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.