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Purple:

Magic Tree House

Junie B. Jones

A to Z Mysteries

Leveled Books

Pink:

Picture Books

Teal:

Amelia Bedelia

Flat Stanley

Weird School Days

Encyclopedia Brown

The Littles

Cam Jansen

The Puppy Place

Horrible Harry

December Secrets

Nate the Great

Freckle Juice

Red:

Amber Brown

Clementine

Judy Moody

Biographies

The Dork Diaries

Blue:

Nancy Drew

The Hardy Boys

Cupcake Diaries

Diary of a Wimpy Kid

Dork Diaries

The Boxcar Children

Roald Dahl

Green:

Wayside Stories

Captain Awesome

Arthur

Fairybell Sisters

Galaxy Zack

Notebook of Doom

Magic School Bus

Chapter Books

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How Will These Insights Inform Your Future Literacy Instruction/Teaching?

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How Will These Insights Inform Your Future Literacy Instruction/Teaching?

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- In my future classroom, I plan to incorporate a lot of the strategies that this placement has shown me. I liked the organization of the classroom library, specially the labeling of the bins that contain the books (colors and labels). I also loved how cozy and inviting it felt, making it a popular hang out place for when students are doing independent reading.
- I liked how ELA instruction was never a whole classroom activity. Since the students differentiate in reading and writing abilities so much, it would make little sense to expect the same from everyone.
- In my own classroom, I would like to add a portfolio section in my classroom where students could file their best work.
- I would also like to add a "calm corner", an assigned safe space for when students need to remove themselves from the instruction and need to calm themselves down.

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How Does This Experience Connect to Your Learning/Readings in This Course?

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How Does This Experience Connect to Your Learning/Readings in This Course?

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- In class we have learned that it is important to differentiate instruction in the classroom. Not all students in the classroom are reading at the 2nd grade level, some student struggle to read at all. This means the students must be grouped by ability level to get the best instruction for their needs.
- Through this practicum experience, I have been able to shadow a teacher who implements this strategy in her classroom everyday and witness the differentiation in instruction and rotation of the students during ELA in person.

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What Did You Learn About Literacy Instruction in This Placement?

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What Did You Learn About Literacy Instruction in This Placement?

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- In this placement served mostly as an opportunity to put into practice all that I have learned in class. Through my one-on-one reading sessions with the students I was able to practice assessing students on fluency and comprehension.
- I was also able to get students motivated to read more. I connected with students very well and had them asking their teacher if they could come read to me. It was exciting to hear that students wanted to show off their reading skills to me, and that I could positively influence them to want to improve their reading.
- I also got to observe their writing and implement their reading and writing skills on their math packets when solving word problems.
- This placement also helped me imagine what I would like my future classroom to look like and what kind of resources I would provide for my students around the room.

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- Phonics
- Sight Words
- "Magic E make the vowel say its name"
This helps students know when to use soft or hard vowels.
- "Lit Block" for literacy instruction time

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- The literacy assessment used in the classroom was the STEP Literacy Assessment by UChicago Impact in order to test for fluency and comprehension.
- Students are tested 2-4 times a year.

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Other Resources to Support Literacy Instruction

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Other Resources to Support Literacy Instruction

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Computer Resources:
- Reading A to Z
- "Writing with Elmo"
Classroom Resources:
- Flashcards for sight words
- Anchor Charts

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Reading Mastery - Textbook A

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High, Medium, Low
Bears, Tigers, Lions
- The purpose for grouping is to properly differentiate instruction for the students according to their needs.
- These groups are used most often during reading and math instruction when students rotate.

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- Literacy instruction usually entailed Ms. Frasca using the Reading Mastery textbook. Students all had their own copy which they kept at school.
- Students sometimes got packets to read from and writing tools to complete activities.
- Students are placed in small groups and rotate. Literacy instruction is never whole group.

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How Much Time is Devoted to Literacy Instruction?

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How Much Time is Devoted to Literacy Instruction?

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- Literacy instruction lasts from 9-10:30am and is split into three sections, where students are supposed to rotate to the next activity every 30 minutes.
- Students who are doing group reading instruction will go to the desk in the back of the room with Ms. Frasca or the teacher aid. They read aloud to each section of the textbook reading and do activities together to try to learns the skills/strategies of the day.
- During every rotation, one group goes to the library to use computers, read, or get extra help with math. Math is really emphasized in the classroom. During this time, my practicum partner and I would divide the students up and helped them with reading or math depending on what they needed help with.

Lit Blocks 1,2,3
- The rotations usually look like such:
Bears- Math Extra Help
Tigers - Group Reading Instruction
Lions - Computers at their seats/classroom library

Bears - Computers at their seats/classroom library
Tigers - Math Extra Help
Lions - Group Reading Instruction

Bears - Group Reading Instruction
Tigers - Computer at their seats/classroom library
Lions - Math Extra Help

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How are the Next Generation Learning Standards represented in the classroom

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How are the Next Generation Learning Standards represented in the classroom

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- Rochester Prep utilizes the Common Core standards. However, they are an uncommon school, which means they take the standards and add onto them to make the work more challenging.
- Teachers at Rochester Prep mainly use standards on their lesson plans, which are pre-written by the uncommon school program.

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- Not only do the students have differentiated learning where they are grouped by ability. They also receive individual instruction when they're pulled out by the special education teacher.
- Ms. Frasca also allowed my practicum partner and I to practice students' reading skills one-on-one. We would pick a trade book from the classroom library together and they would read aloud to me while I pointed at each word. Other times, Ms. Frasca would provide us with the materials; sometimes a book and other times flashcards with sight words on them for them to review.
- Ms. Frasca would only assign us the students who needed the intervention and extra help. Thse students where usually in the "lions" group.

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2 (regular classroom teachers)
1 (special education - "Resource Room Teacher")
1 (classroom aid)
1 (student teacher)
- The main regular classroom, Ms. Magee, was out for most of my practicum experience. She was out on medical leave, so her co-teacher, Ms. Frasca, took over the classroom.
- The special education teacher walks in and out of the classroom sporadically. She sometimes stays to help out and other times she takes students out for special instruction for reading and writing.
- The classroom aid sometimes runs reading and writing instruction with small groups. He also distributes the meals and snacks during lunch time.
- The student teacher, Grace H. is a Geneseo alumni. She stayed for 7 weeks at Rochester Prep before going to Ghana for the rest of her student teaching experience.