Travis Snyder

9/11/12  7:00-11:30am

Exploration 1

7:00 a.m. – Morning briefing with other kindergarten teachers if need be. They discuss plans for the day ahead.

7:30 a.m. – Students are first allowed to enter classroom. As students arrive their morning routine moves like clockwork. Only after a couple of weeks students remember to say good morning to the teacher, hand her their folders, move milk card, wash hands, see what the smart board says, and then free time if the teacher doesn’t have a classroom activity. Most of the time if I’m there she will have me do it with them. Today I helped them paint their hands and make a “helping hands rainbow”. Once they finished they have choice time with their friends until all the students show up or 8:15 a.m. this is a great time for parents to bring up any concerns or inform the teacher of any new issue that may show a problem for the classroom.

 This shows a wonderful time for children to ease into school without too much commotion so early in the morning. Many children have a blank face walking into school as if they just awoke. The smart board has a way of jumping the small brains by giving them a question they can read with their parents and answer. For example one question asked how many pieces of candy they received for Halloween. The answer isn’t relevant it’s more to wake them up slowly.

8:15 a.m. – Students are asked to clean their messes up and meet on the alphabet rug. Once everyone is settled and bodies are still. They read the morning message together which is very important. Reading similar messages everyday helps students recognize simple words called “muscle words” for example is, a, the, me….. Today a student noticed that “this” had the chunk word “is” in it because “is” was one of the students muscle words that they learned, this is one way they integrated “talk”. The morning message read “Good morning, this afternoon you will be going to P.E. today”. After they read the morning message they learn a greeting game where every student places one of their shoes in the center of the rug. Once every student has a shoe in the center one student starts by picking up a shoe and asking the owner of the shoe if it is theirs. The receiver says “yes” and “thank you”. Once they received their shoe they pick up a new shoe and repeat the same process until everyone has their shoe back. This becomes very humoring because there are many small shoes and one extra large shoe which belongs to me. I joined the game late but once the students saw my shoe being dropped into the middle many of them began to laugh and my shoe was the very next one to be picked.

8:30 a.m. The students have a story read to them for an introduction to Reader’s Workshop. Today they were read Knuffle Bunny and then the Scholastic DVD was played for them. They really enjoyed it. I believed it helped different students because they first heard the story from the teacher for the verbal learners then for the visual learners they saw the movie. The Reader’s Workshop or Literacy Stations as the children call it was as follows (see back page labeled ‘Our Literacy Stations”) the stations change every day until each colored table has done every station. Once the students finish one station they move on to the station below.

9:15 a.m. SNACK!!! A wonderful time for students to interact with each other and share war stories from the night. My teacher does a great job with including every student each day. Since there are five tables each day she sits with another table. On Monday she sits with the red table, on Tuesday see sits with the blue table and so on and so on. This is one plan I plan on using when I become a teacher. Surprisingly enough the classroom is very quite during this time I’m very impressed.

9:30 a.m. – Writer’s Workshop is opened with a story about a Hermit Crab and losing his home. The students are very intrigued by the story and comment how someone they know has a sister, who knows a friend that has a hermit crab. The teacher was very patient after every story without getting to far off task. The students were then asked to draw a story of something they enjoy doing. The teacher opened with a drawing of her two kids and made them stick figures. The students mostly drew their parents playing with them. One line below the image was expected to have words describing their picture. The teacher and I walked around helping students sound out words and reminded them to pinch their pencils when writing.

10:20 a.m. -RECESS!!!!!!!! Children were not allowed outside until a quite, still, and single filed line was formed. The students were counted off learning new numbers as they were tapped softly on the head. Student were expected to answer an “exist card” before enjoying their outside time. Spell “yes” was the mission today.

10:45 a.m. -The children line up for lunch, the quietest line/class leaves first for lunch. This proves to be difficult after just going mad for 25 minutes straight.

10:50 a.m. –Lunch. The students are told many times to quiet down and eat their lunch. The children are read a story to quiet them down. When a student has too many reminders at lunch they sit alone for the reminding lunch period and will “practice” quiet bodies the next day during recess period for ten minutes.

11:30 a.m. - I left as an introduction to the first day.     

The teacher I would talk to in the text is Linda Zeck. I like her organization tactics/techniques. I would ask her how long it took her to create the perfect chart to categorize her students learning.

1.      Do all the students know each other’s names?

-Yes, greeting games work well.

2.      Is good readers modeled?

-Yes, “good readers point to the words as they read stories”

3.      Do the students feel safe?

-Yes, student conflicts are handled on a one on one basis with all involved.

4.      How is order brought back to the classroom?

-Lights being turned off, chime, clapping, chants…..

5.      Do all students know their Alphabet?

-No, but consistent practice every day. Many children come from different homes.

Travis Snyder

Title of Lesson: Alphabet Knowledge                                   Subject Area: Literacy

Projected Lesson Length: 20min + 10 min recap                 Grade Level: Kindergarten

Instructor: Travis Snyder                                                       Dates of Lesson: 12/7/12

School: Cambridge Elementary                                              Host Teacher: Nancy Randall

 

Description of Class and Classroom Climate:

The class has 10 females and 11 males. The students are all comfortable with me from spending more than 110 school hours with them. The students were very responsive with many questions. They seemed to enjoy the topic with minimal disruptions. Students had a little trouble doing my lesson a little differently than their teacher but I explained to them that this is the way we are going to do it today.

Guiding Question:

What is the importance of alphabet knowledge?

Standards:

EE-K9a- Development of Oral Language and Literacy.

D.O.E 5.29 Visual Arts Students use the elements and principles of two- and three-dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing.

 

D.O.E 5.12 Literate Community

Students participate as members of a literate community, talking about books, ideas, and writing.

Content Learning Objective(s):

Know: Students will know each letter by sight.

Understand: Students will understand the sounds that go along with each letter.

Do: Students will be able to write both upper and lower case letters for the whole alphabet after a teacher has written it first.

Procedure:

I will start off the lesson by showing flashcards to the students and have them repeat the letter, the image, and the sound (B-Bat-Bah). I will repeat this through the entire alphabet. Then I will introduce a game that will help them memorize their letters and sounds quickly called “Around the World”. I will then explain the rules and what is expected from them. First everyone must sit on a letter on the letter rug. One student will be chosen from a random Popsicle Stick Name. Once that student has been announced they must stand behind the student to their right. I will model how the game is played first before I ask the students to compete. “Whoever can tell me the letter, object, and the sound it makes moves on to the next child. These games also help teach good sportsmanship, and help apply their knowledge of the alphabet. This lesson will continue throughout the year as the students learn all the letters of the alphabet. From Bloom’s Taxonomy I have used Knowledge of the alphabet, Comprehension of the alphabet before the game, Application to the game, Analysis to the game, Synthesis creatively teaching the students letters with fun activities, and Evaluation from the student that moves on. The students that say nothing at all, when the cards are shown, will need one-on-one attention at another time.

Assessment Plan:

I will assess the students’ knowledge of their letters by using flashcards on a daily basis during a one-on-one meeting. These assessments will help me know where each child is with their alphabet so I know how much time to spend on certain letters and their sounds. The game will also help me see how much the children are learning, and if I need to come up with different ways to apply the alphabet. I will give children a number based on how much they know.  1 equals needs much help. 2 equals somewhat gets it. 3 equals understands completely. After school has finished for the day I would open files kept on all the children and write what the next step for that child needs to be.

*names have been changed to protect individuals.

John                 1                      2                      3

Bill                  1                      2                      3

Mike                1                      2                      3

Marie               1                      2                      3

Carly               1                      2                      3

Serina              1                      2                      3

Brady              1                      2                      3

Matt                1                      2                      3

Crystal             1                      2                      3

Sarah               1                      2                      3

Differentiation Considerations:

 My classroom doesn’t apply

Resources and Materials:

Alphabet flash cards and Assessment tool for after.

Support Consideration:

One child had a problem with losing I tried explaining to him you need good sportsmanship in order to play this game. He took a break with an aid while the rest of us finished.

Review:

Overview: The Lesson went perfectly every student participated in the review at the beginning and no interruptions during that time.

Analysis: The students enjoyed this game without really thinking of this game as educational.

Reflection: I would consider the child that had trouble with sportsmanship and if I played the game often the children would understand how and what happens when children lose. I remember the impact this game has had on my childhood in school and how much this game has helped me.     

  

 

Travis Snyder

11/12/12 7:00am-2:30pm

Exploration #4

7:00 a.m. – Morning briefing with other kindergarten teachers if need be. They discuss plans for the day ahead.

7:30 a.m. – Students are first allowed to enter classroom. As students arrive their morning routine moves like clockwork. Only after a couple of weeks students remember to say good morning to the teacher, hand her their folders, move milk card, wash hands, see what the smart board says, and then free time if the teacher doesn’t have a classroom activity. Most of the time if I’m there she will have me do it with them. Today we painted pumpkins as a seasonal thing and not so much a holiday thing One child doesn’t celebrate Halloween so the activity needs to feel seasonal. The children have the choice to paint faces at home once they paint their pumpkins. Once they finished they have choice time with their friends until all the students show up or 8:15 a.m. this is a great time for parents to bring up any concerns or inform the teacher of any new issue that may show a problem for the classroom.

 This shows a wonderful time for children to ease into school without too much commotion so early in the morning. Many children have a blank face walking into school as if they just awoke. The smart board has a way of jumping the small brains by giving them a question they can read with their parents and answer. Today the question asked if the children could place a tally if they were a boy or girl. Later the class will realize how many boys and girls are in the classroom for an upcoming activity.

8:15 a.m. – Students are asked to clean their messes up and meet on the alphabet rug. Once everyone is settled and bodies are still. They read the morning message together which is very important. Reading similar messages everyday helps students recognize simple words called “muscle words” for example is, a, the, me….. The morning message read “Good morning, this afternoon you will be going to P.E. today”. After they read the morning message they count how many boys and how many girls are on the board. Learning this they are asked to stand for another greeting game where the boys make a circle on the outside and the girls make a circle on the inside. Since there are more boys than girls the circles work. A song is read and the boys move to their right and girls move to their right. Since they are looking at each other they travel in opposite directions. when the song finishes the child looking across from one another says their friends name and the song plays again. Children loved this.

8:30 a.m. The students have a story read to them for an introduction to Reader’s Workshop. Today I was asked to take half the class and read small sentences with my group together. It is an opportunity for children to move around for a small task. Once we finish the children return to the rug and the Reader’s Workshop or Literacy Stations as the children call it was as follows (see back page labeled ‘Our Literacy Stations”). The stations change every day until each colored table has done every station. Once the students finish one station they move on to the station below.

9:15 a.m. SNACK!!! A wonderful time for students to interact with each other and share war stories from the night. My teacher does a great job with including every student each day. Since there are five tables each day she sits with another table. On Monday she sits with the red table, on Tuesday see sits with the blue table and so on and so on. This is one plan I plan on using when I become a teacher. Today I asked the teacher if I could turn the lights off during snack because I did this for another class and they thought it was such a treat. If the students get to loud the lights come on and snack continues. The students loved it and abided by these rules. The teacher told me she will use that in the future.

9:30 a.m. – Writer’s Workshop is opened with a story about a pumpkin patch losing pumpkins. The activity was an experiment where the teacher placed a small pumpkin in a tub with water and soil and the students needed to guess what would happen in a couple months. The student came up with great hypothesis like the pumpkin will rot, or another pumpkin will grow, or the pumpkin will get larger. The students were then asked to draw the pumpkin now and in a moth the class will look at the pumpkin again and draw it again.  The teacher drew an image of the pumpkin looking very simple not being to intimidating for the children. The teacher and I walked around helping students sound out words and reminded them to pinch their pencils when writing.

10:20 a.m. -RECESS!!!!!!!! Children were not allowed outside until a quite, still, and single filed line was formed. The students were counted off learning new numbers as they were tapped softly on the head. Student were expected to answer an “exist card” before enjoying their outside time. Spell “my” was the mission today.

10:45 a.m. -The children line up for lunch, the quietest line/class leaves first for lunch. This proves to be difficult after just going mad for 25 minutes straight.

10:50 a.m. –Lunch. Once again the students are told many times to quiet down and eat their lunch. The children are read a story to quiet them down. When a student has too many reminders at lunch they sit alone for the reminding lunch period and will “practice” quiet bodies the next day during recess period for ten minutes.

11:30 a.m. – Math     . Many events happen during math; once everyone is placed onto the rug they all count the number of days in the month of November until they get to the 12^th. Once they get here the teacher flips the card over to show a 12. After she tells them “today is November 12^th 2012” the students are told to count backwards together from 12 to 0. Children aren’t as loud until they reach ten. I’m guessing most children have heard 10-0 a couple of time between T.V. and other events. Three smart board activities are done. The first asks the children what the weather was like outside. Today was sunny so a circle was placed in the “sunny” graph. The second asked the children how many days they have been in school. They counted together as they reached 55. The third page asked the children to map the weather on the calendar of November. The children compare the months to see which months had the most sun. September won. After these activities the teacher shows the children skittles candy. The children are excited. The teacher shows what she wants the students to do. Once the skittles have been opened place the skittles into groups. After the skittles have been placed in groups the graph needs to be filled out properly to the number of skittles. Once the children showed me or the teacher they have completed this they may eat their skittles. Once they finish they are able to play with math games.  Dice games where children fill in graphs with the number they roll, shapes they build to make creatures, categorize bugs and graph…. Children are also able to go from table to table and play different games. Surprisingly children are equally dispersed.

12:10- P.E.  I go with the children to P.E. they have a lot of energy. They focus on soccer today.

I needed to leave for a doctor’s appointment.

12:50- Science and Social Studies.

1:30- Fun-dations

2:00- Dismissal

1.      Monologues-a prolonged talk or discourse by a single speaker, especially one dominating or monopolizing a conversation.

2.      Schema- an underlying organizational pattern or structure; conceptual framework: A schema provides the basis by which someone relates to the events he or she experiences.

3.      Text-to-other- reading a story to children

4.      Text-to-Text- connection between two text for one understanding.

5.      Text-to-Self – connection between one text and an event that has occurred to you at sometime in your life.

6.      Thinking out loud- talking aloud to yourself to better understand an issue or problem.

7.      Making connections- relationship, bind, link, and bond.

8.      Making inferences- the process of arriving at some conclusion that, though it is not logically derivable from the assumed premises, possesses some degree of probability relative to the premises.

9.      Recalling information- to bring back from memory; recollect; remember:

10.  Explaining information-to make plain or clear; render understandable or intelligible:

11.  Applying information- to bring into action; use; employ:

12.  Analysis-a presentation, usually in writing, of the results of this process:

13.  Synthesis- the combining of the constituent elements of separate material or abstract entities into a single or unified entity ( opposed to analysis,)

14.  Evaluating information-to judge or determine the significance, worth, or quality of; assess:

 

 

 

 

 

 

 

 

1.      Monolog in my school typically looks like students washing hands after using the bathroom. The classroom are so occupied that every child plays with another or fights with another. Chances are that no student is ever playing alone or talking to themselves. The sink is the only place where self communication occurs. Every morning students have choice time where they are welcome to play with anything in the classroom that they desire. What they play with is always with another child. Teachers need to induce monologs by calling on raised hands and quite bodies. Once they are called on one child may talk while others listen. 

2.      Schemas occur after lunch during math time when students always count the days of month and determine which day today is. Once the number is presented the children are required to count up to the date and then down from the date to zero. Also any other on counting that may occur like birthdays, concerts, and vacations. The schema never changes except for the number of the day.

3.      Text-to-other. Book buddies have become popular in my school where the kindergarteners walk to a fourth grade classroom and the upper classmen read stories to the kindergarteners. The kindergarteners feel comfortable being read to but someone similar to them. Also each child is receiving one on one attention making them feel important.

4.      Text-to-Text.the teacher models a story book with requirements of a picture box to be filled in and one small sentence below. The teacher recently drew a picture of her two children and wrote a sentence that said “I Love My Children” once she was finished she reminded them if the finish early they could label the objects in their picture.

5.      Text-to-Self. When the teacher reads the children a story everyday/twice daily she leaves time for children, after the story, to comment on the story from connections from home life. Leaving one to two minutes after each story gives the children a chance to feel heard and proud that they could share with the whole class.

6.      Thinking out loud occurs once again during math time. Children need to be able to focus on counting on their fingers and most of the time they are saying the numbers out loud to help them not lose their train of thought. Nothing is worse than losing count from distractions.

7.      Making Connections between math and science happens often during school time counting bugs in order to sort them is exactly what they do. Connections from rhyming words helps children to learn chunk words better. Mama Llama gives children the chance to learn new words with the same chunks as others.

8.      Making inferences occur during an experiment like the pumpkin experiment at school. A small pumpkin, soil, and water were placed into a large tub and the students were able to predict what would happen over a period of time.

9.      Recalling information happens often in the classroom. Everyday my teacher says to the children “remember yesterday when we….., well we are going to do it again today, but….” The children are asked to recall information every day.

10.   Explaining information happens during readers and writers workshops every time where the teacher always “models” what to do first and how she would like them to do it. the children are hearing and seeing on the Elmo what the teacher does first. If the student for some other reason doesn’t understand then the one on one help happens while other students are working on the asked assignment.

11.  Applying information right after the teacher explains the information. The children are tested on how well the students retained the information just explained. Sometimes students were talking during the lecture or something distracted them. The children are also applying how they read to different books from a text-to-text, text-to-self, or text-to-world connections.

12.  Analysis- once the children think they have finished their work is shown to the teacher before other activities happen. If too many students are having trouble then the teacher finds another way of helping them. One skill is showing work from another student under the Elmo. The students are able to relate from peers showing what is expected from them.

13.  Synthesis and teamwork go hand in hand. When children are given jobs in order to complete a task they are learning self control, team bonding, and completion. One activity that was done was the children needed to figure out the alphabet cards without any help from the teacher. Each child was given a card and some directions to complete the alphabet without fighting.

14.  Evaluating information happens with assessment tools on testing the children’s knowledge of the taught common core curriculum. If students have trouble explaining what is demanded from them then one on one meetings and attention are given to make sure that student doesn’t fall behind on the learning wagon.  

Thought I should tell blog land that 16 hours of homework is sooooooo fun!!!!! what ever happened to enjoying the weekend and relaxing????????

Travis Snyder

October 29^th 7:00-2:30

Exploration #3

7:00 a.m. – Today I was asked to sub for a neighboring kindergarten class. The next door teacher became ill at school and I happened to be there. I have subbed a couple times before this but not many. The teacher informed me of the guest teacher plans with great detail. I felt bad because as she was telling me what was expected of me and the students, I could tell she felt awful. The notes and agenda are straight from the guest teacher plans paper I followed. I will submit on back page.

7:30-8:05  

·         Students enter classroom.

·         Gold folders go in the green basket next to the door. Please check these for notes, lunch money, etc.

·         Bring in folder and snack (put snack in cubby)

·         Move milk card- on the door.

·         Message board

·         Then they have choice time

·         Feel free to suggest options and redirect students as needed.

·         Attendance: We do attendance electronically by 8:00 every morning. See the instruction in the folder about how to get to power school to do the attendance. If you can’t get there call the office and do it manually.

·         Ring bell to indicate clean up time at 8:10

8:10-8:25

·          Have the students sit on a letter on the big rug.

·         Greeting: Apple Cards- Put the pile of apples face down in the center of the rug. Pick a child to start. They pick a card and greet that person with a hand shake and Good morning ______.”

·         Activity: Rainbow pokey- Have the kids get their rainbow strips out of their cubbies. Then sing, “Put the red one in, take the red one out, put the red one and shake it all about. You do the color pokey and turn yourself around, that’s what it’s all about.” Repeat for each color.”

·         Chart: Ask the students to sit on a tape spot and read the morning message board together.

8:30-9:00

·         Shape Monster Book- Students sit in a circle on the rug, show the children shape monster book and read through it together. Explain that for each page they need to rip the correct colored paper and glue in side the shape on the page.

·         How to play 1-10: Everyone stands in a circle. One student starts and they will say 1. The next students will say 1, then 2, then 3, etc. The student who says 10 has to sit down and then it starts over.

9:00-9:30

·         Snack time. Students wash their hands, two children get snack milks. I pass out the snack place cards while kids are washing hands. When students finish snack time, they go back to their tables and talk quietly.

9:30-10:00

·         Intern comes to teach guidance class

10:00-10:15

·         Sang the Baby Echo Song- I say letter and sounds (T-top-/t/) and the children echo. “Be my echo, be my echo, t says /t/, t says /t/, turtle and trees, turtles and trees, /t/ /t/ /t/, /t/ /t/ /t/. We do this with each letter

10:20-10:45

·         Students line up for recess

10:50-11:20

·         Lunch

11:20-11:30

·         All the children come back and sit down on a tape spot. Four at a time go and wash their hands.

11:30-11:45

·         Students go to their table spots and get their number corner student books. They fill out  pages 5 and 6.

11:45-12:05

·         Reader’s Workshop- read Library Mouse. Have them color the mini book, Run, Ants, Run

12:10-12:50

·         P.E.

12:50-1:30

·         Reader’s Workshop- Show students Literacy Center Chart. Have children begin the first center. At 12:15 children go to their next station, at 1:30, they clean up their station and come to the rug. Use quiet voices.

1:30-2:00

·         Go outside for an extra recess

2:00-2:15

·         Have the children stand behind their chairs

·         Pass out home-school folders

·         Once students are packed they can go to the rug.

·         Then, line up students to go home.

 

Stage 1: Emergent Spelling

            Not yet reading, understanding of writing varying considerably. Some may pretend write with scribble or random marks. Looking at other children that can write and they try to mimic them with similar lettering of the name, ex: Trista, Travis. No relationship between letters and sounds, this is called prephonetic spelling. “Understanding alphabetic principle, which letters stand for speech sounds”. Phonemic awareness. Teachers often foster this understanding by pointing to words as they read.

 

Stage 2: Letter Name Spelling

            Starting to read familiar words and repetitive text and word patterns, “Is your mama a llama”. Spelling words wrong, vowels are less important than consonants.

 

Stage 3: Within Word Pattern Spelling

            Students are able to read words they have never seen before based on the knowledge they have of familiar words. Students do what feels comfortable to them.

 

Stage 4: Syllable Juncture Spelling

            Most students have become proficient readers and can process print with considerable proficiency. Students have difficulty with social studies and science because of the new and bigger vocabulary and those subjects expose them to more complex spelling patterns. Favorite authors drive student book choices. Not only do students learn science and social studies but they also learn new vocabulary.

 

Stage 5: Derivational Consistency Spelling

            Last stage of spelling development and continues through adulthood. The earliest this stage is reached is by fourth grade, and the latest should be eighth grade. They choose to read stories that indirectly relate to them, such as age, interests, gender, and so on.

            Most of the children I have been dealing with on a kindergarten level have been between stage 1 and stage 2. Many of them are making the transition into Letter name spelling where they aren’t so worried about the vowel as long as it sounds right to them. If the read can read what is intended the children have entered Stage 2.

1)      I lik sool.                                 Student 1

2)      MYDOG                                 Student 2

3)      I liKEMYCAt                         Student 3

4)      ILOVCOEPOPS                    Student 4

5)      PlUM                                      Student 5

6)      Gne PiG                                  Student 6

7)      ILOVEMiDOG                      Student 7

8)      I LOVE MYKRIEN.             Student 8

9)      I Love tHe COWS                  Student 9

10)  Ilihe to MOW                         Student 10

Student 1 has missing vowels but the reader is clearly seeing that the student wants to say “I like school. Also the student has proper punctuation. Beginning of Stage 2.

Student 2 Words are correctly spelled but only with help from an adult. The student needs to space words far enough apart and use lower case. The hand writing is eligible and put on the line not floating in the air. The student tried spelling their dogs name Dixie but spelled it DIXE. Sounding the word out DIX-E the student would be correct. Beginning Stage 2.

Student 3 Had help spelling the words but had much trouble with placement, Spacing, and Capitalization. The picture was difficult to make out, but the each letter was eligible. Leaving Stage 1 and beginning Stage 2.

Student 4 was a mystery to me until I asked some other people to help me interpret. Like student 3 Placement, Spacing, and Capitalization were issues but this student didn’t receive help from the teacher at that time. This student is trying to say “I like lollipops”. Beginning Stage 2.

Student 5 looks like they are saying Plum but their picture is actually a picture of pumpkin and after talking to the child they confirmed they were talking about a pumpkin. Beginning Stage 2.

Student 6 missed half the letters in Guinea but when sounding it out to themselves realize that G-ne sounded correct to them. Beginning Stage 2.

Student 7 had trouble with the sounding of “My” sounding it out the y makes the I sound. My guess is that the student started getting help with the beginning of the sentence then the teacher had to address an issue. Beginning Stage 2.

Student 8 needs much help with Placement, Spacing and Capitalization. The student had help spelling but with nothing else in order not to micro-manage any other issues. End Stage 1

Student 9 is the most advanced in the classroom. This student spelled the words correctly without help. Had proper Spacing between words and not too many floating word above the line. The student used an upper case H in the word “the” I would try and notice if more Capitalization mistakes would occur in the future and work with the child to help them along the way. Stage 2 and advancing.

Student 10 seems to say that they like to mow but in reality how many kindergarteners are mowing? I would clarify with the child and make them a priority. Beginning stage 2.

 

one week left!!!!!!!!!!!!!!!!!!!!

Range

Formative small

·         Rubric

·         Anecdotal

·         Steps

·         Check list

Summative end

·         Cumulated “final”

·         Tests?

·         Final project (check list, rubric, anecdotal)

 

Ø  Day to day flow

Ø  Assignment tools all day and every day

Ø  Charts

Ø  Keep track of yourself at the start

Ø  End of day write down