last observation

Monday, Jenni and I was sad to see our last day. The students were happy until they realized it was our last day there. Several of the students invited us to come to a singing at Crestview Baptist Church in December. That made me feel special to be invited. I plan to try my best to be there.

Mrs. Pilgram had us to teach factors in math. The two of shared our different ways we saw best at using. I introduced the factor tree. This factor tree made finding divisibilities easier for some. Others were saying this made factors have a much longer and confusing process. I agreed this took much longer and more steps. I also explained sometimes more steps and longer time into something made things easier. Jenni didn’t use the factor tree. Like my process, there were some who liked the process and others who didn’t.

Scoop Saves the Day

Title: Scoop Saves the Day

Author: Diane Redmond

Illustrator: Keith Chapman

Producer: HIT Entertainment PLC

Produced: 2001

Summary: The night had been wild and stormy. By morning, the storm had gone but the town was a disaster. Bob the Builder was the first to hear about it and began calling Scoop and Roley to help. All through the day Bob, Scoop, and Roley was helping others in the town. As individuals were helped, they chipped in to help others. It was team work that ended up saving Pilchard’s life.

This would be a great book to read to kindergarteners. It is a good lesson for explaining how working together makes things easier.

observation 2

What have you seen in language arts/reading instruction?
I am still surprised how reading session is held. Mrs. Pilgram clarified that students have to make 80 or above, on the reading quiz. If this goal isn’t reached, the student must reread the story and retake the quiz. This week, students were asked to read one of three stories, depending on his reading level. She placed me with the lowest level. It was really disappointing to see some students this low.

What have you taught in your internship?
I still haven’t individually taught anything to the class. I continue giving several students additional help in reading and math. Next week, I will be teaching subtraction with regrouping.

Comment on any interesting things that you have noticed about your school, the teachers, the students, or the curriculum.
I am surprised how Davenport’s staff and students seem to be so close in bonding. The teachers are always eating lunch with the students. There are often days when a staff member stops by the classroom to tell the students hello. The staff lady who observes teachers there was real kind to Jenny and I. She gave each of us a book showing what we will be graded once we become teachers.

Post any questions that you have about teaching/learning.
I found the answer to my last week’s question. Paige is behind because of not properly being home schooled. This is her first year in a public school.

observation 1

What have you seen in language arts/reading instruction?
Reading, in Mrs. Pilgram’s, is different than I expected. The reading is more an individual session. Students get a book that nears his or her reading level. She has each student to read the story, at least twice. After the student has read the story twice, he or she takes a quiz on the computer. If the student passes the test, an AR jeep is moved forward on a track. When then student reaches the 100 point, the student is awarded a Friday party. I saw the majority of students would quietly sit there and read. There are two girls who like to read with someone. I believe Paige needs help, where McKenzie just wants attention.

What have you taught in your internship?
I haven’t taught anything to the class.  Instead, I have tested several students’ reading skills and gave the entire class a spelling test. Mrs. Pilgram will ask Jenni and I to individually help several students in math and reading.  

Comment on any interesting things that you have noticed about your school, the teachers, the students, or the curriculum.
The first day at Davenport Elementary I was shocked to hear how religiously the staff was talking. As for the students, I noticed how they would individually go to the library as needed. When I went to elementary school it was done as class. Another thing that seems strange to me is how students spend so much time on assignments, instead of being taught. arefirst thing I noticed , I really noticed that the students didn’t complete any of the homework Mrs. Kyro send home.  I got a better understanding of the lack of support from the student’s home lives.

Post any questions that you have about teaching/learning.
Next week, I plan to ask Mrs. Pilgram if there is some reason Paige struggles in math and reading. Is she possibly facing personal problems?

Words Their Way

                                                               Words Their Way

Spelling development includes these five stages.

Emergent (Preliterate) –  Children have not yet developed a formal way of reading. They are in the stage of recognizing logos and often recognizing letters in their name. This stage involves the time a child is making marks which represent letters. During this period, students are beginning to notice sound of a word.

Letter Name-Alphabetic (Early Letter Name and Letter Name) – This stage is when formal reading is being taught. Dramatic growth is seen in one’s reading level. Students are beginning to notice the first and last sound of a word. It is during the mid to late stage before they are getting the correct sounds. The long vowel sounds are also being noticed. Short vowel sounds remain difficult. A student must recognize digraphs, blends, and short-vowel sounds, prior to moving to the next stage.

Within Word Pattern (Within Word) – Students now have automatic knowledge of short-vowel patterns and letter sounds. They are beginning independent reading. Homophones and different layers of words are noticed This stage lasts longer than the previous stage.

Syllables & Affixes (Syllable Juncture) – This is the stage where children are beginning to use prefixes and suffixes. They are just beginning to understand the spelling pattern. The terms for individual prefixes and suffixes are being understood. For example: pre means before and ed means past tense.

Derivational Relations (Derivational Constance) – This is the last stage and continues on through adulthood. Students are recognizing how words share the base words, word roots, and origins. It is here where vocabulary is starting to be understood.

DRTA Frog and Toad

Frog & Toad Together

Cookies

Read the title. What do you believe “Frog and Toad Together” is about?

Show the pictures and ask class what they believe will happen.

Part 1: pages 30-31

What did Toad make (p. 30)?

            (made cookies)

Whose house did Toad go to (p. 30)?

            (Frog’s)

What did Frog say about the cookies (p. 31)?

            (best cookies)

What do think will happen?

Part 2: pages 32-33

Did Frog and Toad a large amount of cookies (p. 32)?

            (yes)

What was going to happen if they kept eating cookies (p. 32)?

            (get sick)

What did they do when Frog said “We will soon be sick” (p. 33)?

            (ate another cookie)

What do think will happen?

Part 3: pages 34-35

What did Frog say they needed to stop eating (p. 34)?

            (will power)

What is will power (p. 35)?

            (trying hard not to do something)

What do think will happen?

Part 4: pages 36-37

Where was the first place they put the cookies (p. 36)?

            (in a box)

Why did they tie string on the box (p. 37)?

            (to make it harder to open)

Why didn’t the string work (p. 37)?

            (could cut it)

What do think will happen?

Part 5: pages 38-39

Where did Frog put the box of cookies (p. 38)?

            (on a high shelf)

Why did the high shelf work (p. 39)?

            (could use the ladder)

What do think will happen?

Part 6: pages 40-41

Where did Frog take the box, after the previous things he had tried didn’t work (p. 40)?

            (outside)

Why did he take the box outside (p. 40)?

            (feeds the cookies to the birds)

What does Toad say he’s going to do when Frog claims to now have will power (p. 41)?

            (go home and make a cake)

References

Ari, Omer. Frog & Toad Together: Dragons and Giants.

Lobel, Arnold. 1972. Frog and Toad Together: Cookies. United States: HarperCollins.

Title: Operation Spy School

Author: George Stanley

Illustrator: Guy Francis

Publisher: Scholastic Inc.

Date of Publication: 2003

ISBN #: 0-439-68354-8

Grade Level: 3.0

Read Aloud Summary: The IM-8 secret agents, including Adam Sharp, go back to school. They are going back to learn the new skills involved in capturing criminals. One of the students there begins giving these skills to people outside the school. Adam is the only one who is capable of finding the guilty student.

How can this book be used in class. This book would be good for 3rd graders, in groups, to choose a chapter and create a story out of pieces they believe the author has left out.

Pee Wee Scouts: Grumpy Pumpkins

Title: Pee Wee Scouts: Grumpy Pumpkins

Author: Judy Delton

Illustrator: Alan Tiegreen

Reading Level: 2.2

Published: 1988

Publisher: Dell Publishing

Summary: Halloween is getting near so Mrs. Peter and the Pee Wee Scouts are discussing their plans. There will be a trip to the pumpkin farm and then they will carve pumpkins. All of this is followed by a party. Molly Duff hears where the party is going to be and says it can’t be there. 

This book would be great to let 2nd graders read during the month of October. An activity which could be done is to paint small pumpkins.

The Night Before First Grade

The Night Before First Grade

by Natasha Wing

Illustrator: Deborah Zemke

 

Summary:

It was the night before Penny would be starting first grade. She was very excited to be getting to her best friend, Jenny. By surprize, the first graders were split in two. Penny became disappointed when she heard they were in separate rooms. She knew she had to be brave since she was a first grader. Being in separate room also brought a big surprize. 

 Lesson plan:

Read the title and show the front cover. What do you think is going to happen in this story?

Show the pictures, throughout the book. Do you still believe the same thing is going to happen?

Section 1: pages 1-2

What do these pictures tell you about the girl?

      (she must like animals and the color green)

Who do think these photos, on the wall, are of?

     (the photos are of her pet dog and turtle)

What are you expecting to happen next?

 Section 2: pages 3-6

What does the word matched mean?

      (was the same or like something)

Do any of you know what Jen is going to look like?

      (same height as she is and black hair)

What does the word straight mean in this sentence?

      (made no stops on the way)

What of her food is healthy?

      (apple)

What are you expecting to happen next?

Section 3: pages 7-9

What does “nestle d and snug” mean?

      (cozy and warm)

What are you expecting to happen next?

Section 4: pages 10-12

What does “fuss” mean?

      (excitement)

What are you expecting to happen next?

Section 5: pages 13-16

What does “clung” mean?

      (holding tight)

Who might Miss Sunrise be?

     (their kindergarten teacher)

What are you expecting to happen next?

Section 6: pages 17-20

What does “split” mean (p. 17)?

      (divided or pulled apart)

What does “brave” mean (p. 19)?

      (not scared)

What are you expecting to happen next?

Section 7: pages 21-22

What did Penny do that was polite (p. 22)?

       (spoke to the new girl)

What are you expecting to happen next?

Section 8: pages 23-26

What are some things Penny and the new girl have in common (p. 25)?

       (made noodles, turtles, like blue, and pistachio ice cream)

What are you expecting to happen next?

Section 9: pages 27-28

What does “bunch” mean (p. 27)?

      (very much)

What are you expecting to happen next?

Section 10: pages 29-30

What does rhyming mean (p. 30)?

         (ending with the same sound)

What relationship do you think Nina and Tina have (p. 30)?

(twins or sisters)

Easter Bunny Baby

Title: Easter Bunny Baby

Author: Sarah Wilson

 Illustrators: Sharon Ross and Kevin Gallegly

Date of Publication: 2004

Summary: Angelica and many other children are at the mall visiting the Easter Bunny. Angelica is so nonstop on telling him what she wants that he gets a head ache and has to leave. A thought of the Easter Bunny being so sick that he can’t come to the children’s house comes Kimi’s mind. With this in mind, Chuckie and Kimi deliver candy for the Easter Bunny.

This book would be good to read to 1st or 2nd graders around Easter. This story would be a good one to let the students predict what was going to happen and use their imagination.