Agreed - thanks for the food! (on that note - Rachel, since you brough the main dish last time we had our turn to bring snack, I'll plan to bring the main dish for Tuesday!)
This week was pretty good overall. My student was really excited that I suggested we read outside and enjoyed seeing a different section of the school. Each session, the last few weeks, she's mentioned that she WILL be coimg to St. John Fisher when she's in college to become a teacher. I love her enthusiasm!
Looking back at this week, the main thing that stood out to me were the unexpected aspects of teaching. For example, half way through the running record with my student, she got a pretty bad bloody nose. (Sorry if this grosses anyone out - not my intention!) Obviously at this point, the book was no longer the focus and it was about the saftey of my student. Unfotunately, I was no quite sure what to do, but was able to rely on anther tutor in the room as far as the first aide aspect of taking care of someone with a bloody nose. This got me thinking about a few different things... 1. Since we're working with students in these different rooms, are there any first aid kits available for us?? This semester our classroom has had a student get sick to her stomach, as well as my student have her issues this last week. If there aren't first aid kits (I've never seen any) it might not be a bad idea to get them! Especially some gloves would be beneficial, as it becomes a health concern when there is blood, etc.
2. There is so much more to teaching than just teaching! I know this is something that we all realize, but the day to day care taking, comforting, etc. that goes into teaching really stretches us beyond the role of "teacher". Not saying this as a bad thing, just as a something I was thinking about!
After class I think that working with my partner was somewhat beneficial. Mary and I did some work on our case studies, but to be honest I thought the conversation that Meg, Mary and I had about teaching in general, job search, etc. seemed more beneficial. Whether this was your intent for the time (Lauren), I feel that we bonded as collegues, and were able to discuss stresses that may have an impact on our teaching. While that didn't directly impact our case studies, I did see the benefit of destressing and venting!!
Wow! Very good questions about first aid, Laura. I will definitely be looking into that this week. Thanks for bringing that to our attention. Teaching is MUCH more than just imparting knowledge. It seems as if more responsibilities are added daily. It's not for sissies! :)
I'm glad that you bonded as colleagues. That's important. As long as your case studeis were all set, I have no problem with that. Maybe before this session ends, you can share some of what you discussed with the class.
Funny you should mention a first-aid kit! I had a student who needed/wanted a band-aid. He asked about a first-aid kit, then to go to the nurses office! His was not as much of an emergency, I am pretty sure it was avoidance...
I also had a kid lose his tooth last semester and his mouth was bleeding so I had to take him to the bathroom but it was hard to help him with not wanting to touch his tooth or bloody mouth.
I had trouble getting onto the blog this week. Sorry for the late reply
Last week was interesting. Kids I thought would show up, didn't, ones I had been told wouldn't be there, were, and then I had a few other ones. All in all, I had my normal 3 person group, but it was D'Ondre, Ta'kara, and Rachel's girl Shannon.
We mostly focused on getting the poems ready for the magazine,however we ran into a speed bump. D'Ondre was very out of sorts this week, refusing to talk, or move much, and hardly eating. Eventually, after Ta'kara had written her poem edits and I saw him drawing, i had them collaborate to make a poem. Ta'kara wrote it primarily, after D'Ondre picked the topic, then D'Ondre illustrated. Unfortunately, it isn't something he can share with his parents on the poetry share day, but hopefully he can prepare something during the assessment days.
It was also a a bit distressing seeing how the kids didn't interact well with each other. Shannon was very reserved around Ta'kara and D'Ondre and Ta'kara didn't seem to take her presence very well either. Because Shannon was workign on her tone poem, working on vocab,several times I had Ta'kara help her think of stronger words. Maybe not the best teaching method to help Shannon, but it put the tension between them to rest and made the remainder of the session easier. Like Laura said, there's so much more to teaching than just teaching. Making sure the kids get along,c an work together, and feel comfortable, is important as well.
As for working with partners after tutoring, Meg and I were mostly finished with our case study and knew what we were doing. It was nice being able to talk to another person and see where we were both having difficulties.
Sounds as if you had quite an interesting time, Kit! I can definitely see Ta'kara behaving as you described. She's very territorial. Are your poems turned in for the magazine now?
I think territorial is a very good way to describe Ta'kara. Change isn't welcome to her at first, but she warms up to it with a little time.
Ta'kara has her poem in, as does D'ondre (his joint poem with Ta'kara). As fro Adem, because he wasn't here I typed up a poem he had written the previous class. It wasn't up to the standards I had for him,s o i was going to have him write another one this past class, alas he was not there, so that was all I had to submit from him. If I have extra time during assessments, I'll try to get the 2 boys to write another poem.
This week I didn't have a student to work with yet I did have time to go over parts of my case study that I was a little fuzzy on. I worked along side my partner as well as my other classmates. I thought that it was beneficial having the time to discuss the case study and teaching in general with my classmates.
Hi all, I had an interesting week with Michelle. She fell and twisted her ankle. She did not want to be in class this week, so we re-did her poem and worked on a strategy for Characterization. We read some more Hunger Games, which I must say is going well. She really likes the book.
I am finding it hard to come up with fun and engaging lessons for her. She seems to like me well enough but I don't think she likes to come to tutoring.
I found out some really personal stuff about Michelle also this week. It felt nice to have Michelle feel so comfortable with me that she was able to share so much, however, I didn't know exactly what to do with the information. I just listened to her which I think made her feel better. Boy, she has a lot of stuff going on!
It's great that she's opening up with you. Trust from our students is a nice thing to have. I've also had trouble making my lessons engaging to all my kids this semester. I don't think it will help us now, but maybe when we actually teach, having the kids do work as homework will enable us to do more activities rather than spend our time doing the actual reading. You're already a teacher, so you already know that. I'm just regurgitating my thoughts. Plus having more than 1 student would help. Even with a small group, we could have done some actual hunger games hunting or something to get a feel fro what was actually happening in the book. Has Michelle expressed any interest in seeing the movie?
It's always really tough when a student completely opens up to you. On one side your glad the student feels comfortable enough to let you in but, on the other side, sometimes to tough handle all the information...just like you said. It maybe too late now, but a journal might be a good place for her put down her thoughts. Even if it's not read by the teacher until the student wants to share it.
Having a student open up to you is one of the rewards and "extra's" of teaching...I find that as part of my job as an OSC at Catholic Family Center it is quite difficult even in human services. As a profession/agency at CFC we are always trying to find out "what to do" with the information as mandated reporters, confidants, recordance for state/medicaid billing, social justice, etc...
My last lesson went okay. I actually did not follow my original lesson plan because a discussion came up about palindromes as a result of a book in my Browsing Box of Books called Mom and Dad are Palindromes. This turned into a “wow moment” vocabulary lesson that the kids were very engaged in. The discussion resulted in a brainstorming word splash on the classroom white board. Then the students wrote silly sentences using three to five words from the list or palindromes of their own. Some of the students attempted to create palindrome sentences…challenging! Elle discovered that both she and her sister, Hannah, have names that are palindromes! I don’t know that I should have let it happen, but it encouraged them to participate with energy and they were excited to write using palindromes.
We have not finished our guided reading book yet, and based on the time we have left, we probably won’t. The students are all at different places in the book because of being late or absences. With only two weeks left with the students, to be prepared for the conferences, I have to begin post assessments this week.
I was able to spend some time with Jessica to go over my case studies. She gave me some very good input and feedback. Thanks Jess! I also appreciated the time to talk about our experiences during practicum and some of the teaching experiences that my colleagues have had.
I'm glad that you were able to grab that teachable moment, but next time, make it fit into your schedule, not the kids'. It's up to the teacher to determine the timing of a lesson and fulfill what your objectives for the day were set as. ONce that is done, by all means, go back to what the students found interesting and go with it. It's important for the kids to see that there is a time and place for everything, and that you will accomodate their interests once you have fulfilled your obligation to them.
Are you planning to give them each a copy of the book to take with them since you won't finish it? If you hadn't thought of that, it would be a good idea. We don't want our students to see books as things that can just be stopped and left behind unfinished, especially if you have caught their interest with it.
For my writing activity this week I had the students fill in a blank comic strip from The Rugrats (my student's had never heard of The Rugrats) this made me feel old :) After they filled in the comic strip they created a story based on comic. With my students' writing they lack using details. When writing based off the comic strip their writing improved and they included more details. It helped that they got their words down and then expand on them.
For my activity for the reading I had my students fill in a Venn Diagram comparing the movie to the book. When I would ask them questions about what they read as a group they were able to come up with a few things. When they had to fill in the graphic organizer by themselves they had a few more struggles.
We were able to go outside last week. I was nervous about taking them outside but they enjoy reading Charlie and the Chocolate Factory and we read until the last minute.
Kylee, you could expand on the comic strip idea in further writing with story boards. Do any of you know what those are? If not, let's discuss them in class.
I think what would be need as well is to add a couple more blank squares and have another student add on to the story. This would help with their story telling skills. Also, it would be interesting to see how another student interpurrted the original cominc strip.
My tutoring session went well last week. Ashley and I are currently working on the same text so we completed a portion of our guided reading lesson together. We worked outside having our students take turns reading Skeleton Creek aloud and analyzing any comprehension/vocabulary questions the students had. I found that this worked well. Usually I have my students read silently unless I am working one-on-one with them. I feel as though this is not as effective as taking turns reading aloud. The students were able to assist each other with their reading and worked well as a whole group answering each other questions.
Kit and I met together to go over our case studies. She was able to clarify any confusion I had about the edits I needed to make.
Meg, I understand why you would think that having your students read aloud might be better than reading aloud, but consider: * when they are "helping" each other, where is the learning and who is learning? * if they know that their turn is next, they are most likely not following along, but rather reading ahead to what they will read * as far as answering each other's questions, couldn't they have done that if they had each read silently or one on one with you briefly and then discussed their questions? The idea of round robin reading is considered out dated and not a good educational tool. It would not be good to put that out in an interview.
I'm not picking on you - I'm sure others have the same feelings, but I want you all to consider this. This type of reading has been considered a poor teaching tool for almost 20 years now.
I only had one student this week and we were able to get a good amount done. For reading, I continued working on summarizing by introducing the five dinger retell. My studnet said he found it helpful and he was able to produce a through summary of the story we read.
We also needed to start and complete our poem since he was not there last week. I decided to introduce a Haiku poem, which was good because he had never written one before. We first generated a list of ideas to write about. He eventually decided to write about Legos and went into elaborate details on the different types. This is the first time he's been so excited about a topic and it would have been nice to know earlier so I can gear some lessons around that topic. He was able to come up with some good sentences and we went through the writing process to edit and finalize his poem. It was really fun and interesting to watch him think of way sto describe lego and count the syllables. There were so many times he thought he had the perfect sentence then slapped the desk and said, "oh man", when he realized it was 2-3 syallables too many.
When working on our case study, Laura helped me clarify the specifics to a running record. We had a hard time figure out the details but we were able to figure it all out. Also, I had a gerat conversation with Laura and Meg (like Laura had stated) on teaching in general. We are all in the same position of needing to find a job and it was very helpful to know others are finding it as difficult as I am.
Mary, you are not the first to mention to me that you are just finding out some things that your student likes. Maybe we can brainstorm some ways to find these things out sooner.
My partner for the case study was not there, but I was able to get insight from others around me and I thought it was very helpful to hear how others were doing and discuss different parts of the case study. This week I think went really well for my student. I think Hannah really enjoyed having others to work with. We caught up to Meg's group and were able to read outside and watch the accompanying videos and discuss parts of the story together. I think it really made it more enjoyable for Hannah, instead of constant one-on-one that may build some anxiety or boredom of not building around other perspectives. She also worked on a persasive letter, to give her exposure to other forms of writing. She began last week by brainstorming and filling out an organizer. She was able to begin her letter and we also discussed persuasive language and reviewed the structure of a letter. This week she will continue to finish and then edit. Thanks for the awesome snacks last week Kylee and Jessica! Everything was delicious and amazingg!!
I had difficulty posting this week but hear I go- hope this time works!! I wasn't able to be in class this week and things went well outside of class! I missed being at Practicum and kept on thinking about how my students were doing. I have been thinking about how I can better support the families/parents of the students that I am working with. I see a lot of correlations between the role and purpose of my job as an Ongoing Service Coordinator at Early Intervention with Catholic Family Center and the role as an educator within the community. My role is to support the family and facilitate the Individualized Family Service Plan (IFSP)for a child with a devleopmental disability (0-3 years) to transition to an IEP (Individual Education Plan)to the school district in the preschool program. A lot of our time (as educators) is spent with working with the children and we often wonder- what is this family doing? How do they function? However, working with families- they have grown a lot! And truly want to support their children but don't know how or get lost in their own background! I want my parents to know that they are knowledgeable to support Shannon and Jeana! That they are doing a good job! And they can do more...but not sure how to let them know all of that in the short time that we meet during parent conferences!
Agreed - thanks for the food! (on that note - Rachel, since you brough the main dish last time we had our turn to bring snack, I'll plan to bring the main dish for Tuesday!)
ReplyDeleteThis week was pretty good overall. My student was really excited that I suggested we read outside and enjoyed seeing a different section of the school. Each session, the last few weeks, she's mentioned that she WILL be coimg to St. John Fisher when she's in college to become a teacher. I love her enthusiasm!
Looking back at this week, the main thing that stood out to me were the unexpected aspects of teaching. For example, half way through the running record with my student, she got a pretty bad bloody nose. (Sorry if this grosses anyone out - not my intention!) Obviously at this point, the book was no longer the focus and it was about the saftey of my student. Unfotunately, I was no quite sure what to do, but was able to rely on anther tutor in the room as far as the first aide aspect of taking care of someone with a bloody nose. This got me thinking about a few different things...
1. Since we're working with students in these different rooms, are there any first aid kits available for us?? This semester our classroom has had a student get sick to her stomach, as well as my student have her issues this last week. If there aren't first aid kits (I've never seen any) it might not be a bad idea to get them! Especially some gloves would be beneficial, as it becomes a health concern when there is blood, etc.
2. There is so much more to teaching than just teaching! I know this is something that we all realize, but the day to day care taking, comforting, etc. that goes into teaching really stretches us beyond the role of "teacher". Not saying this as a bad thing, just as a something I was thinking about!
After class I think that working with my partner was somewhat beneficial. Mary and I did some work on our case studies, but to be honest I thought the conversation that Meg, Mary and I had about teaching in general, job search, etc. seemed more beneficial. Whether this was your intent for the time (Lauren), I feel that we bonded as collegues, and were able to discuss stresses that may have an impact on our teaching. While that didn't directly impact our case studies, I did see the benefit of destressing and venting!!
Wow! Very good questions about first aid, Laura. I will definitely be looking into that this week. Thanks for bringing that to our attention. Teaching is MUCH more than just imparting knowledge. It seems as if more responsibilities are added daily. It's not for sissies! :)
DeleteI'm glad that you bonded as colleagues. That's important. As long as your case studeis were all set, I have no problem with that. Maybe before this session ends, you can share some of what you discussed with the class.
Funny you should mention a first-aid kit! I had a student who needed/wanted a band-aid. He asked about a first-aid kit, then to go to the nurses office! His was not as much of an emergency, I am pretty sure it was avoidance...
DeleteI also had a kid lose his tooth last semester and his mouth was bleeding so I had to take him to the bathroom but it was hard to help him with not wanting to touch his tooth or bloody mouth.
DeleteI had trouble getting onto the blog this week. Sorry for the late reply
ReplyDeleteLast week was interesting. Kids I thought would show up, didn't, ones I had been told wouldn't be there, were, and then I had a few other ones. All in all, I had my normal 3 person group, but it was D'Ondre, Ta'kara, and Rachel's girl Shannon.
We mostly focused on getting the poems ready for the magazine,however we ran into a speed bump. D'Ondre was very out of sorts this week, refusing to talk, or move much, and hardly eating. Eventually, after Ta'kara had written her poem edits and I saw him drawing, i had them collaborate to make a poem. Ta'kara wrote it primarily, after D'Ondre picked the topic, then D'Ondre illustrated. Unfortunately, it isn't something he can share with his parents on the poetry share day, but hopefully he can prepare something during the assessment days.
It was also a a bit distressing seeing how the kids didn't interact well with each other. Shannon was very reserved around Ta'kara and D'Ondre and Ta'kara didn't seem to take her presence very well either. Because Shannon was workign on her tone poem, working on vocab,several times I had Ta'kara help her think of stronger words. Maybe not the best teaching method to help Shannon, but it put the tension between them to rest and made the remainder of the session easier. Like Laura said, there's so much more to teaching than just teaching. Making sure the kids get along,c an work together, and feel comfortable, is important as well.
As for working with partners after tutoring, Meg and I were mostly finished with our case study and knew what we were doing. It was nice being able to talk to another person and see where we were both having difficulties.
Sounds as if you had quite an interesting time, Kit! I can definitely see Ta'kara behaving as you described. She's very territorial. Are your poems turned in for the magazine now?
DeleteI think territorial is a very good way to describe Ta'kara. Change isn't welcome to her at first, but she warms up to it with a little time.
DeleteTa'kara has her poem in, as does D'ondre (his joint poem with Ta'kara). As fro Adem, because he wasn't here I typed up a poem he had written the previous class. It wasn't up to the standards I had for him,s o i was going to have him write another one this past class, alas he was not there, so that was all I had to submit from him. If I have extra time during assessments, I'll try to get the 2 boys to write another poem.
This week I didn't have a student to work with yet I did have time to go over parts of my case study that I was a little fuzzy on. I worked along side my partner as well as my other classmates. I thought that it was beneficial having the time to discuss the case study and teaching in general with my classmates.
ReplyDeleteI'm glad that you found the time beneficial. Talking and sharing with each other helps so much.
DeleteI agree I thought it was helpful to be able to talk with everyone after class. We had a great discussion!
DeleteYou were missed!
DeleteHi all,
ReplyDeleteI had an interesting week with Michelle. She fell and twisted her ankle. She did not want to be in class this week, so we re-did her poem and worked on a strategy for Characterization. We read some more Hunger Games, which I must say is going well. She really likes the book.
I am finding it hard to come up with fun and engaging lessons for her. She seems to like me well enough but I don't think she likes to come to tutoring.
I found out some really personal stuff about Michelle also this week. It felt nice to have Michelle feel so comfortable with me that she was able to share so much, however, I didn't know exactly what to do with the information. I just listened to her which I think made her feel better.
Boy, she has a lot of stuff going on!
Hey Jess,
DeleteIt's great that she's opening up with you. Trust from our students is a nice thing to have. I've also had trouble making my lessons engaging to all my kids this semester. I don't think it will help us now, but maybe when we actually teach, having the kids do work as homework will enable us to do more activities rather than spend our time doing the actual reading. You're already a teacher, so you already know that. I'm just regurgitating my thoughts. Plus having more than 1 student would help. Even with a small group, we could have done some actual hunger games hunting or something to get a feel fro what was actually happening in the book. Has Michelle expressed any interest in seeing the movie?
It's always really tough when a student completely opens up to you. On one side your glad the student feels comfortable enough to let you in but, on the other side, sometimes to tough handle all the information...just like you said. It maybe too late now, but a journal might be a good place for her put down her thoughts. Even if it's not read by the teacher until the student wants to share it.
DeleteHaving a student open up to you is one of the rewards and "extra's" of teaching...I find that as part of my job as an OSC at Catholic Family Center it is quite difficult even in human services. As a profession/agency at CFC we are always trying to find out "what to do" with the information as mandated reporters, confidants, recordance for state/medicaid billing, social justice, etc...
DeleteMy last lesson went okay. I actually did not follow my original lesson plan because a discussion came up about palindromes as a result of a book in my Browsing Box of Books called Mom and Dad are Palindromes. This turned into a “wow moment” vocabulary lesson that the kids were very engaged in. The discussion resulted in a brainstorming word splash on the classroom white board. Then the students wrote silly sentences using three to five words from the list or palindromes of their own. Some of the students attempted to create palindrome sentences…challenging! Elle discovered that both she and her sister, Hannah, have names that are palindromes! I don’t know that I should have let it happen, but it encouraged them to participate with energy and they were excited to write using palindromes.
ReplyDeleteWe have not finished our guided reading book yet, and based on the time we have left, we probably won’t. The students are all at different places in the book because of being late or absences. With only two weeks left with the students, to be prepared for the conferences, I have to begin post assessments this week.
I was able to spend some time with Jessica to go over my case studies. She gave me some very good input and feedback. Thanks Jess! I also appreciated the time to talk about our experiences during practicum and some of the teaching experiences that my colleagues have had.
I'm glad that you were able to grab that teachable moment, but next time, make it fit into your schedule, not the kids'. It's up to the teacher to determine the timing of a lesson and fulfill what your objectives for the day were set as. ONce that is done, by all means, go back to what the students found interesting and go with it. It's important for the kids to see that there is a time and place for everything, and that you will accomodate their interests once you have fulfilled your obligation to them.
DeleteAre you planning to give them each a copy of the book to take with them since you won't finish it? If you hadn't thought of that, it would be a good idea. We don't want our students to see books as things that can just be stopped and left behind unfinished, especially if you have caught their interest with it.
For my writing activity this week I had the students fill in a blank comic strip from The Rugrats (my student's had never heard of The Rugrats) this made me feel old :) After they filled in the comic strip they created a story based on comic. With my students' writing they lack using details. When writing based off the comic strip their writing improved and they included more details. It helped that they got their words down and then expand on them.
ReplyDeleteFor my activity for the reading I had my students fill in a Venn Diagram comparing the movie to the book. When I would ask them questions about what they read as a group they were able to come up with a few things. When they had to fill in the graphic organizer by themselves they had a few more struggles.
We were able to go outside last week. I was nervous about taking them outside but they enjoy reading Charlie and the Chocolate Factory and we read until the last minute.
Kylee, you could expand on the comic strip idea in further writing with story boards. Do any of you know what those are? If not, let's discuss them in class.
DeleteI think what would be need as well is to add a couple more blank squares and have another student add on to the story. This would help with their story telling skills. Also, it would be interesting to see how another student interpurrted the original cominc strip.
DeleteMy tutoring session went well last week. Ashley and I are currently working on the same text so we completed a portion of our guided reading lesson together. We worked outside having our students take turns reading Skeleton Creek aloud and analyzing any comprehension/vocabulary questions the students had. I found that this worked well. Usually I have my students read silently unless I am working one-on-one with them. I feel as though this is not as effective as taking turns reading aloud. The students were able to assist each other with their reading and worked well as a whole group answering each other questions.
ReplyDeleteKit and I met together to go over our case studies. She was able to clarify any confusion I had about the edits I needed to make.
Meg, I understand why you would think that having your students read aloud might be better than reading aloud, but consider:
Delete* when they are "helping" each other, where is the learning and who is learning?
* if they know that their turn is next, they are most likely not following along, but rather reading
ahead to what they will read
* as far as answering each other's questions, couldn't they have done that if they had each read
silently or one on one with you briefly and then discussed their questions?
The idea of round robin reading is considered out dated and not a good educational tool. It would not be good to put that out in an interview.
I'm not picking on you - I'm sure others have the same feelings, but I want you all to consider this. This type of reading has been considered a poor teaching tool for almost 20 years now.
I only had one student this week and we were able to get a good amount done. For reading, I continued working on summarizing by introducing the five dinger retell. My studnet said he found it helpful and he was able to produce a through summary of the story we read.
ReplyDeleteWe also needed to start and complete our poem since he was not there last week. I decided to introduce a Haiku poem, which was good because he had never written one before. We first generated a list of ideas to write about. He eventually decided to write about Legos and went into elaborate details on the different types. This is the first time he's been so excited about a topic and it would have been nice to know earlier so I can gear some lessons around that topic. He was able to come up with some good sentences and we went through the writing process to edit and finalize his poem. It was really fun and interesting to watch him think of way sto describe lego and count the syllables. There were so many times he thought he had the perfect sentence then slapped the desk and said, "oh man", when he realized it was 2-3 syallables too many.
When working on our case study, Laura helped me clarify the specifics to a running record. We had a hard time figure out the details but we were able to figure it all out. Also, I had a gerat conversation with Laura and Meg (like Laura had stated) on teaching in general. We are all in the same position of needing to find a job and it was very helpful to know others are finding it as difficult as I am.
Mary, you are not the first to mention to me that you are just finding out some things that your student likes. Maybe we can brainstorm some ways to find these things out sooner.
DeleteMy partner for the case study was not there, but I was able to get insight from others around me and I thought it was very helpful to hear how others were doing and discuss different parts of the case study.
ReplyDeleteThis week I think went really well for my student. I think Hannah really enjoyed having others to work with. We caught up to Meg's group and were able to read outside and watch the accompanying videos and discuss parts of the story together. I think it really made it more enjoyable for Hannah, instead of constant one-on-one that may build some anxiety or boredom of not building around other perspectives.
She also worked on a persasive letter, to give her exposure to other forms of writing. She began last week by brainstorming and filling out an organizer. She was able to begin her letter and we also discussed persuasive language and reviewed the structure of a letter. This week she will continue to finish and then edit.
Thanks for the awesome snacks last week Kylee and Jessica! Everything was delicious and amazingg!!
I like your graphic organizer for the persuasive letter.
DeleteI had difficulty posting this week but hear I go- hope this time works!!
ReplyDeleteI wasn't able to be in class this week and things went well outside of class! I missed being at Practicum and kept on thinking about how my students were doing. I have been thinking about how I can better support the families/parents of the students that I am working with. I see a lot of correlations between the role and purpose of my job as an Ongoing Service Coordinator at Early Intervention with Catholic Family Center and the role as an educator within the community. My role is to support the family and facilitate the Individualized Family Service Plan (IFSP)for a child with a devleopmental disability (0-3 years) to transition to an IEP (Individual Education Plan)to the school district in the preschool program. A lot of our time (as educators) is spent with working with the children and we often wonder- what is this family doing? How do they function? However, working with families- they have grown a lot! And truly want to support their children but don't know how or get lost in their own background! I want my parents to know that they are knowledgeable to support Shannon and Jeana! That they are doing a good job! And they can do more...but not sure how to let them know all of that in the short time that we meet during parent conferences!
Good points, Rachel. It seems as if someone was listening to what you wrote by what happened when you got to class on Tuesday!
ReplyDelete