Recent Changes

- the students work for about 20 minutes before they are excused for morning recess, students who are not finished with their books are detained to work through the recess break to finish up
- I continued to help J with his book, and about 10 minutes into recess, he finished up and was excused to go outside for the remaining 5 minutes.
Cameo Self
One classroom management skill that I observed in the classroom I was doing my observations in is a great way to encourage the students to turn in their homework on time. The way Mrs. S got her students to turn in their homework on time was a system of “paying” the students. Every morning, Mrs. S walked around the classroom and gave each student a play penny if they had their homework in, a penny if they got their sheet of paper signed by their parents, and a penny for any other thing that was due that they turned in on time. The students save their money for a couple weeks, and they exchange the pennies for dollars, quarters, etc. (great way to include math into an everyday activity.) After they exchanged their pennies, Mrs. S. dedicates a morning to let the students go shopping with their money at her store. Her store is a big box of random goodies such as pencils, cool pens, notebooks, and other “dollar store type” items that each have their own price. It seemed to work real well!!

Create and Write
and ELL strategies.strategies
Kindergarten Class @ Olga Brener with Mrs. T.
Class consists of 16 children-- 11 boys & 5 girls ( 1 autistic child with an aide)
As the children are called up by tables to make a rainbow on the rug area each does so as any child would trying to get a place by their friends, and they all get where they want to be. Mrs. T. is a very structured, organized and consistent teacher. Her children adore her and believe every word that comes out of her mouth. So... with that being said and done let's get on with the learning part.
Mrs. T picks a child to come up and tell her and the class something exciting or important that they have done. This is what the child says: " I got a stufed animol kity from the book stor! I wint in the tre with it and my brthr."
Mrs. T. remembers the sentence and goes around the room asking students to spell the words of the sentence, as each child does this (each spell one word) they first make the sounds of the letters that they hear and let, Mrs. T. writes exactly what they have said.
She corrects msitakes in a positive way:
stuft---------Mrs. T. says, "remember these words?"
look and we added ED (looked)
walk add ED (walked
wish add ED (wished)
The sentence above says, "I got a stuffed animal kitty from t
he book store! I went in the tree with it and my brother."
"We will do the same for the word stuft add ED." so it became stufed. (close enough for me) But I was impressed by her process.
They are studying Life Cycles of the caterpillar & lady bug, They have the set-up for the Butterfly in their room and they re in the cocoon stage. The lady bugs are in the larva stage. When children talk of their bugs & caterpillars they use correct English for the stages of each animals life cycle. Impressive! (Bernadette T.)
M P
January 23, 2010
Writer’s workshop- “Feeling” Students work independently and teacher floats and conferences with individual students. Teacher recently completed training and believes highly in providing as much one on one time with students as possible to enhance learning process. After the workshop, the teacher shares student’s work from her conferencing that shows “feeling” very well. Mrs. H previously read a book about a family going to look for owls. The students previously wrote descriptive stories in their writer’s workshop tablets. In today’s reading she placed sticky arrows on certain sentences and read them to the class. She explained that the sentences gave the reader’s a “feeling” for what the author is trying to say. Examples of these sentences were ones that said “It was eerily quiet.” Or “Not even a wind was blown upon us.” It set the mood for how quiet it should be when one is looking for owls. After reading and hearing how the author provided ways to give a feeling the students revised their previous writing to include sentences that give a good feeling.
Centers- Students split into groups and begin their centers. A board in front of the room has the centers posted, who belongs in them and a short description of each. Writer’s Workshop is one center and student’s were instructed to revise previous writing and start a new entry. The Small Group center met with Mrs. Henning. Word cards with the word on one side and a picture of it on the other were spread on the table. A small easel with a dry erase board on it provided a spot to categorize the different words by what different vowel sounds they contained. The Words workshop was a chance for the students to write new spelling words in their agenda and highlight old words in “My Word Book”. The last center was labeled Shopping for Books. At this center students emptied their “Browsing Boxes” (small boxes with books” into the appropriate spots in their classroom library and proceed to choose new books that are “just right” for them.
(Posoh Mip).
Charlie
Charlie Cook’s Favorite to share.
Spelling
Spelling Workshop- Students looks correct.
S- Sneak around and back down snake N-Down up and over around, A- Over around up down, E- Hit the ball around the bases- Tall Down for letters like (h) and (k)
Writer’s Workshop- Revisions “Taking Stuff Out”- Mrs. H talked about how students put content in their stories that can make the story thicker but don’t necessarily fit the idea that you are trying to let the reader see. She went over her own story and with the students drew a line through the sentences that didn’t have a purpose in the story.
sound effects.
Ending-
Ending- Mrs. H lost them.
Readers
Readers Workshop- Sharing and appreciated.
JJSU
Thursday, April 1, 2010... Mrs. M's 1st Grade Class

Writer’s workshop- “Feeling” Students work independently and teacher floats and conferences with individual students. Teacher recently completed training and believes highly in providing as much one on one time with students as possible to enhance learning process. After the workshop, the teacher shares student’s work from her conferencing that shows “feeling” very well. Mrs. H previously read a book about a family going to look for owls. The students previously wrote descriptive stories in their writer’s workshop tablets. In today’s reading she placed sticky arrows on certain sentences and read them to the class. She explained that the sentences gave the reader’s a “feeling” for what the author is trying to say. Examples of these sentences were ones that said “It was eerily quiet.” Or “Not even a wind was blown upon us.” It set the mood for how quiet it should be when one is looking for owls. After reading and hearing how the author provided ways to give a feeling the students revised their previous writing to include sentences that give a good feeling.
Centers- Students split into groups and begin their centers. A board in front of the room has the centers posted, who belongs in them and a short description of each. Writer’s Workshop is one center and student’s were instructed to revise previous writing and start a new entry. The Small Group center met with Mrs. Henning. Word cards with the word on one side and a picture of it on the other were spread on the table. A small easel with a dry erase board on it provided a spot to categorize the different words by what different vowel sounds they contained. The Words workshop was a chance for the students to write new spelling words in their agenda and highlight old words in “My Word Book”. The last center was labeled Shopping for Books. At this center students emptied their “Browsing Boxes” (small boxes with books” into the appropriate spots in their classroom library and proceed to choose new books that are “just right” for them.
Morning Meeting- Literacy in the Classroom Routine- Greetings- Facing each other and looking each other in the eye using a gentle yet firm hand shakes. (Discuss Encyclopedias) Different subjects, different books, A-Z (On last day Ms. Leona contributed to the morning meeting by providing a Menominee Greeting for the students to use (Posoh Mip).
Charlie Cook’s Favorite Book- Read to Class, Rhyming (Contained excerpts from various stories) Ask students what they noticed about the book and everyone gets to share.
Spelling Workshop- Students all grab their own white board and a tray of magnetic letters. Mrs. H turns on the projector and asks for a word chunk. Today’s chunk: (AIT) and Mrs. H asked if the students knew another way to make the same chunk sound. Result: (ATE) Students told to make Skate. They were then directed to mix up their words and put in a “blender” and then on mark students were told to quickly arrange the letters to say skate again. Students then told to push their letters to the top of the white board and leave space for writing. Mrs. H directs the students to write letter by letter and using fun reminders for each letter to spell the word. Using the word rate Mrs. H spelled it on her screen using both chunks (ATE) (AIT) and asked the students what way looks correct.
S- Sneak around and back down snake N-Down up and over around, A- Over around up down, E- Hit the ball around the bases- Tall Down for letters like (h) and (k)
Writer’s Workshop- Revisions “Taking Stuff Out”- Mrs. H talked about how students put content in their stories that can make the story thicker but don’t necessarily fit the idea that you are trying to let the reader see. She went over her own story and with the students drew a line through the sentences that didn’t have a purpose in the story.
Beginnings- Mrs. H talked with the children about being able to add beginnings to stories that will “hook their readers”. Students reread their stories and decided on a first sentence(s) that would say something interested about the story. Students were encouraged to do this anyway they wanted and even by doing sound effects.
Ending- Mrs. H explained to the students that some stories may end up hooking you, and the flow starts, you begin reading and get lost in the story when all of a sudden the end nears and if it doesn’t wrap up the idea it leaves us feeling like we “fell off of a cliff” She exemplified this by drawing a slope and a cliff and saying “Story, story, story Ahhhhhhhh…” After doing this she read each students short story and all of the classmates made sounds as if they are falling off of a cliff if the story’s ending lost them.
Readers Workshop- Sharing and Making Predictions- Students chose a book from their browsing box and began reading it. While reading it they were directed to make predictions. After reading they met with their sharing partner and shared some of the predictions they made. The students were also told that different readers can disagree when making predictions and sharing opinions. It doesn’t necessarily make them wrong or right and we should accept that. In addition to this after reading a story herself in the circle Mrs. H discussed the story after important events or at the end. She asked the students what the thought was implied by the ending or illustrations. Each student may have had a different view on what the idea was but each opinion was shared and appreciated.
JJSU
Thursday, April 1, 2010... Mrs. M's 1st Grade Class

I liked both experiments but, I have to honestly say that the hardcover, is still tops in my book. You are able to ask more questions while reading to them, to get their minds to inference, clarify, and summarize all which help comprehension. Although the ipod also has many positives too, for individual work it would be awesome for all subjects. The biggest plus it does not matter what reading level it is when it is read to you!
cp
Ipod Touch “Learn Sight Words” vs. Dolch Sight Word Flash Cards
Dates: April 12th and April 14th, 2010
Test Subjects: 1st Grade Class conducted during “Corners” with small groups (2 to 3 students at a time)
Test Material: Learn Sight Words Ipod application (25 random words out of 300 possible) and Dolch Sight Word Flash Cards (25 random words out of a 220 card deck)
Test subject A: female
Performance:
Ipod - flagged 2 words out of 25, read both words correctly the second time around
Card – missed 1 word out of 25, read missed word correctly second time around
Other Ipod explorations: student chose Spelling Fun (rearrange letter blocks to form word)
Student opinion: student preferred the Ipod application over the flash cards because, “It was more fun and I could do it by myself like in the car and stuff.”
Test Subject B: male
Performance:
Ipod – flagged 9 words out of 25, read all missed words correctly the second time around
Cards – missed 8 words out of 25, read 7 out of 8 correctly second time around, read 1 missed word correctly third time around
Other Ipod explorations: student chose Dinosaur Match (matching three sections to make one complete dinosaur)
Student opinion: student preferred the Ipod application over the flash cards because, “I like that I don’t have to clean up when we’re done.”
Test Subject C: female
Performance:
Ipod – missed 2 words out of 25, read all missed words correctly the second time around
Cards – missed 0 words out of 25
Other Ipod explorations: student chose Megan’s Memory (word matching memory game)
Student opinion: student liked both, but liked playing the other games on the Ipod
Test Subject D: female
Performance
Ipod – flagged 5 words out of 25, read all missed words correctly second time around
Cards – missed 2 words out of 25, read all missed words correctly second time around
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod because, “It’s more fun to touch the screen and flag the words than just using the cards.”
Test Subject E: female
Performance
Ipod – flagged 3 words out of 25, read 2 of the 3 correctly second time, 1 out of 1 correctly the third time
Cards – missed 1 word out of 25, read missed word correctly second time around
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod application, “I like touching the screen and the other games to play.”
Test Subject F: male
Performance:
Ipod – 25 out of 25
Cards – 25 out of 25
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student was indifferent, but expressed enjoyment of playing other apps
Test Subject G: male
Performance:
Ipod – flagged 10 words out of 25, read 8 out of 10 correctly second time, read last 2 words correctly third time
Cards – missed 14 words out of 25, read 10 out of 14 correctly second time, read last 4 correctly third time
Other Ipod explorations: student chose Dinosaur Match (matching three sections to make one complete dinosaur)
Student opinion: student preferred Ipod over the cards because, “I like playing games like on my wii because it’s funner.”
Test Subject H: male
Performance:
Ipod – flagged 1 word out of 25, read missed word correctly second time around
Cards – 25 out of 25
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod over flashcards
Test Subject I: female
Performance:
Ipod – flagged 3 words out of 25, read missed words correctly second time around
Cards – missed 1 word out of 25, read missed word correctly second time around
Other Ipod explorations: student chose Megan’s Memory (word matching memory game)
Student opinion: student preferred Ipod, “I can do these by myself and it’s still fun, and if I can’t read the word, the girl button will tell me.”
Test Subject J: female
Performance:
Ipod – 25 out of 25
Cards – 25 out of 25
Other Ipod explorations: student chose Spelling Fun (rearrange letter blocks to form word)
Student opinion: student thought that both methods were ok, but she liked that the Ipod had other games and activities
Test Subject K: male
Performance:
Ipod – flagged 5 out of 25 words, read all 5 words correctly second time
Cards – missed 2 out of 25 words, read last 2 words correctly second time around
Other Ipod explorations: student chose Memory Pro (image matching game)
Student opinion: student preferred Ipod over cards
Test Subject L: female
Performance:
Ipod – 25 out of 25
Cards – 25 out of 25
Other Ipod explorations: student chose Daddy I can read (2nd and then 3rd grade level words)
Student opinion: student did not express preference
Test Subject M: male
Performance:
Ipod – flagged 10 words out of 25, read 6 out of 10 correctly second time, read remaining 4 correctly third time around
Cards – missed 12 words out of 25, read 10 out of 12 correctly second time around, read remaining 2 correctly third time around
Other Ipod explorations: student chose Ski Ball (not an educational game)
Student opinion: student preferred Ipod, “I like to play the game thing!”
Test Subject N: male
Performance:
Ipod – flagged 1 out of 25, read remaining word correctly second time around
Cards – 25 out of 25
Other Ipod explorations: student chose Ski Ball (not an educational game)
Student opinion: student preferred Ipod, “It’s more fun and I can keep track of my score.”
Test Subject O: male
Performance:
Ipod – 25 out of 25
Cards – missed 2 out of 25, read all words correctly second time around
Other Ipod explorations: Memory Pro (image matching game)
Student opinion: student did not express preference
Overview: Out of the 15 students, not one expressed a preference of the cards over the Ipod. A few students were indifferent, but the majority expressed that they would prefer the Ipod over the traditional flash cards for a variety of reasons. Using the games and other applications as incentive for students to complete specified apps seemed to work well. The students cooperated and seemed to enjoy the opportunity to chose another application after completing “Learn Sight Words.”
What I found especially beneficial to the Ipod app “Learn Sight Words” was that you simply had to flag the word, and when you were finished, chose “review flagged words” and there they were. As the students read them correctly, we simply unflagged them and moved on to the next word or application. When students encountered words that they could not read or were not sure of, they simply tapped the child icon in the middle of the top of the screen, and the Ipod would pronounce the word. The students were eager to manage the Ipod on their own. I started out sliding the cards for them, but by the second or third word, they would take over and flag the words or tap the girl for pronunciations without any cues from me.
Things that I kept in mind include the pros: versatility, small and easy to store, less messy in the classroom, fun to use, beneficial for tracking student progress and the cons: expensive, fragile, easy to walk away with, maintenance. I believe that technology is absolutely necessary in the classroom, and the Ipod touch as a great source for a variety of applications beneficial to education. I think the most monumental draw back is the cost and the fact that they are relatively fragile. Of course, if I were working for a school that had a considerable budget, I would be willing to invest in something like the Ipod touch for my classroom.
Another app that I didn’t get to test, and was only chosen by one student as an option, was “Daddy I can read.” One of the best features of this app was the option of entering individual students. Student could access the app through their name, and the app would track their progress. Students could access and utilize the app on their own, but as a teacher, I could review their progress periodically to see what areas we would need to focus on. The app provided words at a First, Second, Third, and Fourth grade reading level. (JJSU)

Traditional Writing Strategies vs Technology Implemented Writing Strategies
page here.
Ipod Research
Traditional vs. Technology
Ipod Touch vs. Aesop’s Fables Hardcover Book
Students:
2
2 boys (High/Low level reader)
The
The teacher assigned to be.
I wrote down the interaction between the two while they listened and watched the book.:
They both put on the headphones looked at one another with the biggest grin and both eagerly slid their tiny fingers to start. One spoke and said lets take turns OK?
see that?”
When Tortoise won they both cheered and one boy stated “I wanted the turtle to beat that cocky rabbit, they called a hare” “They should just call it rabbit cause that is what it basically is anyway.”
other places.
Second
Second Part:
Aesop’s
Aesop’s Fables Hardcover Book
Students
level readers)
We
We set up tortoise won.
Review:
Review:
I liked both experiments but, I have to honestly say that the hardcover, is still tops in my book. You are able to ask more questions while reading to them, to get their minds to inference, clarify, and summarize all which help comprehension. Although the ipod also has many positives too, for individual work it would be awesome for all subjects. The biggest plus it does not matter what reading level it is when it is read to you!
cp

Traditional Writing Strategies vs Technology Implemented Writing Strategies
page here.
Ipod Research
Traditional vs. Technology
Ipod Touch vs. Aesop’s Fables Hardcover Book
Students:
2 boys (High/Low level reader)
The teacher assigned me two students of different reading levels. I specifically asked for a low and a high reader. I chose to do a virtual book the title was “The Tortoise and the Hare”. It is a classic Fable about morals steady pace wins the race or, continued hard work will get you where you need to be.
I wrote down the interaction between the two while they listened and watched the book.:
They both put on the headphones looked at one another with the biggest grin and both eagerly slid their tiny fingers to start. One spoke and said lets take turns OK?
A nod approved the statement. Two prompts came up on the ipod book Read to me and Read alone. One of the boys immediately pressed Read to me. When the book started they laughed and waited for the next page to turn. One of the boys would point at the screen, then the other. Their eyes lit up when the figures moved about the screen. They would laugh and look at one another and say “Did ya see that?”
When Tortoise won they both cheered and one boy stated “I wanted the turtle to beat that cocky rabbit, they called a hare” “They should just call it rabbit cause that is what it basically is anyway.”
When the book was finished I asked them what they thought of it in general. The lower reader stated to me “It’s the best thing I know of ! The other boy asked if the ipod could read big books too. They liked it and they both thought it was way more interesting than a book cause the pictures come up for you. (Yes, of course they asked to play games and went a little crazy over the ipod.) I asked the two students if they had some in their classroom what could you use them for tell me 5 things. They thought about it and came up with this list, it could be used to read to us, we could watch movies like science stuff, math we could play games with times table cause it would be fun, look up stuff from other places.
Second Part:
Aesop’s Fables Hardcover Book
Students
: 2 a boy and girl ( High / Low level readers)
We set up a table earlier for me to read to them The Tortoise and the Hare. They came and sat down and I explained to the that I was going to read them a book aloud. They listened as I introduced the book and began. As I read they asked many questions about the books and pictures. They asked why the tortoise/hare was not called a turtle/rabbit? They were excited and anticipated the end when asked. They both thought the hare would win easily. They liked the ending and both were glad the tortoise won.
Review:
I liked both experiments but, I have to honestly say that the hardcover, is still tops in my book. You are able to ask more questions while reading to them, to get their minds to inference, clarify, and summarize all which help comprehension. Although the ipod also has many positives too, for individual work it would be awesome for all subjects. The biggest plus it does not matter what reading level it is when it is read to you!

Writer’s workshop- “Feeling” Students work independently and teacher floats and conferences with individual students. Teacher recently completed training and believes highly in providing as much one on one time with students as possible to enhance learning process. After the workshop, the teacher shares student’s work from her conferencing that shows “feeling” very well. Mrs. H previously read a book about a family going to look for owls. The students previously wrote descriptive stories in their writer’s workshop tablets. In today’s reading she placed sticky arrows on certain sentences and read them to the class. She explained that the sentences gave the reader’s a “feeling” for what the author is trying to say. Examples of these sentences were ones that said “It was eerily quiet.” Or “Not even a wind was blown upon us.” It set the mood for how quiet it should be when one is looking for owls. After reading and hearing how the author provided ways to give a feeling the students revised their previous writing to include sentences that give a good feeling.
Centers- Students split into groups and begin their centers. A board in front of the room has the centers posted, who belongs in them and a short description of each. Writer’s Workshop is one center and student’s were instructed to revise previous writing and start a new entry. The Small Group center met with Mrs. Henning. Word cards with the word on one side and a picture of it on the other were spread on the table. A small easel with a dry erase board on it provided a spot to categorize the different words by what different vowel sounds they contained. The Words workshop was a chance for the students to write new spelling words in their agenda and highlight old words in “My Word Book”. The last center was labeled Shopping for Books. At this center students emptied their “Browsing Boxes” (small boxes with books” into the appropriate spots in their classroom library and proceed to choose new books that are “just right” for them.
JJSU
Thursday, April 1, 2010... Mrs. M's 1st Grade Class
- arrival: students are working in Corners, one reading group is at the table for Guided Reading
- listening to the first group, Mrs. M stops to break a word into parts, "jumping", covers up the "ing" and asks the students what the word is. Covers up the "jump" and asks the students what the sound is. Uncovers the whole word, the students say it together in unison.
- Mrs. M rings the bell, students in the Corners move on to the next subject (Corners include: familiar reading, math overheads, writing wall, number grids, poetry, listening, science, and shape manipulatives for this week)
- a new reading group comes to the table, a student from Kindergarten enters the room and goes to the table. This is the highest reading group. Later Mrs. M explains that the grade K student is very advanced at reading, but due to the difference in age, has a lower maturity level which is apparent during the guided reading sessions
for this group, Mrs. M talks about the questions at the end of the story and instructs them to answer the questions according to what they think
"might happen" in the story.
the students go to a spot in the room and work on their questions while Mrs. M calls a new group to the table
- the next group is introduced to a new book, they do a picture walk and discuss what the story might be about
the students read out loud and Mrs. M assists them individually as they encounter problems
when the students are finished reading, she reminds them to journal in their "thought log"
- the highest reading group returns to the table with their written answers, they discuss, and look through the story a little, then read it together page by page, stopping about 5 pages into the story - to be continued the next class period
- in between, the bell was rung and students changed places
- Mrs. M rings the bell for the last time, the students clean up in the Corner they are in and sit in the front of the room.
- Mrs. M talks to the class, reviewing which students are at what part of their non fiction books, then dismisses them to work
- I am directed to work with two students: J & Q who are behind on their books, some students are finished and working on other writing projects
- the students are illustrating their books, the books include a cover page, table of contents, 4 pages of facts and illustrations, a glossary, and an index
- the students work for about 20 minutes before they are excused for morning recess, students who are not finished with their books are detained to work through the recess break to finish up
- I continued to help J with his book, and about 10 minutes into recess, he finished up and was excused to go outside for the remaining 5 minutes.

-Wind chime- Signals next activity after prior 1 minute warning
-Class Schedule Posted and Spelling Workshop leads to Writer’s Workshop, which then leads to Reader’s Workshop, after lunch and recess they continue with a Content Workshop
a book called about a
Centers- Students split into groups and begin their centers. A board in front of the room has the centers posted, who belongs in them and a short description of each. Writer’s Workshop is one center and student’s were instructed to revise previous writing and start a new entry. The Small Group center met with Mrs. Henning. Word cards with the word on one side and a picture of it on the other were spread on the table. A small easel with a dry erase board on it provided a spot to categorize the different words by what different vowel sounds they contained. The Words workshop was a chance for the students to write new spelling words in their agenda and highlight old words in “My Word Book”. The last center was labeled Shopping for Books. At this center students emptied their “Browsing Boxes” (small boxes with books” into the appropriate spots in their classroom library and proceed to choose new books that are “just right” for them.

L.Mae.D
Monday, March 22, 2010, Mrs. H Class OB Elementary, 1st Grade
{file:///C:%5CDOCUME%7E1%5CStudent%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif} * Brener-Brener B’s – Be Safe
{file:///C:%5CDOCUME%7E1%5CStudent%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif} * Wind
-Wind chime- Signals minute warning
{file:///C:%5CDOCUME%7E1%5CStudent%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif} * Class
-Class Schedule Posted good feeling.
Centers- Students split into groups and begin their centers. A board in front of the room has the centers posted, who belongs in them and a short description of each. Writer’s Workshop is one center and student’s were instructed to revise previous writing and start a new entry. The Small Group center met with Mrs. Henning. Word cards with the word on one side and a picture of it on the other were spread on the table. A small easel with a dry erase board on it provided a spot to categorize the different words by what different vowel sounds they contained. The Words workshop was a chance for the students to write new spelling words in their agenda and highlight old words in “My Word Book”. The last center was labeled Shopping for Books. At this center students emptied their “Browsing Boxes” (small boxes with books” into the appropriate spots in their classroom library and proceed to choose new books that are “just right” for them.

3/12/10
Today when I arrived in Mrs. W's class she had the students working on crossword puzzles that had dinosaur terms to search for. The students are currently reading and writing about dinosuars, so the crossword fit with what they were currently learning. I guess this crossword puzzle was tough for the students because they kept asking for Mrs. W's help or my help, but both of us showed the different strategies to find words. Next, the students had a spelling test. Mrs. W gives the students spelling words at the beginning of the week to learn and study. These words are also in the spelling center to help the students learn the words throughout the week. While the students went to gym, Mrs. W showed me something new she was going to do with her centers. She said that one of the most important things she wants to help her students with was management, how to help the students manage their time while they work throughout the day. So she created a chart with all the centers and what needs to be completed in each center. The students would get to choose their centers (Mrs. W usually chooses for them) and they would each get a timer to help them manage how long they would be in a center, which the limit is 15 min. When the timer goes off they swich to a new center. Mrs. W said that the students will each get the chart to fill out each day and she will collect them at the end of the week to see who was in what center and what had been accomplished that week. I thought this was an interesting idea. Lastly, while the students were in their centers, I was able to observe Mrs. W do a running record with a student. He read to different books and Mrs. W completed the running record as he read and she asked him questions about the book to see what he remembered and understood. It was all very interesting to watch.
L.Mae.D
Monday, March 22, 2010, Mrs. H Class OB Elementary, 1st Grade
{file:///C:%5CDOCUME%7E1%5CStudent%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif} * Brener B’s – Be Kind- Be Respectful- Be Safe
{file:///C:%5CDOCUME%7E1%5CStudent%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif} * Wind chime- Signals next activity after prior 1 minute warning
{file:///C:%5CDOCUME%7E1%5CStudent%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif} * Class Schedule Posted and Spelling Workshop leads to Writer’s Workshop, which then leads to Reader’s Workshop, after lunch and recess they continue with a Content Workshop
Writer’s workshop- “Feeling” Students work independently and teacher floats and conferences with individual students. Teacher recently completed training and believes highly in providing as much one on one time with students as possible to enhance learning process. After the workshop, the teacher shares student’s work from her conferencing that shows “feeling” very well. Mrs. H previously read a book called about a family going to look for owls. The students previously wrote descriptive stories in their writer’s workshop tablets. In today’s reading she placed sticky arrows on certain sentences and read them to the class. She explained that the sentences gave the reader’s a “feeling” for what the author is trying to say. Examples of these sentences were ones that said “It was eerily quiet.” Or “Not even a wind was blown upon us.” It set the mood for how quiet it should be when one is looking for owls. After reading and hearing how the author provided ways to give a feeling the students revised their previous writing to include sentences that give a good feeling.
Centers- Students split into groups and begin their centers. A board in front of the room has the centers posted, who belongs in them and a short description of each. Writer’s Workshop is one center and student’s were instructed to revise previous writing and start a new entry. The Small Group center met with Mrs. Henning. Word cards with the word on one side and a picture of it on the other were spread on the table. A small easel with a dry erase board on it provided a spot to categorize the different words by what different vowel sounds they contained. The Words workshop was a chance for the students to write new spelling words in their agenda and highlight old words in “My Word Book”. The last center was labeled Shopping for Books. At this center students emptied their “Browsing Boxes” (small boxes with books” into the appropriate spots in their classroom library and proceed to choose new books that are “just right” for them.