Name: Teresa L. Shelton
Partner’s name: Emily
Students’ names: Isabella & Abbi
Activities Used: student’s journals, Take Me Out Of the Bathtub and other silly dilly songs by Alan Katz, Favorite Scary Stories of American Children by Richard and Judy Dockery Young, mad lib from last week, Month-By-Month Phonics For Upper Grades a Second Chance for Struggling Readers and Students Learning English by Patricia M. Cunningham and Dorothy P. Hall, making word lessons, Halloween wipe off board for unknown words, rhyming words, and hard or long words.
Reasons for Activity: Activities were changed or modified because I added Isabella to our activities at the last minute since Emily was unable to be there. First, I made both write in their journal about something that happened during the past week or was going to happen before I saw them in two weeks. Abbi is more than willing to do activity. We usually start by brainstorming about the last week and then something strikes her that is really important to write about. This week she wanted to share about making academic all-stars and how her family celebrated. Usually a journal entry is one page or so but she asked if she could write the whole story for me and I said yes. The story was three pages long. Bella wasn’t as charged up about writing but she did it. She wrote a page that included fill in the blanks for me. While Abbi finished her writing, Bella and I went over hers. Next, I let Bella look at the book Abbi and I had worked with the week before called Take Me Out Of the Bathtub and other silly dilly songs. She picked out a poem and I had her read it silently while Abbi finished writing. Once Abbi was done writing I had her look over her mad lib from the week before because we were going to put it to a tune and recite it out loud. Both students read their poems silently and chose a tune to read it to. Bella did very well with saying the poem to a tune. Abbi did it but had done better the week before when it was just the two of us. We discussed how it was hard to keep the words straight to the poem when you were trying to do it to a tune. Next, we got on the floor under our table to make it darker and read Favorite Scary Stories of American Children. I read the first story and then Bella read the next. Abbi didn’t care to read today. We then went back to table and with the Halloween dry erase board I made each student had to look at the two stories we read and on the smile pumpkin put words they didn’t know. The ghost and regular pumpkin were for rhyming words and words that were long or hard to pronounce. We then discussed each word written. We then did two making word lessons. First they had to guess the secret word. The first one they had no trouble. The second one we had to go through with hints. After the words were figured out we then used the strips to manipulate into words. Since, there were the two of them I gave each of them an index card and colored pen to write as many words as they could. They could move the letters around and see if it looked like a word they knew. Abbi even asked if one word she made was a real word. We used it in a sentence and she decided it was a real word. She also asked about a word being a (k) or (c) word and we went through reasoning with it. Bella was playing the game and by the rules but wasn’t going anymore into than the game.
Responsibility of each candidate: Emily was absent today, so the responsibility of activities today was mine. Luckily, all my activities that I brought were adaptable easily and were still able to meet needs of both students.
. What worked well: I thought it went well considering I added Bella at the last minute. The activities were a variety so she didn’t get off task. She did everything with us and didn’t ask to do anything different. I know keeping her on task is a problem sometimes. Abbi still did the activities we had planned. The journal writing showed me what they are doing in their classrooms because she wanted to write and she wrote a great deal voluntarily. She also was aware of putting punctuation throughout her lively tale. Having several different activities worked well. Also, we read two stories that had some harder words and some unfamiliar words in them that opened conversation up for comprehension of text and of word meaning. We broke words down to understand meaning and we looked at context clues to understand meaning.
What can be improved: The only thing I really noticed was that Abbi closes up some when another child steps into the picture. She does all of her work but she really works better one on one.
Partner’s name: Emily
Students’ names: Isabella & Abbi
Activities Used: student’s journals, Take Me Out Of the Bathtub and other silly dilly songs by Alan Katz, Favorite Scary Stories of American Children by Richard and Judy Dockery Young, mad lib from last week, Month-By-Month Phonics For Upper Grades a Second Chance for Struggling Readers and Students Learning English by Patricia M. Cunningham and Dorothy P. Hall, making word lessons, Halloween wipe off board for unknown words, rhyming words, and hard or long words.
Reasons for Activity: Activities were changed or modified because I added Isabella to our activities at the last minute since Emily was unable to be there. First, I made both write in their journal about something that happened during the past week or was going to happen before I saw them in two weeks. Abbi is more than willing to do activity. We usually start by brainstorming about the last week and then something strikes her that is really important to write about. This week she wanted to share about making academic all-stars and how her family celebrated. Usually a journal entry is one page or so but she asked if she could write the whole story for me and I said yes. The story was three pages long. Bella wasn’t as charged up about writing but she did it. She wrote a page that included fill in the blanks for me. While Abbi finished her writing, Bella and I went over hers. Next, I let Bella look at the book Abbi and I had worked with the week before called Take Me Out Of the Bathtub and other silly dilly songs. She picked out a poem and I had her read it silently while Abbi finished writing. Once Abbi was done writing I had her look over her mad lib from the week before because we were going to put it to a tune and recite it out loud. Both students read their poems silently and chose a tune to read it to. Bella did very well with saying the poem to a tune. Abbi did it but had done better the week before when it was just the two of us. We discussed how it was hard to keep the words straight to the poem when you were trying to do it to a tune. Next, we got on the floor under our table to make it darker and read Favorite Scary Stories of American Children. I read the first story and then Bella read the next. Abbi didn’t care to read today. We then went back to table and with the Halloween dry erase board I made each student had to look at the two stories we read and on the smile pumpkin put words they didn’t know. The ghost and regular pumpkin were for rhyming words and words that were long or hard to pronounce. We then discussed each word written. We then did two making word lessons. First they had to guess the secret word. The first one they had no trouble. The second one we had to go through with hints. After the words were figured out we then used the strips to manipulate into words. Since, there were the two of them I gave each of them an index card and colored pen to write as many words as they could. They could move the letters around and see if it looked like a word they knew. Abbi even asked if one word she made was a real word. We used it in a sentence and she decided it was a real word. She also asked about a word being a (k) or (c) word and we went through reasoning with it. Bella was playing the game and by the rules but wasn’t going anymore into than the game.
Responsibility of each candidate: Emily was absent today, so the responsibility of activities today was mine. Luckily, all my activities that I brought were adaptable easily and were still able to meet needs of both students.
. What worked well: I thought it went well considering I added Bella at the last minute. The activities were a variety so she didn’t get off task. She did everything with us and didn’t ask to do anything different. I know keeping her on task is a problem sometimes. Abbi still did the activities we had planned. The journal writing showed me what they are doing in their classrooms because she wanted to write and she wrote a great deal voluntarily. She also was aware of putting punctuation throughout her lively tale. Having several different activities worked well. Also, we read two stories that had some harder words and some unfamiliar words in them that opened conversation up for comprehension of text and of word meaning. We broke words down to understand meaning and we looked at context clues to understand meaning.
What can be improved: The only thing I really noticed was that Abbi closes up some when another child steps into the picture. She does all of her work but she really works better one on one.