Name: Teresa L. Shelton
Partner’s name: Emily
Students’ names: Isabella & Abbi
Activities Used: San Diego Quick Assessment material, Fry Oral Reading Test material, writing journal, The New Kid on the Block, boggle on the I-pad.
Reasons for Activity: The journal entry is was to get a handwriting piece from the students. They both were talking about the day so we encouraged them to write about it so they wouldn’t forget about it. We then administered any assessments that had to be accomplished. Abbi was gone one week so we still needed to do the San Diego Quick assessment and Fry Oral reading material. The book of poems called The New Kid on the Block was used because it was silly short poems. The student then wrote a poem the boggle game was used because we had five minutes left which was too short to start next large project. The game is about creating and identifying words. Both students and tutors played together.
Responsibility of each candidate: Emily and I both worked together to get girls to create sentences in journals. Emily than did assessments at the desk with Isabella and I did the two with Abbi at the other end of desk. I started the poem unit with Abbi working on poem structure, reading out loud, comprehension of text, and creative writing. Emily was working with Isabella. We then all came together at table to play game of boggle.
What worked well: I thought the activities that we did today worked well. It was a variety of tasks which seemed to move along. The starting with the journal when she wants to talk seemed to go well. Finishing with a quick fun reading game seemed positive.
What can be improved: We still need to figure out how to better blend the two together. We start together and end together but the center has been really one on one. In some ways that is good because with Abbi she seems to work and stay focus when you give her all the direction and teaching. Isabella seems more distracted then Abbi so while Emily is getting her back on task Abbi is already doing something. We’re not sure how much of our time is suppose to be group work and how much individual time.
Partner’s name: Emily
Students’ names: Isabella & Abbi
Activities Used: San Diego Quick Assessment material, Fry Oral Reading Test material, writing journal, The New Kid on the Block, boggle on the I-pad.
Reasons for Activity: The journal entry is was to get a handwriting piece from the students. They both were talking about the day so we encouraged them to write about it so they wouldn’t forget about it. We then administered any assessments that had to be accomplished. Abbi was gone one week so we still needed to do the San Diego Quick assessment and Fry Oral reading material. The book of poems called The New Kid on the Block was used because it was silly short poems. The student then wrote a poem the boggle game was used because we had five minutes left which was too short to start next large project. The game is about creating and identifying words. Both students and tutors played together.
Responsibility of each candidate: Emily and I both worked together to get girls to create sentences in journals. Emily than did assessments at the desk with Isabella and I did the two with Abbi at the other end of desk. I started the poem unit with Abbi working on poem structure, reading out loud, comprehension of text, and creative writing. Emily was working with Isabella. We then all came together at table to play game of boggle.
What worked well: I thought the activities that we did today worked well. It was a variety of tasks which seemed to move along. The starting with the journal when she wants to talk seemed to go well. Finishing with a quick fun reading game seemed positive.
What can be improved: We still need to figure out how to better blend the two together. We start together and end together but the center has been really one on one. In some ways that is good because with Abbi she seems to work and stay focus when you give her all the direction and teaching. Isabella seems more distracted then Abbi so while Emily is getting her back on task Abbi is already doing something. We’re not sure how much of our time is suppose to be group work and how much individual time.