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15. Make a community connection and bring it to the classroom. 

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15. Make a community connection and bring it to the classroom. 

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I conducted 6 DRA tests on students following the week of our DRA workshop. Our school does DRA tests often so I will be doing them several times throughout the semester.

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I created this visual bulletin board to display the students informational writing pieces along with their watercolor artwork that went with them!

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32.) Create 3 transitions (one attention getter)

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32.) Create 3 transitions (one attention getter)

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3 transitions that I decided to use for my placement are:
1.) Hands on top, Everybody stop! (kids put hands on their head)
2.) To walk in the hall:
Hey class! (Hey what?) Are you ready? (For what?) To walk! (Our hands are high, our feet are low, and this is how our walk will go!)
3.) Lining up:
5-4-3-2-1 be in line when I am done: (five five five, four four four, …)
4.) To sit down on the carpet:
Put Your Bottom on the Rug

(Tune: “If You’re Happy and You Know It”)

Put your bottom on the rug, on the rug.

Put your bottom on the rug, on the rug.

Put your bottom on the rug, then give yourself a hug.

Put your bottom on the rug, on the rug.

5.) Lining/Packing up:
A E I O You may line up/pack up.(child on U can line up)

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33.) Use transitions (from item 32) regularly. 

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33.) Use transitions (from item 32) regularly. 

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I use these transitions and MANY more, every day at my placement. At the lab school, especially in kindergarten, being quick and knowledgeable with transitions is something that all of our mentor teachers require of us.

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37.) Create a math game based on a specific skill. 

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37.) Create a math game based on a specific skill. 

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I used this math game to help the students become fluent in recognizing their 3D shapes.

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38.) Use the math game (from item 37) during your teaching.

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38.) Use the math game (from item 37) during your teaching.

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I used this 3D shape game as part of my introduction for a math lesson.

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1.) Write a brief observation of each child.

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1.) Write a brief observation of each child.

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2.) Use the observations (from item 1) to generate a lesson plan for differentiation/instruction. 

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2.) Use the observations (from item 1) to generate a lesson plan for differentiation/instruction. 

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I differentiated this lesson by giving teacher support to certain groups and not giving it to others as they wrote the informative piece about king cakes.

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This is the newsletter that I created for the week of March 15th.

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53.) Attend professional development activities.

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53.) Attend professional development activities.

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The 4 of us at U Lab School attended a DRA workshop with the elementary reading specialist. We learned how to give DRA tests to students and are now able to perform tests within each of our placement classrooms and help our mentor teachers out.

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54.) Share what you learned (from item 53) with someone in cohort or placement school. 

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54.) Share what you learned (from item 53) with someone in cohort or placement school. 

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After attending this DRA workshop led by U Lab's reading specialist, I felt very confident to begin performing DRA tests on my students. U Lab teachers use DRA tests very often. I shared what I had learned with my mentor teacher and then she gave me responsibility of DRA testing some of our students every few weeks.

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3.) Implement the lesson plan (from item 2), documenting/assessing child's progress and offering implications. 

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3.) Implement the lesson plan (from item 2), documenting/assessing child's progress and offering implications. 

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observation and implications below

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13.) Write a reflection after creating the newsletter about what you learned/will do to engage families regularly. 

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13.) Write a reflection after creating the newsletter about what you learned/will do to engage families regularly. 

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After doing this newsletter, I realized that I like this format but will most likely be using a different format when I have my own class newsletter. I would prefer things to be in a table- style layout with different areas for different topics. I think this will be easier for parents to read.

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22.) Practice using math checklist/anecdotal notes. 

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22.) Practice using math checklist/anecdotal notes. 

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55.) Implement something you learned (from item 53) in your teaching/work.

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55.) Implement something you learned (from item 53) in your teaching/work.

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I use the knowledge that I learned from the DRA workshop very often in my current placement. I am responsible for DRA testing some of my students every few weeks in order to check their progress and growth. I am very glad that I can now take this knowledge with me throughout the rest of my career.

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4.) Write a positive handwritten note to a parent about something that happened that day. 

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4.) Write a positive handwritten note to a parent about something that happened that day. 

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14.) Attend/participate in a community event.

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14.) Attend/participate in a community event.

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Southdowns Community Parade

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23.) Go to an ancillary class and take anecdotal notes on two children. 

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23.) Go to an ancillary class and take anecdotal notes on two children. 

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Anecdotal note form music below:

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39.) Create activities for morning routines. 

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39.) Create activities for morning routines. 

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I come up with different morning questions every day for the children to answer using the yes/no graph.

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5.) Complete an eco-map for a child (other than your portfolio child). 

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5.) Complete an eco-map for a child (other than your portfolio child). 

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26.) Complete a behavior assessment (ABC analysis)

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26.) Complete a behavior assessment (ABC analysis)

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40.) Use the activities (from item 39) during your teaching. 

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40.) Use the activities (from item 39) during your teaching. 

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Throughout my time as a student teacher at the Lab school, one of my daily duties was to create the morning graph question. During my TWS, some of the graph questions that I used were: Have you seen a sunflower seed?, Do caterpillars come from an egg?, Do you like butterflies?, Have you seen a caterpillar?.

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Students use this pocket chart center to practice their long vowel words with a silent e on the end. When they master these, I will change the words to make them harder.

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44.) Use pocket chart (from item 43) during your teaching.

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44.) Use pocket chart (from item 43) during your teaching.

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I am in charge of two guided reading groups each day. Most of my guided reading lessons include word work. I noticed that 2 of my students were struggling with silent e words, so after we finished reading our book, the whole group went over to the pocket chart and practiced saying the words with and without the silent e. This was great practice for them and I think will  help them to remember how those kinds of words sound next time they see/read them.

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16.) Remind parents about an upcoming event.

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16.) Remind parents about an upcoming event.

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For our kinder-garden day, I sent this flyer home with our students. When the event got closer, I posted this photo of the flyer on our class Shutterfly App to remind our parents of the time and other details.

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27.) Develop a rubric to assess content in science or social studies. 

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27.) Develop a rubric to assess content in science or social studies. 

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Checklist Rubric: 4 out of 4 points

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46.) Update an existing center in a meaningful way, based on contextual factors or learning objectives. 

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46.) Update an existing center in a meaningful way, based on contextual factors or learning objectives. 

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I updated the science center during my full week and made it into a seed planting center!

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56.) Actively participate with a professional organization

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56.) Actively participate with a professional organization

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I am actively involved with Kappa Delta Epsilon (KDE) Honor Society. It is now my fourth semester as an active member.

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8.) Do a lesson that incorporates 3 developmental domains. 

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8.) Do a lesson that incorporates 3 developmental domains. 

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17.) Communicate with parents using a technology application like Remind 101.

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17.) Communicate with parents using a technology application like Remind 101.

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28.) Use 3 assessment strategies other than work sample, anecdotal records, video/audio. 

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28.) Use 3 assessment strategies other than work sample, anecdotal records, video/audio. 

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I used checklists, interview with other teachers, and student interviews in my assessment portfolio.

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I created this pocket chart center for students to use during literacy center time to work on their long vowel sound words with a silent e.

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57.) Actively participate with a professional organization other than KDE/AEYC/Distinguished Scholars/CxC.

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57.) Actively participate with a professional organization other than KDE/AEYC/Distinguished Scholars/CxC.

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I am involved with the professional organization called APEL. I just joined APEL last semester and I enjoy participating in all of their professional development workshops and panels that they offer.

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49.) Use the poem (from item 48) during your teaching. 

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49.) Use the poem (from item 48) during your teaching. 

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During our Occupations unit I wrote this poem on chart paper for the students to read each morning. So after calendar time each day, before we began our reading lesson, the students and I would read this poem together. They also had a printed copy of it in their poem fluency folders. I plan to do a poem like this for each of their units.

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50.) Take one lesson and figure out how it could be modified for small group or individual instruction.

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50.) Take one lesson and figure out how it could be modified for small group or individual instruction.

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This could be modified by having a small group discuss what 3D and 2D is, and then discussing each of the shapes as a group before we did our math tub.

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9.) Develop a lesson that differentiates learning for 1-2 students based on where the child is developmentally. 

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9.) Develop a lesson that differentiates learning for 1-2 students based on where the child is developmentally. 

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My guided reading lesson plans are always tailored to the needs of the small group. This one was tailored to work on silent e's because these students were having trouble grasping that concept.

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Guiding Reading Generic Lesson Plan.docx

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10.) Implement the lesson plan (from item 9), documenting/assessing child's progress and offering implications. 

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10.) Implement the lesson plan (from item 9), documenting/assessing child's progress and offering implications. 

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20.) Participate in a Parent/Teacher conference. 

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20.) Participate in a Parent/Teacher conference. 

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This is a conference form from one of the parent-teacher conferences that I attended during our school's conference days.

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30.) Work with your mentor teacher to develop an authentic measurement.

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30.) Work with your mentor teacher to develop an authentic measurement.

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We developed this to assess students at their math tubs.