Fall 2012- Field Placement #1
Location: Webster Elementary School- Hazel Park, MI
Cooperating Teacher: Mrs. Florence Sarkissian
Grade Level: 3rd
Classroom Schedule:
A.M.
-Daily Oral Language: Daily Oral Language worksheets were given as morning work each day to get the students minds warmed up for the day.
-Phonics: A phonics worksheet (ex. long vowels vs. short vowels)
-Reading Centers: Reading Centers followed the "Daily Five". Students were divided into four groups (green, blue, yellow, red) according to their reading level. They rotated through the following centers spending 20 minutes at each center:
1. Read to Self
2. Work on Writing
3. Read to Someone (Mrs. Sarkissian or I would sit at the back table with a group: Round Robin reading followed by comprehension questions and vocabulary from the story)
4. Listen to Reading
5. Word Work
-Writing: During my field placement the students were writing Personal Narratives. I would circulate around the classroom to peer edit and revise with students. I would also help them to brainstorm and sequence their thoughts.
P.M.
-Spelling
-Social Studies/Science
-Math: During math, I would work with small groups of students in the back of the classroom. I would focus on the big idea and provide them with one on one instruction.
Winter 2013- Field Placement #2
Location: Long Meadow Elementary School- Rochester, MI
Cooperating Teacher: Mrs. Michelle Reich
Grade Level: 4th
Classroom Schedule:
A.M.
-Morning Work: Each week students were given a packet consisting of daily oral language, cursive, and word study.
-Reading: The students were divided into reading groups according to their reading level. Students read from Soar to Success books and were required to complete a certain number of reading activity sheets throughout the week. The teacher would work with one group at a time for 20 minutes (DRTA- directed reading thinking activity)
-Writing: During my field placement students were working on an informational writing piece. I held peer editing and revising sessions with students.
-Spelling: An individualized spelling program was used. Students had different words depending on their reading/spelling level. They did a variety of word sorts in their "Word Study" notebooks.
P.M.
-Social Studies: During my field placement the students were studying their Geography Unit. I had the opportunity to watch the student work on a few individual and group projects, which was great for me to observe.
-Science: During my field placement the students were studying a Unit on the relationship and requirements of living things and a Unit on the Sun, Moon, and Earth.
-Math: During math, I would take a group of 4 students to the library. The Unit taught while I was in the classroom was primarily fractions. While working in the library with a small group of students, I was able to offer new ways of looking and thinking about problems to help the students understanding of the material. I also taught a lesson on probability to the class during their Unit on fractions.
Location: Webster Elementary School- Hazel Park, MI
Cooperating Teacher: Mrs. Florence Sarkissian
Grade Level: 3rd
Classroom Schedule:
A.M.
-Daily Oral Language: Daily Oral Language worksheets were given as morning work each day to get the students minds warmed up for the day.
-Phonics: A phonics worksheet (ex. long vowels vs. short vowels)
-Reading Centers: Reading Centers followed the "Daily Five". Students were divided into four groups (green, blue, yellow, red) according to their reading level. They rotated through the following centers spending 20 minutes at each center:
1. Read to Self
2. Work on Writing
3. Read to Someone (Mrs. Sarkissian or I would sit at the back table with a group: Round Robin reading followed by comprehension questions and vocabulary from the story)
4. Listen to Reading
5. Word Work
-Writing: During my field placement the students were writing Personal Narratives. I would circulate around the classroom to peer edit and revise with students. I would also help them to brainstorm and sequence their thoughts.
P.M.
-Spelling
-Social Studies/Science
-Math: During math, I would work with small groups of students in the back of the classroom. I would focus on the big idea and provide them with one on one instruction.
Winter 2013- Field Placement #2
Location: Long Meadow Elementary School- Rochester, MI
Cooperating Teacher: Mrs. Michelle Reich
Grade Level: 4th
Classroom Schedule:
A.M.
-Morning Work: Each week students were given a packet consisting of daily oral language, cursive, and word study.
-Reading: The students were divided into reading groups according to their reading level. Students read from Soar to Success books and were required to complete a certain number of reading activity sheets throughout the week. The teacher would work with one group at a time for 20 minutes (DRTA- directed reading thinking activity)
-Writing: During my field placement students were working on an informational writing piece. I held peer editing and revising sessions with students.
-Spelling: An individualized spelling program was used. Students had different words depending on their reading/spelling level. They did a variety of word sorts in their "Word Study" notebooks.
P.M.
-Social Studies: During my field placement the students were studying their Geography Unit. I had the opportunity to watch the student work on a few individual and group projects, which was great for me to observe.
-Science: During my field placement the students were studying a Unit on the relationship and requirements of living things and a Unit on the Sun, Moon, and Earth.
-Math: During math, I would take a group of 4 students to the library. The Unit taught while I was in the classroom was primarily fractions. While working in the library with a small group of students, I was able to offer new ways of looking and thinking about problems to help the students understanding of the material. I also taught a lesson on probability to the class during their Unit on fractions.