Descriptive:
My practicum classroom is symbol-rich. I walked in on the first day and I said “Wow!” The walls were covered with literacy. On one wall there were familiar items, such as cereal boxes, logos of food items, logos of toy companies, and logos of different vacation spots. The title of this section was, “See you can read!” On the front wall next to the white board was the calendar. Here you will find the days of the week, the names of the months, yesterday, today, tomorrow, names of the seasons, names of numbers (zero through ten), names of coins (penny, nickel, dime, quarter), and the word calendar. The alphabet is up with all to see with pictures to go with each letter. The alphabet is posted directly above the white board in front of the classroom.
In addition, to the calendar wall, the alphabet, and the ‘you can read’ items around the room are also labeled. Items such as the door, the window, the trash can, the recycling can, the crayons, the markers, and the directions (north, east, south, west). The students’ names are posted in multiple areas of the room. There is the job chart, which has the job name written on the chart and each student has a frog that has their name on it to match to the job they are asked to do when the teacher pulls their name. Another area is on the cupboards above the sink, which is to the left when you first walk into this classroom. On the cupboard the children made self-portraits. Attached to the self-portraits are three sentences the students came up with. Two of the sentences are ‘I like” and the last is ‘I dislike’. These sentences include each student’s name. The students’ names are also posted on ‘warm fuzzies’ that are on the wall to the right when you come. These symbolize how they should treat one another. The final two spots that have the students’ names are the cubbies the students put their backpacks and jackets in for school as well as on their desks. The name tags on the desk also have the alphabet, a number line (0-20), colors (picture and name), shapes (picture and name), as well as numbers (how to write).
In this classroom, there is a quiet reading area. This area includes bean bags for sitting on while reading as well as pleasure books to read. In this area, the teacher has a bulletin board of her favorite books to read. She talks about this board with her students and said, “Everyone likes different books. I am so excited to find out what your favorite books are this year!” The teacher also has book tubs that are leveled for her readers. This is helpful because the students learn what tub they are allowed to choose from, allowing the students to have access to the tubs at any time to pick a book to read.
Some may be wondering, “What about a word wall?” This classroom does not have a word wall, but instead the students have word journals they are allowed to use. They may ask how to spell certain words, but they must first attempt the word by sounding it out. This allows them to know what letter to open their word journal to when asking to for a correct spelling.
The final part of this symbol rich environment is the writing the teacher has on the board. Daily, the class and teacher use the board for agenda writing, journal writing, and writing activities. I now know what I would like to have in my symbol rich classroom setting to assist in my students’ literacy development.
Sunday, November 21, 2010
A fun activity for your trip to the store
Expository: (An activity to help students and families to take full advantage of their environment)
This week we are focusing on the letter ‘a’ (insert the letter-s working on). When you go to the store or even around your neighborhood keep your eyes open for anything that starts with an ‘a’ or things that resemble the letter ‘a’. Use the camera I sent home to take pictures of the items you found. Try to find ten items to take pictures of that either begin with ‘a’ or look similar to ‘a’ Bring the camera back to school on Friday. In class, everyone will have a chance to present and talk about what they found. We will plug the digital camera into the computer that is hooked to the projector so the pictures you took will display on the screen so you can explain what you found.
An example, I was walking to my friend’s house with my dad. She lives on the other side of the park from me. On my way me and my dad found these branches (pointing to the picture she took) lying on the ground that look like a big ‘a’. We also found this apple core lying in the street. We kept walking and found this ant going in to his ant hill. I got to my friend’s house. I took a picture of her because her name is Abby. I took a picture of her cat. His name is Abraham. While we were playing in her room I took a picture of the toy we were playing with, the Barbie airplane. After playing for a while, Abby and I went with her mom to the store. Abby and I found an apricot, asparagus, Apple Cinnamon Cheerios, this sign with the word aisle, and the name of the store ‘Albertson’s’.
This week we are focusing on the letter ‘a’ (insert the letter-s working on). When you go to the store or even around your neighborhood keep your eyes open for anything that starts with an ‘a’ or things that resemble the letter ‘a’. Use the camera I sent home to take pictures of the items you found. Try to find ten items to take pictures of that either begin with ‘a’ or look similar to ‘a’ Bring the camera back to school on Friday. In class, everyone will have a chance to present and talk about what they found. We will plug the digital camera into the computer that is hooked to the projector so the pictures you took will display on the screen so you can explain what you found.
An example, I was walking to my friend’s house with my dad. She lives on the other side of the park from me. On my way me and my dad found these branches (pointing to the picture she took) lying on the ground that look like a big ‘a’. We also found this apple core lying in the street. We kept walking and found this ant going in to his ant hill. I got to my friend’s house. I took a picture of her because her name is Abby. I took a picture of her cat. His name is Abraham. While we were playing in her room I took a picture of the toy we were playing with, the Barbie airplane. After playing for a while, Abby and I went with her mom to the store. Abby and I found an apricot, asparagus, Apple Cinnamon Cheerios, this sign with the word aisle, and the name of the store ‘Albertson’s’.
Our Field Trip to Tempe Center for the Arts
Narrative:
Our field trip to Tempe Center for the Arts to see Junie B. in Jingle Bells, Batman Smells! was a blast. Before leaving for our field trip we discussed the play. We predicted what the play was going to be about. Our predictions were that the main character was going to be Junie B. and that is going to be about Christmas. The students predicted this because of the title and the picture on the sheet the play company sent to me. Next, we got into our four groups with parent helpers. The children put their lunches in the basket before going outside to get on the bus. After each child was on the bus and lunches were in the basket we were on our way to Tempe Center for the Arts. The children were so excited. They were riding a bus as a class, which we have never done and we were leaving the school to go to a new place.
On the way, we played a literacy game. I started the game by saying, “What do you see that begins with ‘b’ (the sound of B)? We then went around the bus listen to everyone’s response to what they see. The class came up with answers such as, “the bus”, “Bobby”, “bush”, “blue car”, and “balloon”. We got through fifteen letters. We arrived!! Each group left the bus together and walked into the lobby of the center. The children were well behaved and waited quietly until we were directed into the auditorium. We were thinking, right before we sat down for the show we went to the restroom. We entered the auditorium as a whole class and found our seats. Now it was time to sit back and enjoy the show.
After the show was over we stayed in our seats and had a question and answer with the cast of the play. After the question and answer we went on a tour back stage. We learned a lot today and it was fun. We head back to the bathrooms before eating lunch to wash our hands. After everyone was done in the restroom, we went outside and ate lunch in the grass. The teachers passed out the lunches to each child. We enjoyed our lunch outside, something different! We cleaned up our lunch, throwing away our trash and put lunch bags back into the basket. Getting on the bus to head back to school was not as fun as getting on the bus to go to Tempe Center for the Arts, but we had to come back.
In class, we filled out our journal page of our favorite part of the field trip. You will be able to find out everyone’s favorite part next Wednesday night during our December Celebration night.
Our field trip to Tempe Center for the Arts to see Junie B. in Jingle Bells, Batman Smells! was a blast. Before leaving for our field trip we discussed the play. We predicted what the play was going to be about. Our predictions were that the main character was going to be Junie B. and that is going to be about Christmas. The students predicted this because of the title and the picture on the sheet the play company sent to me. Next, we got into our four groups with parent helpers. The children put their lunches in the basket before going outside to get on the bus. After each child was on the bus and lunches were in the basket we were on our way to Tempe Center for the Arts. The children were so excited. They were riding a bus as a class, which we have never done and we were leaving the school to go to a new place.
On the way, we played a literacy game. I started the game by saying, “What do you see that begins with ‘b’ (the sound of B)? We then went around the bus listen to everyone’s response to what they see. The class came up with answers such as, “the bus”, “Bobby”, “bush”, “blue car”, and “balloon”. We got through fifteen letters. We arrived!! Each group left the bus together and walked into the lobby of the center. The children were well behaved and waited quietly until we were directed into the auditorium. We were thinking, right before we sat down for the show we went to the restroom. We entered the auditorium as a whole class and found our seats. Now it was time to sit back and enjoy the show.
After the show was over we stayed in our seats and had a question and answer with the cast of the play. After the question and answer we went on a tour back stage. We learned a lot today and it was fun. We head back to the bathrooms before eating lunch to wash our hands. After everyone was done in the restroom, we went outside and ate lunch in the grass. The teachers passed out the lunches to each child. We enjoyed our lunch outside, something different! We cleaned up our lunch, throwing away our trash and put lunch bags back into the basket. Getting on the bus to head back to school was not as fun as getting on the bus to go to Tempe Center for the Arts, but we had to come back.
In class, we filled out our journal page of our favorite part of the field trip. You will be able to find out everyone’s favorite part next Wednesday night during our December Celebration night.
Family Support
Persuasive:
The best education for your child is a combination of school and family support. Your child and I will be covering a lot of information this year at school. However, we cannot do this learning all by ourselves or just at school. You need to be a part of this. The more involved in the learning process the more your child will feel it is important. They look to even if it does not seem like it. They learn so much from you. If you believe educations is important and show your support your child will enjoy coming to school and learn, as well as sharing what we are learning at school. To give your child support you must communicate with them and show that school is important. I cannot fully get the point across or have enough time to give each student enough one on one time to enhance skills. Families need to be a part of the learning process. I will be sending home activities, but your child will have a hard time doing the activities all by themselves. You may be thinking, “I do not have time to work one on one with my child, because …” Let me just tell you do not have to make more time, just build this in to your daily routines. You and your child can talk about letters and letter sounds while you are at the grocery store, in the car, on your way to dance or sports practice. You can even start with a word have your child give you the different words as you ask them to change the beginning sound or ask them to tell you the syllables of the word you see in the environment (signs). I fully understand about busy schedules but I believe and you should too, that your child’s education is important. Be a part of this exciting time in your child’s life.
The best education for your child is a combination of school and family support. Your child and I will be covering a lot of information this year at school. However, we cannot do this learning all by ourselves or just at school. You need to be a part of this. The more involved in the learning process the more your child will feel it is important. They look to even if it does not seem like it. They learn so much from you. If you believe educations is important and show your support your child will enjoy coming to school and learn, as well as sharing what we are learning at school. To give your child support you must communicate with them and show that school is important. I cannot fully get the point across or have enough time to give each student enough one on one time to enhance skills. Families need to be a part of the learning process. I will be sending home activities, but your child will have a hard time doing the activities all by themselves. You may be thinking, “I do not have time to work one on one with my child, because …” Let me just tell you do not have to make more time, just build this in to your daily routines. You and your child can talk about letters and letter sounds while you are at the grocery store, in the car, on your way to dance or sports practice. You can even start with a word have your child give you the different words as you ask them to change the beginning sound or ask them to tell you the syllables of the word you see in the environment (signs). I fully understand about busy schedules but I believe and you should too, that your child’s education is important. Be a part of this exciting time in your child’s life.
What literacy means to me
Poetry:
The world is full of symbols and signs
It is all part of the grand design
Every child must learn to read
It is up to us to plant the seed
We talk and respond to the questions they ask
Reading, Writing, and Spelling are also part of the task
A child is a sponge ready to learn
Short vowels and long vowels they are able to discern
Next comes blends and diagraphs too
No child gets lost-it is up to you
Reading and Writing go hand in hand
Practice and reteach is the law of the land
We all start early it is easy to see
It is a long road to literacy!
What is your interests?
Technical:
I am so excited to be your teacher this year. We are going to have great year. I have so much planned that we are going to learn. Before we begin learning I would like to know more about you. I would like to know what you enjoy doing and reading. In order to let me know you are going to fill out a ‘reader’s inventory’. You may need a parent’s help. First you will click on the link below, entitled Reader’s Interest. This will take you to the form to fill out. You will read each question and answer the question with your answer. Do not worry there are no wrong answers, it used to find out what you are interested in or like. These answers will help me get to know you as well your interests. We will be doing an all about me poster at the beginning of school. At that time you can tell me all about you. This survey is more about interests, things you enjoy doing and about reading.
Reader's Interest
I am so excited to be your teacher this year. We are going to have great year. I have so much planned that we are going to learn. Before we begin learning I would like to know more about you. I would like to know what you enjoy doing and reading. In order to let me know you are going to fill out a ‘reader’s inventory’. You may need a parent’s help. First you will click on the link below, entitled Reader’s Interest. This will take you to the form to fill out. You will read each question and answer the question with your answer. Do not worry there are no wrong answers, it used to find out what you are interested in or like. These answers will help me get to know you as well your interests. We will be doing an all about me poster at the beginning of school. At that time you can tell me all about you. This survey is more about interests, things you enjoy doing and about reading.
Reader's Interest
Monday, November 15, 2010
Practicum Expereince in a First Grade Class
This semester I had the opportunity to work with my first grade teacher for the practicum. From this experience, I have learned different ways to teach and practice standards. I have also encountered ways to improve classroom management and elicit parent involvement. Let me share and explain what I have learned.
The teacher works on teaching short and long vowels as well as blends every day. She works with her students using flash cards. Most of the vowels have a catchy little saying. Now, after lots of practice the first grade students speed through the flash cards. My favorite saying is for 'est', "We are the best in the west, so give us a test!" The children also know catchy sayings such as, "when two vowels go walking the first one does the talking and says its name. The second is silent and doesn't make a sound." The children have grown on their individual reading level with the practice with these flash cards. During this time every day she has her intervention groups sit in their order based on the initial reading test the students took. She feels this helps those students who are struggling to be able to have an easier time paying attention and seeing the board while hearing their classmates say them first until it becomes second nature to all of the students.
Working on math facts is another fun and exciting way of learning (and teaching). The students practice daily. They count backwards from 20. They also practice using 'grab and count down' method for subtraction. For addition, the class uses the 'grab and count up' method. Right before the students take their time test they do a math warm-up. The warm-up includes arm circles (forward and backwards) as well as hip circles (both directions). While doing these warm up exercises the students say, "Math is playing games with numbers. I like games. I like numbers. So of course I like Math. Subtraction starts with the big number take away the small and see what is left. Adding starts with the big number; count on the small and see how much you have all together." The students seem to do well after this warm up and practice. More than half of the class is already testing on their tens and we are not even at the half way mark of the year. First graders must pass their math facts zero through twenty.
Her classroom management techniques put the students in charge of their own behaviors. She has a 'It's up to you, what you do!" chart. This chart has each of the students’ names and each student has a card. The card has four sides, green smiley face, 1, 2, and 3. Everyone starts the week with a green smile face. Each student gets two reminders before having to change the card. After the card is changed for the students not doing what is expected the card cannot be turned back until the next day at first recess if the behavior has changed. The goal is to keep your card on green, or get it changed back to green by Friday for Friday Fun day. The students do not like missing Friday Fun day when they have the opportunity to play at the park and partake in an extra activity. She also uses a whole class technique. Depending on the season, she draws up shapes when the whole class is doing a fabulous job. If the class is not doing what is expected the teacher erases a shape. The children normally shape up when they lose a shape, because they are trying to earn ten shapes. When they reach ten shapes the teacher brings in a special treat for them. In addition to the class behavior counter and individual behavior counter the teacher uses the grabber system. The students earn and lose grabbers the same way they earn and lose the other forms, however the students save their grabbers up to spend on fun exciting items. The students keep a current count of their grabbers. You can ask them any second of the day and they will be able to share with you how many grabbers they have. The third classroom management technique I like is "Warm Fuzzy". She told a story at the beginning of the year about Warm Fuzzy and Cold Prickly. Having only the one warm fuzzy given to you at birth is as not as good as having multiple ones when you share them. This story and giving each student a warm fuzzy pom-pom guy helps the students understand nice things to say to one another. She has used thisa lot lately because some of the students are not being very nice on the playground. She talks about how it makes us feel when we receive cold prickles. It is not a warm feeling inside. Then, she discusses with the class what they can do instead of using mean words.
These techniques and helpful hints have been beneficial to her students as well as to me, a future teacher. I can see myself using techniques like these in my classroom. They work in her classroom and I hope they will work in mine. The students are responsible for their behaviors as well as thinking about how it affects others when we are not nice. The educational warm ups and techniques are easy and catchy for everyone to remember.
The teacher works on teaching short and long vowels as well as blends every day. She works with her students using flash cards. Most of the vowels have a catchy little saying. Now, after lots of practice the first grade students speed through the flash cards. My favorite saying is for 'est', "We are the best in the west, so give us a test!" The children also know catchy sayings such as, "when two vowels go walking the first one does the talking and says its name. The second is silent and doesn't make a sound." The children have grown on their individual reading level with the practice with these flash cards. During this time every day she has her intervention groups sit in their order based on the initial reading test the students took. She feels this helps those students who are struggling to be able to have an easier time paying attention and seeing the board while hearing their classmates say them first until it becomes second nature to all of the students.
Working on math facts is another fun and exciting way of learning (and teaching). The students practice daily. They count backwards from 20. They also practice using 'grab and count down' method for subtraction. For addition, the class uses the 'grab and count up' method. Right before the students take their time test they do a math warm-up. The warm-up includes arm circles (forward and backwards) as well as hip circles (both directions). While doing these warm up exercises the students say, "Math is playing games with numbers. I like games. I like numbers. So of course I like Math. Subtraction starts with the big number take away the small and see what is left. Adding starts with the big number; count on the small and see how much you have all together." The students seem to do well after this warm up and practice. More than half of the class is already testing on their tens and we are not even at the half way mark of the year. First graders must pass their math facts zero through twenty.
Her classroom management techniques put the students in charge of their own behaviors. She has a 'It's up to you, what you do!" chart. This chart has each of the students’ names and each student has a card. The card has four sides, green smiley face, 1, 2, and 3. Everyone starts the week with a green smile face. Each student gets two reminders before having to change the card. After the card is changed for the students not doing what is expected the card cannot be turned back until the next day at first recess if the behavior has changed. The goal is to keep your card on green, or get it changed back to green by Friday for Friday Fun day. The students do not like missing Friday Fun day when they have the opportunity to play at the park and partake in an extra activity. She also uses a whole class technique. Depending on the season, she draws up shapes when the whole class is doing a fabulous job. If the class is not doing what is expected the teacher erases a shape. The children normally shape up when they lose a shape, because they are trying to earn ten shapes. When they reach ten shapes the teacher brings in a special treat for them. In addition to the class behavior counter and individual behavior counter the teacher uses the grabber system. The students earn and lose grabbers the same way they earn and lose the other forms, however the students save their grabbers up to spend on fun exciting items. The students keep a current count of their grabbers. You can ask them any second of the day and they will be able to share with you how many grabbers they have. The third classroom management technique I like is "Warm Fuzzy". She told a story at the beginning of the year about Warm Fuzzy and Cold Prickly. Having only the one warm fuzzy given to you at birth is as not as good as having multiple ones when you share them. This story and giving each student a warm fuzzy pom-pom guy helps the students understand nice things to say to one another. She has used thisa lot lately because some of the students are not being very nice on the playground. She talks about how it makes us feel when we receive cold prickles. It is not a warm feeling inside. Then, she discusses with the class what they can do instead of using mean words.
These techniques and helpful hints have been beneficial to her students as well as to me, a future teacher. I can see myself using techniques like these in my classroom. They work in her classroom and I hope they will work in mine. The students are responsible for their behaviors as well as thinking about how it affects others when we are not nice. The educational warm ups and techniques are easy and catchy for everyone to remember.
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