My host teacher looks ahead and sets a goal keeping in mind what is happening and the goals of the team of 3rd grade teachers. Most of the planning is done by the week and sometimes we plan out two weeks ahead.
As for observations, most are done mentally, but he does perform written and verbal assessments of the children (DRA, Dibels, etc.)
The lesson plans themselves are set up in a weekly format with block of times and pullouts blocked out so that we can visually see what we are supposed to do.Inside those blocks are written out the lesson map.
I am also involved highly in using Taskstream to make up our lesson plans to add the GLEs and have a typed format. We use this as a team as well as turning them into the office to meet our Title One Chapter Three expectations.
Wednesday, September 29, 2010
Transition periods in class
Most of the transitional periods I feel are rough. Most go like this, "Okay, put away 'this work' and get out this work." The noise goes up, and usually half of the children don't do the transition.
This is one of the areas I am looking to work on as we start work on my taking over the class. This is the most frustrating time. Mr. Foster uses the "5 count down method" in which he says, "Mr. Foster's class, put your hands on your head. One hand in the air. 5..4..3..eyes on me..2..voices off..1..okay you should be sitting quietly and looking at me."
I have noticed that there are usually 3-5 children who are not on task or transitioning. He told me at the beginning of the school year that this method will work once the children become used to the routine. It is more effective for him than for substitutes or myself when we are alone.
I am not sure what transition I would use, but it is something I need to work on soon.
This is one of the areas I am looking to work on as we start work on my taking over the class. This is the most frustrating time. Mr. Foster uses the "5 count down method" in which he says, "Mr. Foster's class, put your hands on your head. One hand in the air. 5..4..3..eyes on me..2..voices off..1..okay you should be sitting quietly and looking at me."
I have noticed that there are usually 3-5 children who are not on task or transitioning. He told me at the beginning of the school year that this method will work once the children become used to the routine. It is more effective for him than for substitutes or myself when we are alone.
I am not sure what transition I would use, but it is something I need to work on soon.
Monday, September 27, 2010
September 27- Phonics to Read
I missed class today to go to a training entitled "Phonics to Read" which Muldoon will be implementing starting Monday. Since we have a large body of children in the third grade that barely read at or below a first grade level, the school is going to be adding a 40 minute segment of literacy at the end of the afternoon everyday to help bring up those children.
I am not sure why it is called "Phonics to Read" since phonics itself is a small part of the overall program which is really an offshoot of Ashlock that focuses on phonemic awareness, vowel blends and breaking down multi-syllabic words.
I am excited to start this program and see how much of a difference it really makes. I will be in charge of 8-9 upper middle children who are just off benchmark and using our training and the curriculum to try to fill in those gaps and bring those children up.
If all goes well, in six weeks the children will be retested and if enough children advance, I might split with the kids on or above benchmark and work on some of those lower ones to solidify their reading skills and strategies.
This is going to be a lot of work to start off, but once we get in the swing of it it should flow very well.
I am not sure why it is called "Phonics to Read" since phonics itself is a small part of the overall program which is really an offshoot of Ashlock that focuses on phonemic awareness, vowel blends and breaking down multi-syllabic words.
I am excited to start this program and see how much of a difference it really makes. I will be in charge of 8-9 upper middle children who are just off benchmark and using our training and the curriculum to try to fill in those gaps and bring those children up.
If all goes well, in six weeks the children will be retested and if enough children advance, I might split with the kids on or above benchmark and work on some of those lower ones to solidify their reading skills and strategies.
This is going to be a lot of work to start off, but once we get in the swing of it it should flow very well.
Thursday, September 23, 2010
September 21- "My class"
Mr. Foster did DRAs today so he called in a sub to work since I am not on the sub list. I volunteered to come all day to help out the sub, and Mr. Foster thought it would be good experience for me to lead the class. When the sub showed up (late at 8:50), Mr. Foster explained to the sub the plan and left me "My class."
The day went fairly well. I knew many of the kids were going to push the boundaries to test the waters. The morning was a bit rough, but I managed to work through it. It was mainly one child that disrupted the flow of the class and I expelled to much energy to keep her in line, which really failed to be honest. Though I felt better when the VP couldn't control her any better. (Is that wrong?)
The afternoon went smoother when that one child was pulled out for her out of class tutoring anyways. We got through the day, I kept on task and we finished 98% of the work. I was pleased with my first real "solo" outing. I know there was a sub in there, but he did not do much, the easiest $120 he ever made I am sure.
I did ask his feedback since he was a former teacher and he gave me a couple of criticisms that I now realize I need to work on. The primary of which is using the same language that the children are being presented in their work so as to eliminate any confusion.
Overall a good day though Mr. Foster said I looked a bit frazzled by days end when he came back. I don't feel frazzled, but I know I am concerned if I was able to complete all the work and keep everything in line.
The day went fairly well. I knew many of the kids were going to push the boundaries to test the waters. The morning was a bit rough, but I managed to work through it. It was mainly one child that disrupted the flow of the class and I expelled to much energy to keep her in line, which really failed to be honest. Though I felt better when the VP couldn't control her any better. (Is that wrong?)
The afternoon went smoother when that one child was pulled out for her out of class tutoring anyways. We got through the day, I kept on task and we finished 98% of the work. I was pleased with my first real "solo" outing. I know there was a sub in there, but he did not do much, the easiest $120 he ever made I am sure.
I did ask his feedback since he was a former teacher and he gave me a couple of criticisms that I now realize I need to work on. The primary of which is using the same language that the children are being presented in their work so as to eliminate any confusion.
Overall a good day though Mr. Foster said I looked a bit frazzled by days end when he came back. I don't feel frazzled, but I know I am concerned if I was able to complete all the work and keep everything in line.
September 16th- Ashlock Training
I went to the first day of Ashlock Training. It went well and I learned a lot. i know that we will not be able to implement everything, but there are many steps and methods that may prove beneficial. We have one more day of training next week (Thursday).
Essentially the training implements a 10-15 minutes segment of regimental learning and reading strategies in which children learn how to read "new" words through phonics (phonetics), patterns, sound blends, etc. The teacher uses charts of words, sounds and multisybalic words to reinforce the learning process by demonstrating the new words, adding in old words with similar sound text and repetition.
These are the same basic methods that were used to teach me to read when I was a child, just put in a more direct regimented approach.
Essentially the training implements a 10-15 minutes segment of regimental learning and reading strategies in which children learn how to read "new" words through phonics (phonetics), patterns, sound blends, etc. The teacher uses charts of words, sounds and multisybalic words to reinforce the learning process by demonstrating the new words, adding in old words with similar sound text and repetition.
These are the same basic methods that were used to teach me to read when I was a child, just put in a more direct regimented approach.
September 14th
I found out today that our school is in worse shape from an educational point of view than first thought. We are now classified as a "school in crisis" which means that changes are coming to make up for lapses in the proficiencies of the children. They seem to really want me to be a part of the group and I have been offered Ashlock Training as well as another reading program. Ashlock I know I can do. It is more of a regimental/instructional program that is supposed to support and build the reading strategies of the children.
My first training will be Thursday. I thought long and hard about this process and am excited to implement a new plan. i know this plan is not always the most desirable method of learning, but I have been told that for ESL/ELL that it will help with their proficiency.
My first training will be Thursday. I thought long and hard about this process and am excited to implement a new plan. i know this plan is not always the most desirable method of learning, but I have been told that for ESL/ELL that it will help with their proficiency.
September 6-10
I had ear surgery last week to fix a hearing deficiency in my right ear. While the surgery was less evasive than originally planned, the process is still a bit painful. The pain medication has made being in the classroom a bit interesting this past week as I have a hard time focusing and keep my train of thought. I am not careless or unable to do my work, but as I look back at the end of the day to fill out my journal, I can't remember why I wrote certain things in my notes to remind me what I am supposed to be doing.
The children are fascinated with my stitches which is both a good talking point, but with those children that can be hard to keep on track, it can be a distraction.
By the end of the week, I was off my meds and dealing with the pain, it made my work easier but my ear is still adjusting to "hearing" and is throbbing by days end from the sound overload.
The children are fascinated with my stitches which is both a good talking point, but with those children that can be hard to keep on track, it can be a distraction.
By the end of the week, I was off my meds and dealing with the pain, it made my work easier but my ear is still adjusting to "hearing" and is throbbing by days end from the sound overload.
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