Name: Teresa L. Shelton
Partner’s name: Emily
Students’ names: Isabella, Abbi, and Val
Activities Used: student’s journals, spelling list with words having “eet” and “eat” in them, dictionaries, DR2
Reasons for Activity: Student journal was used first to begin writing about something that happened during the week or about Thanksgiving. The 2nd use was for making a list. Next, we started working on a list of spelling words that either had the eat in them or the eet. This activity came about because of writings and reading the week before. If the student knew how the word was spelled for sure they wrote it down on their paper. I showed them the word spelled both ways. If they weren’t sure of the spelling or the meaning they had to look the word up in the dictionary. We went through how to look the words up in the dictionary. Val continued to work on spelling words while I gave Abbi the DR2 at the 60 level. Dr. Edwards had told us we needed to have them done this week or next.
Responsibility of each candidate: Emily was working with Isabella. She did the journal with Isabella at the same time I did the journal with Abbi and Val. She then did a short reading from a magazine and did the DR2. They ended by playing a game. I was responsible for Val and Abbi. I started them also with journal writing. We than started the vocabulary/spelling/dictionary lesson. Ms. Gray helped with Val while I gave Abbi the DR2.
What worked well: The vocabulary/spelling/dictionary lesson went well. Abbi was having a little bit of trouble with “ee” and “ea” choices and also meaning of words when we read so I decided this would be a lesson to address all three. Val is brand new to even the Joplin school system and has moved a great deal. Even though she is a fifth grader she had a lot of difficulty with looking words up in the dictionary. It turned out to be a very important lesson for her. She wasn’t sure about how to choose “ee” or “ea” either. She did seem to know the meanings really well.
What can be improved: It was difficult trying to work with one student who needs everything from the start and another student who is advanced and needs to be working on her specialties. I tried to pay close attention the week before to problems that could be worked on together or could be blended together to help both students. I have no information or testing on Val at all so I’m trying to work on that while not slowing Abbi down any. I noticed today, Abbi did a less than average job on her journal because she was distracted by Val. Val couldn’t think of anything to write because she doesn’t care for writing and Abbi went along with her and couldn’t write either. Rethinking how to best help Val and get her on tract for her tutoring without hurting Abbi is where I am at. Abbi was working on writing, comprehension, context clues, spelling, vocabulary, and reading with meaning and I don’t want to slow her down.
Partner’s name: Emily
Students’ names: Isabella, Abbi, and Val
Activities Used: student’s journals, spelling list with words having “eet” and “eat” in them, dictionaries, DR2
Reasons for Activity: Student journal was used first to begin writing about something that happened during the week or about Thanksgiving. The 2nd use was for making a list. Next, we started working on a list of spelling words that either had the eat in them or the eet. This activity came about because of writings and reading the week before. If the student knew how the word was spelled for sure they wrote it down on their paper. I showed them the word spelled both ways. If they weren’t sure of the spelling or the meaning they had to look the word up in the dictionary. We went through how to look the words up in the dictionary. Val continued to work on spelling words while I gave Abbi the DR2 at the 60 level. Dr. Edwards had told us we needed to have them done this week or next.
Responsibility of each candidate: Emily was working with Isabella. She did the journal with Isabella at the same time I did the journal with Abbi and Val. She then did a short reading from a magazine and did the DR2. They ended by playing a game. I was responsible for Val and Abbi. I started them also with journal writing. We than started the vocabulary/spelling/dictionary lesson. Ms. Gray helped with Val while I gave Abbi the DR2.
What worked well: The vocabulary/spelling/dictionary lesson went well. Abbi was having a little bit of trouble with “ee” and “ea” choices and also meaning of words when we read so I decided this would be a lesson to address all three. Val is brand new to even the Joplin school system and has moved a great deal. Even though she is a fifth grader she had a lot of difficulty with looking words up in the dictionary. It turned out to be a very important lesson for her. She wasn’t sure about how to choose “ee” or “ea” either. She did seem to know the meanings really well.
What can be improved: It was difficult trying to work with one student who needs everything from the start and another student who is advanced and needs to be working on her specialties. I tried to pay close attention the week before to problems that could be worked on together or could be blended together to help both students. I have no information or testing on Val at all so I’m trying to work on that while not slowing Abbi down any. I noticed today, Abbi did a less than average job on her journal because she was distracted by Val. Val couldn’t think of anything to write because she doesn’t care for writing and Abbi went along with her and couldn’t write either. Rethinking how to best help Val and get her on tract for her tutoring without hurting Abbi is where I am at. Abbi was working on writing, comprehension, context clues, spelling, vocabulary, and reading with meaning and I don’t want to slow her down.