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Ed 325 field experience focus questions: how has the teacher determined the literacy (listening, speaking, reading and / or writing) needs of the students in her or his classroom? strengths and deficits of literacy were very dependent on the student. How have their needs affected their academic performance? their attitudes toward reading and writing? their motivations?
Ed 325 field experience focus questions: how has the teacher determined the literacy (listening, speaking, reading and / or writing) needs of the students in her or his classroom? strengths and deficits of literacy were very dependent on the student. How have their needs affected their academic performance? their attitudes toward reading and writing? their motivations?
Ed 325 field experience focus questions: how has the teacher determined the literacy (listening, speaking, reading and / or writing) needs of the students in her or his classroom? strengths and deficits of literacy were very dependent on the student. How have their needs affected their academic performance? their attitudes toward reading and writing? their motivations?
writing) strengths and deficits How has the teacher determined the literacy (listening, speaking, reading and/or writing) needs of the students in her or his classroom Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture, or ability) in the classroom? What assessments have been given or could have been given and/or what data have been examined or could have been examined? Mrs. Bombich is very attentive to all of her students. She ensures that each student is receiving the attention they deserve and is keeping up with all of their necessary schoolwork. At this point in the students educational journeys, they are strengthening their reading skills and further developing their use language and literacy. The children are excited to read, discover, and learn, and Mrs. Bombich takes advantage of this in the classroom. She makes learning an exciting process where students are engaged and active in their education. Students are invested and attentive to all classroom subjects and are rarely distracted. Mrs. B reinforces literacy skills throughout all subjects, not just ELA. 2. Describing student literacy strengths and deficits Describe the literacy strengths and needs demonstrated by the students you observed. How have their needs affected their academic performance? Their attitudes toward reading and writing? Their interactions with peers? Their motivations? Strengths and deficits of literacy were very dependent on the student. The class has two students with mild autism, who were in the need of the most intervention. These students had aids to help them stay focused. Academically the students did not perform poorly and both students were very invested in their education and doing well. However, they get very easily distracted and need to be reminded of appropriate classroom behavior and to stay on task. The students were studying punctuation at the time in more depth, which was clearly needed after listening to their reading skills. As students read out loud, one of the most noticeable deficits was their flow of reading. Students would simply read what was on the page, pausing at the end of a line, having some difficulty with return sweep. It was evident students knew how to read, but were not necessarily focusing and comprehending what they were reading. Comprehension needed to be reinforced by myself or Mrs. B rereading specific passaged emphatically to get key points across. Some stronger readers were present in the class and clearly excelled in the group play activity. At times they seemed frustrated, however, with peers who did not perform up to par with them. This made some of the group work difficult, however with gentle reminder the students would be patient and allow everyone their appropriate chance in reading. 3. Incorporating the PA Common Core Standards in English Language Arts
Were the PA Core Standards in English Language Arts being addressed
in the classroom you observed? If so, which ones? If none were used, which ones could have been used in this classroom? Many standards were addressed in Mrs. Bombichs classroom. Such standards include.. CC.1.1.1.B: Demonstrate understanding of the organization and basic features of print. CC.1.1.1.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.1.1.1.D: Know and apply grade level phonics and word analysis skills in decoding words. CC.1.1.1.E: Read with accuracy and fluency to support comprehension CC.1.2.1.G: Use the illustrations and details in a text to describe its key ideas. CC.1.3.1.A: Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC.1.3.1.K: Read and comprehend literature on grade level, reading independently and proficiently. CC.1.4.1.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. 4. Employing literacy strategies What literacy strategies has the teacher employed or could have employed to assist students with reading and writing? What strategies were YOU able to use in working with individual or small groups of students? How successful were you in designing and teaching your two literacy lessons? Given the opportunity to teach these lessons again, what would you repeat and what would you change? Mrs. Bombich gives the students a lot of free reading time. When students are finished with a task, they typically begin to read quietly. Additionally, they have about 30 minutes of DEAR (Drop Everything And Read) time after lunch. While this ample time is great for reading practice and enforcement, it at times seemed to be a bit much. I would have liked to have seen further strategies such as peer reading groups, choral reading, or more engaging activities. Some group work was employed throughout the weeks News you can Use reading lesson, but aside from that not much was present. In my lessons, I employed choral reading strategies during the Broken Teleprompter lesson. The other lesson was for practicing the currently administered assessment and employed independent reading strategies. My lesson both went well, despite my nerves and hesitations. I was particularly nervous, as Mrs. Bombich was not present for the administration of my lessons. The one aide present during my lesson informed me afterwards, however, that both of my lessons went well and were well designed for the students. I was pleased to here this. I would definitely do both lessons again with slight adjustments made as detailed in the reflection portion on my lesson plan. 5. Using engaging resources
Describe the types of literature students were reading in this
classroom? What other types of resources were used in this classroom to teach literacy? Were they engaging? What resources did you find in the library that can foster a love of reading and writing? Students were reading primarily lower level chapter books. Mrs. Bombich read a higher-level chapter book to the class with a following discussion. In free time, students read their own simpler chapter books or graphic-novel type books. Most of the reading material was inspired by trends or pop culture. Elementary students are still very loyal to popular book series. In addition to texts in the classroom, a cursive and print alphabet strip is placed above the board. On the cabinets, Mrs. B has created a world wall featuring the classs high frequency vocabulary words. Additional posters are scattered about the classroom featuring writing rules and literary element definitions. As discussed in my observation, the school library was currently housing the Scholastic Book fair, so students were engaged primarily in all of the books and small toys they could purchase with their money. Typically the library is open to hundreds of age appropriate books for k-4+. 6. Using technology to enhance literacy Did the teacher or you utilize technology and/or other resources to enhance literacy skills? Describe the type of technology and/or resources used. If no tools of were being used to enhance literacy, what types of resources could be beneficial for the students you observed? Mrs. Bombich has access to a smart project with interactive features. The software was not used heavily in any of the lesson I watched, other than to display some supplemental videos or resources. The students did have computer lab time one day a week where they have about 40 minutes to work on special educational software that practices online literacy skills involving mathematics and ELA. Greater implementation of technology definitely could have been used in the classroom, but by no means did the students suffer with the lack of technology use. 7. Reflecting on this experience How has this experience changed the way you will approach your own teaching? How has it changed the way you view the students in your classroom? What was the most valuable insight you gained through this experience? This observation, just like many others, have given me further insight into classroom management and teaching practices that could come in handy. Additionally it gave me great experience in administering lessons and assessments and understanding how adaptable you have to be! I am always surprised at how much I have to change or adapt at a moments notice. Adaptability was definitely the most valuable piece I gathered as a result of my lessons and my co-ops illness and consequential absence. Thankfully this allowed me to view different educators and their styles in addition to providing more of my own personal insight.