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This is a cultural X-ray completed by my student during our first session together. The purpose was to get to know each other before working together. We discussed our identities, and his thinking as he filled the picture.

OH Art Standard: Fine Arts, creating:  1CE Describe the meaning in the marks they make on paper.

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The Cultural X-Ray activity allowed me to see into my field student's funds of knowledge. I modeled this practice by showing him my own Cultural X-ray, reflecting on my own funds of knowledge. I learned my student comes from Puerto Rican background and lives in a bilingual household. We discussed his family orientation, and what the individuals in his life mean to him. I learned that he enjoys spending time with his siblings of all different ages, playing video games, reading comic books, playing outside, and basketball. Josh also expressed his enjoyment in creating art with markers on various formats such as paper, notebooks, and dry erase boards; together we found he is quite the artist, among other things.

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Reflection from field week 2
Letter Identification to see what he knows.

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Reflection from field week 3
Reading interview to see his dispositions and experiences towards reading.

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Reflection from field week 4
Working with a different student because my student was absent.

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This evidence is from week 5 in the field. After being able to asses some reading needs, together we performed a "Concepts of Print" assessment. This showed me current comprehension skills in the student.

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Field reflection from week 6, 3/1
Observed student reading with running record

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Field reflection from week 7, 3/8
Completed a read aloud lesson plan formulated in the course Languages and Literacies

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Field reflection from week 8- 3/15
Sight word activity inspired by LL text book, and materials provided by his teacher.

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Field reflection from week 9, 3/22
Guided writing

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Field work done in week 10, 4/5. This lesson plan was completed with my student to help practice literacy skills based on his development.

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Week 11, On April 12th, 2022 my student and I completed a science transformation experiment, making play-doh through a lesson plan I created. The following is evidence.

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(From CE #2 Transformation S22-1)

Science:  K.PS.1 Objects and materials can be sorted and described by their properties.

The objective of the science lesson completed with my student was to use skills with observation, cause and effect, and measurement to create homemade play-doh.

There was also math integrated into the lesson through the following standard: MEASUREMENT AND DATA K.MD Identify, describe, and compare measurable attributes. K.MD.1 Identify and describe measurable attributes (length, weight, and height) of a single object using vocabulary terms such as long/short, heavy/light, or tall/short

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This is the midterm lesson plan, initially focused on math. I integrated ideas, materials, and ODE standard in order to combine reading and literacy experiences relevant to this lesson and the materials.

Reading Standard:  RL.K.2 With prompting and support, retell familiar stories, including key details

Math Standard: K.NBT.1 Compose and decompose numbers from 11 to 19 into a group of ten ones and some further ones by using objects and, when appropriate, drawings or equations; understand that these numbers are composed of a group of ten ones and one, two, three, four, five, six, seven, eight, or nine ones

Extension with art:

Additionally, I found standards that help integrate art into this lesson as well. I think students can use their knowledge of the story, and skills with visual art production through the following standard,

Producing Fine Art: Kindergarten
2PR Generate ideas and images for artwork based on observation, memory, imagination and experience.

Extension with PE: brain break

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Each session we engaged in physical education that I was able to integrate as "brain breaks." The student chose what kind of locomotor or nonlocomotory physical activity to engage in during this time. The student had prior knowledge of yoga, so we were able to work these skills in as well, which go along well with the second PE standard. This required other skills that allowed us to effectively choose the best time to engage in this kind of activity.

Standards: Kindergarten Physical Education

2. Explore locomotor skills of jump, gallop, skip, hop and leap in a stable environment
4. Balance using a variety of body parts (e.g., 1/2/3/4-point balances) and body shapes (e.g., wide, narrow, twisted).

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I performed assessment throughout the semester that was formative. Course content, titled Assessment for Learning, Formative Assessment for Students and teachers, authors  E.C. Wylie et al (2008), state, "Formative assessment is a process used by teachers and students during instruction
that provides feedback to adjust ongoing teaching and learning to improve students’
achievement of intended instructional outcomes" (E.C. Wylie et al, 2008, p. 1).

Formative assessments used:
-Running record observations
-Completion of activities with comparison to learning goals
-Analysis of this data informed ongoing instruction with the student
-Student feedback during activities was noted for my assessment of how the student is taking to the planned activity.

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Through course readings and class discussion I learned that:

-Patience is not the same as understanding, though often patience is seen as a critical attribute for teachers to have. Teachers need not strive for patience, but rather to understand student thinking in order to move forward in the learning process in the most developmentally appropriate way.

-Misbehavior is a demeaning term to use with children that teachers should shy away from. Mistaken behavior can be substituted for this term and is defined by course content, as "encouraging teachers to follow the two basic guidance practices" of (1) working with student to define reasons for the behavior, and (2) then decide what they must teach so that the child behaves differently (Gatrell, p. 6)

-Discipline should be positive in nature; never demeaning, shameful or too intense. Guidance is a better practice when discipline is thought to be needed. Course content defines how guidance "teachers children the life skills they need as citizens of a democracy" (Gatrell, ch 3, p. 21).

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I learned the value and importance of getting to know students on a genuine and deep level. This helps to meet the student where they are at on a developmental level; from there appropriate learning activities can be formulated. Something that worked well was listening closely to the things that he enjoys, observing where engagement is high, and planning activities based on his interests.

I gained important insights through class readings and discussion, on how to effectively interact with students in order to support them as confident learners. I formulated a lot of skills to help students with math. The first aspect to doing so is understanding their own thinking. These practices tie into the framework of IB where the “whole child” is at the center of the learning process. I implemented IB by modeling LP attributes in ways that I know I can, and drawing upon student inquiries for activity planning.