact with him. I expected some silence, but he looked at him and said, “Yes, Mr. Ryan.” I was surprised that he spoke to me by using his words and kept eye contact with me, whenever I asked him a question. Being surprised came from the fact that I observed him in his classroom and he barely spoke to any of his classmates or made eye contact with

Today Miss Orbach had to prepare for her and Cody's meeting with Malachi. Cody's new autism and ADD therapist. When Malachi arrived at the house, Cody asked him would read a book to him. Malachi agreed to read a book as long as Cody read it with him. Cody and Malachi sat in the living room while Miss Orbach and I sat at the dining room table. The first person that came and interrupted Cod’s session was Emily. Emily wanted Malachi to listen to her read a book. Miss Orbach waited to hear what Malachi was going to say. He told Emily that he really just wanted to work with Cody. Emily was not happy with this, most likely because all the services in the home are shared. Rightfully, she thought she had a right to sit in on Cody session. Malachi

Ahriah quickly flips through pages and we are no longer reading at this point. She is making her own story up as she tells me what she sees. So I decided to play along asking her other questions that could help me understand her concept of print. I ask her does she see any letters that she knows and again she points at the letter “A”. I then ask her does she know the alphabet and she tells me yes, but I don’t make her recite them to me. I just slowly bring up questions in the conversations that she starts to have with me. Ahriah goes through describing all the pictures that she see’s to me and by doing that she is showing me different skills that she has. She first is able to tell the difference in the size of the polar bears. She tells me that she sees the adult polar bears and the baby polar bears while they play in the snow. She then demonstrates to me that she is able to count as I ask her how many polar bears does she see on the page? She tells me she sees two adult polar bears and three baby polar bears. She then notices the moon on the page. I ask her what letter does the word moon start with, and she tells me that it starts with an “M”. I tell her you are very bright. The moon was also spelled in the book and I asked her does she see an “M” in the book, but instead of pointing to the “M” she points at a stick that is

My proposed plan of action is to work on reading skills with this student. The main skills that I will work on are main ideas, summarizing, inferences and drawing conclusions. Reading comprehension involves many thinking skills. Readers who understand main ideas make better sense of a text and increase comprehension. When students can use main ideas to summarize information, this helps students recall important points. Making inferences and drawing conclusions are important reading skills. These skills help students derive meaning from language with layers of implied meanings. When students can make inferences and draw conclusions, they gain a richer and deeper understanding of the text.

Throughout the Mission trip process at YouthWorks older children have the opportunity to guide younger children at a children's day camp. In the summer of 2012 I was given the privilege to travel to West Virginia and work in one of the kids camps. It was stationed in a rougher area and housed children of all races, denominations, and wealth but all had a common need. Many of the kids sought out support and love. The staff had warned us that we needed to show the children support without becoming attached because we would need to leave in a week. My first day at the kids camp I noticed a child sitting in the corner and when i approached him that staff had warned me that he does not speak. The entire first day I spent my time talking to him

At our school district, we strive to meet the instructional needs of Joshua by adapting our lessons. These adaptations will help Joshua comprehend the lessons, focus and content. Joshua will spend at least 95% of his time in my general education classroom. He has qualified for assistance through our Title one reading program. He will also visit Mrs. Brown our Learning support teacher to help reinforce lesson content. Joshua struggles with reading in general; to have him succeed in class I will offer strategies for Joshua to acquire. Through our team effort we will help make sure Joshua has success in reading comprehension.

For this child observation, I decided to observe my younger brother Jacob. Jacob is 5 years old, but he insisted that I write that he is almost 6. He is also in kindergarten this year and loving every second of being a loud, rowdy boy. I suppose I am at an advantage in this observation since I have seen the numerous developments in Jacob’s life thus far.