I thought it was important to note that Miss Walker took advantage of this opportunity to involve her students and have them use their math skills. As soon as role was taken, Miss Walker had her students prepare for their first task of the day. She handed out 3 stories with questions at the end for them to answer and gave specific instructions. I think it is also important to note that she instructed the children to color the pictures on the stories when they were finished so that they would be able to stay busy. Once the students seemed to understand their task and began working diligently, Miss Walker called the first reading group back to the reading table.
The article 10 Quick ways to Analyze Children’s Books for Racism and Sexism (2000) is designed to show students and teachers how to tell if children’s books have signs of racism or sexism in them. It tells the reader 10 ways that you can check the book for racism or sexism. The main way to check is by looking into the relationships between the characters. Also, check how the characters
When the students arrived to the classroom, quickly they measured the mass of the eggs, and discussed about the solutions. This is a way to demonstrate osmosis. Experiment: In the experiment, students needed to fill four jars; two with distilled water, one with vinegar, and other one with syrup. One of the jars with distilled water was to remove the shell of the egg; this process had to be done two more times, since the students are using three eggs. Students need to put the eggs, after their shells have been removed, in the corresponding jars and leave them for two days.
Materials: The materials we will need are students, pitcher, and a pretend sun. Procedure: We will bring students to the carpet and discuss the plant cycle again just making sure they a great understanding about the plant cycle. Then we will have some start off as a seed on the floor. Next we will ask one student to pretend that are the water and give them a pitcher and pretend they are pouring water on the students. I will then hold up the sun to demonstrate the sunlight that the plant needs to receive when
Students will demonstrate one-to-one correspondence by making their very own fruit salad by following the fruit salad recipe. The first activity the class will do is the teacher will read aloud The Very Hungry Caterpillar. Before reading the story, the teacher will instruct the students to listen for numbers 1, 2, 3, 4, and 5. When the students here these numbers they must say and hold up how many fingers that number is. As the teacher reads the story, she will point out the pattern of one more fruit each day.
Final Position Paper: Reading/Literacy Since the beginning of class my definitions of reading and literacy has changed. Literacy is listening, speaking, thinking, reading, writing, and soon technology. Reading is made up of five areas: phonemics, phonics, fluency, vocabulary, and comprehension however the purpose of reading is to understand. The three major ideas from class that support my new definitions are from the class topics of reading and writing, comprehension and reading and the brain. During the class on reading and the brain we discussed what reading was and the five areas of reading.
Rebecca Elliott Lady Bug Craftsmanship April 30, 2015 First Grade Approximate Time: 30-45 minutes Materials Needed: Large white paper, rep paper strips, black strips, various colored paper, Sharpie, white paper, scissors, glue, googly eyes Anticipatory Setting: Mentor teacher will read “The Grouchy Ladybug’ to the first grade class I will be teaching, the class before to get them familiar with lady bugs and excited about the project. Objective: Students will assemble their ladybug project after having ‘The Grouchy Ladybug’ read to them, with the assistance of the two teachers. Instructional Input: I will first have all my student’s seated/ standing around the U-shaped table in order to see my demonstration. I will start out with the
While the children are stirring the teacher pours some liquid watercolors into the buckets. Other children come over to the table to observe. The children begin naming the two colors. One child responds, “That one is blue, and this one is pink”. The teacher tells the child with the first bucket “Were done stirring”.
They will need to go through the magazines, old Christmas, birthday, or valentine cards for a picture to go with the event and then work at what the poster or sign is to say. They will have paper of different textures and all colors, shapes, and sizes to use. On the desk will be a child’s dictionary, a word wall to help them with words, letter stencils, and the basics of crayons, colored pencils, stickers, stamps and ink pads, markers and pens. Another part at the writing center would be for the students to create a card, or letter. There would be samples posted on the wall next to the center to give them ideas on what to write and how to design their masterpiece.
When all children have been bathed, children whose hair is washed and wet will be called by me one by one to have his or her hair blown-dry. Children will continue with their writing or drawing activity until lunch time which is at 12.30pm. The child assigned to be the line-leader of the week will anticipate in the need to get the queue ready for hand-washing. He or she will dismiss four friends at a time to the four wash-basins in order to avoid space congestions in the washing area; which will packed with children from other class moving in and out of the shower room and toilets. Strength for Transition 1 and 2 Remaining children are assigned with writing and drawing