April 25, 2007
Today I worked with two students on a math lesson. The students had several math equations written in a book. Each page had a folded page. The students had to tell me what number was being subtracted in the equation. After they told me, then they stamped flowers on the folded side of the page. Then they had to tell me what number subtracted would equal the number that was first in the equation. Then they stamped that amount above the equation. After they finished that, they turn the folded page over to give the amount of subtracted number based on the flowers stamped above the equation. For example, if the equation read 4-1=, the student would stamp l flower on the folded page. Above the equation, they would stamp 3 flowers. When they flipped the page only 3 stamped flowers would be visible. They would then write the number 3 after the equals sign.
The teacher played a game with the students. The game was what’s the rule? The teacher had a box divided in half horizontally and a T chart next to that. The teacher put a number inside of the box and a number outside of the box. The students have to figure out how the teacher got from the number inside of the box to the number outside of the box. On one side of the T chart was the word in and on the other side of the T chart was out. She wrote the number inside of the box on the in side and the number outside of the box on the out side of the box.
After the students came back from library, the teacher asked the students how flower seeds get around. After the teacher read the story, the students found out whether they were right and then had to answer how seeds get to become trees or flowers. If they answered correctly, they could line up for recess.
Friday, April 27, 2007
Blog 7
April 4, 2007
Today the students listened to a story read by the teacher. After that, the students broke off into groups to do centers. The center that I helped with was a math unit. The students had to separate the jelly beans into colors using empty egg cartons. After that the students had to color the jelly beans on their sheet the proper color. Last they had to count each jelly bean in each color and then make tally marks next to the appropriate color jelly bean.
After lunch, the students sat and listened to another story. The students had to listen for the setting, the main characters, and what happened in the beginning, middle, and end of the story. The story tied into the story read earlier in the day. After the students listened to the second story, the students had to write in their math journals. They had to draw a picture, and then write a number sentence underneath the picture. The question was: 4 ducks are waddling to the pond. How many legs are there? After that, the students were called on one at a time to go to the board and write out their number sentence. The teacher was trying to see how many different combinations the students could come up with.
Today the students listened to a story read by the teacher. After that, the students broke off into groups to do centers. The center that I helped with was a math unit. The students had to separate the jelly beans into colors using empty egg cartons. After that the students had to color the jelly beans on their sheet the proper color. Last they had to count each jelly bean in each color and then make tally marks next to the appropriate color jelly bean.
After lunch, the students sat and listened to another story. The students had to listen for the setting, the main characters, and what happened in the beginning, middle, and end of the story. The story tied into the story read earlier in the day. After the students listened to the second story, the students had to write in their math journals. They had to draw a picture, and then write a number sentence underneath the picture. The question was: 4 ducks are waddling to the pond. How many legs are there? After that, the students were called on one at a time to go to the board and write out their number sentence. The teacher was trying to see how many different combinations the students could come up with.
Blog 6
April 02, 2007
I worked with a small group today who did different things to an Easter egg. They had to divide the egg according to whether the Easter bunny hid the Easter eggs inside or outside. Then they used different patterns to answer other questions. They colored the top and bottom of the egg according to whether or not they had a different Easter basket every year. Last they colored the patterns the same color or different colors if they liked chocolate or jelly beans more.
The students watched a video about turtles and how they laid eggs. After the video was over, the teacher asked the students what other animals laid eggs. When the student answered correctly, that student wrote the name of that animal on the board.
Before the students went outside, the teacher put on the floor, a number line. The number line went from 0 to 10. She asked students one by one to step on a particular number. She then had that student tell her how many steps it took to get to the next number. The teacher then asked that student if the problem was an addition or subtraction problem and then that student had to give the teacher the number sentence.
I worked with a small group today who did different things to an Easter egg. They had to divide the egg according to whether the Easter bunny hid the Easter eggs inside or outside. Then they used different patterns to answer other questions. They colored the top and bottom of the egg according to whether or not they had a different Easter basket every year. Last they colored the patterns the same color or different colors if they liked chocolate or jelly beans more.
The students watched a video about turtles and how they laid eggs. After the video was over, the teacher asked the students what other animals laid eggs. When the student answered correctly, that student wrote the name of that animal on the board.
Before the students went outside, the teacher put on the floor, a number line. The number line went from 0 to 10. She asked students one by one to step on a particular number. She then had that student tell her how many steps it took to get to the next number. The teacher then asked that student if the problem was an addition or subtraction problem and then that student had to give the teacher the number sentence.
Blog 5
March 21, 2007
Today on my visit to the school, I worked with students who had to cut words out to make sentences with the words under each picture. While I was working with the students, the teacher was teaching the rest of the class about science. She asked the students what the weather was like outside.
Today on my visit to the school, I worked with students who had to cut words out to make sentences with the words under each picture. While I was working with the students, the teacher was teaching the rest of the class about science. She asked the students what the weather was like outside.
Blog 4
March 19, 2007
Today, I worked with a group of students working on books about spring. I had to spell out a lot of works for the students. After the students completed their books about spring, they shared them to the class. After they shared their books, the students asked three students what they liked best about their books.
After lunch, the class had a guess speaker, Dr. Casperson, a local dentist. He taught the students how to properly clean their teeth and also how to floss. After the guess speaker finished speaking, the teacher had the students practice flossing their teeth using a piece of yarn. She had the student pair up. One student put both hands together, while the other student used the floss (piece of yarn) and went back and forth in between the teeth (the fingers). Then they switched spots.
After the guess speaker left, the students went to music class. After music, the teacher put the letters “en” on the board as well as other letters. The students took turns going up to the board and making words ending in “en”.
Today, I worked with a group of students working on books about spring. I had to spell out a lot of works for the students. After the students completed their books about spring, they shared them to the class. After they shared their books, the students asked three students what they liked best about their books.
After lunch, the class had a guess speaker, Dr. Casperson, a local dentist. He taught the students how to properly clean their teeth and also how to floss. After the guess speaker finished speaking, the teacher had the students practice flossing their teeth using a piece of yarn. She had the student pair up. One student put both hands together, while the other student used the floss (piece of yarn) and went back and forth in between the teeth (the fingers). Then they switched spots.
After the guess speaker left, the students went to music class. After music, the teacher put the letters “en” on the board as well as other letters. The students took turns going up to the board and making words ending in “en”.
Monday, April 23, 2007
Blog 3
The classroom in which I observe, the teacher has a stop sign for the behavior chart. She has each student's name on a clothes pin. Green means good, yellow is a warning-time out and laps during recess, red means time out, call or note home, and loose classroom priviledges. The flow of the day goes accordingly, active-movement, quiet activity, and finally active movement.
Blog 2
In the classroom I attend, the teacher uses buddy reading in cooperative learning. For one activity in cooperative learning, two students sort by colors, then use the data to create a graph. Another activity using cooperative learning is jelly bean tally marks. The students sorted the jelly beans by color and used tally marks to record. For technology the teacher uses www.starfall.com to differentiate reading abilities. Accelerated reader are the top readers. Kid pix uses writing and illustrating, counting and patterning activities. The teacher uses a mixture of phonics and whole language. Phonics is used for decoding and spelling and whole language is used in making predictions about stories. Also the use of illustrations to make predictions about words. Stories are used for rhyming and seasonal units have vocabulary words posted. Classroom management-activities are planned around units. Children heterogeneously grouped at tables. Seating by personalities so less chance of disruptions. Differentiate by pulling children during centers by ability groups-adapting same activities accommodate children level. An example of this is graphing. Number recognition: low-smaller amount of items to sort and high-larger amounts, the students groups the sets of items by 5's and 10's, and then adding up the columns. The most important thing about classroom management is to make sure activities are organized and structured.
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