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• Early Literacy Standards

Alysha, I am pleased that you were in class this quarter and that you have learned some interesting ideas and activities to use in the classroom. You did a good job on your protopage and your class and final projects Final Grade 3.9

October 10th, 2013 I decided to bring in these items for my literacy bag: three books on the ABC's, and a reading log worksheet. I really think that learning the ABC's is very important for the beginning process of early literacy for children. Knowing the ABC's is crucial for reading. I also used a reading log and students have to check whether their parents read to them, they read it independently, or if they read it aloud to someone. I feel keeping track of their reading is important for students to realize how much and how often they are reading. The videos I chose to show and put on here are the ones I thought best desribed Early Literacy, not just in the context of information, but with actual video of children reading as well. I figured these videos do a great job explaining why early literacy is important. October 17th, 2013 Today I observed an infant who was probably approximately a year or so. What I noticed was their ability to move their heads to look at their surroundings. This helps them with their ability later on in life to be aware of their surroundings and it showcases their ability to one day be able to use their ability to read in their proximities. I also noticed her ability to grasp objects. She could crawl and she was crawling on the floor. When she got to where she wanted to go, she would reach for the things she wanted. This shows early signs of literacy with the hand,grasp motion. Slowly developing these fine-motor skills will allow for her to someday grasp a book, turn a page, and when she learns how to read, read a book. It was really eye-opening to see exactly what she could do, although hard for me to put her movements and relate them to literacy, I did find these things above that made me think of her capability now and in the future that are sure signs of early literacy. One thing I also noticed was her older sister, who was maybe 5, sat down to pretend read to her younger sister. Although I could tell none of the words she was saying for written in the book, I knew that just by having her older sister read aloud to her, she was experiencing some form of literacy, even if she was not paying attention at all. Just having her hear her sister read to her allows for some form of literacy to be done.

Here are a few articles I found that support early literacy:

October 10, 2013

 

Ms. Brantley

First Grade Class

4820 W Wrangler Rd

Northfolk, Arizona

 

 

 

Dear Parents,

 

I am sending this letter home to inform you of the bag your first grader brought home today. This bag is my way of connecting what we are doing in the classroom to home and to keep your first grader involved in reading. This week we are focusing on the Alphabet and making sure we are reading to our best ability. I feel that sending a book bag home with each and every first grader will allow them to continue their thinking at home and everywhere possible; that and to keep them thinking of the weekly targets for our first grade class.

 

Here are some focal points for the book bag for you as parents to focus on to help create a strong reader: read to and with your first grader asking them comprehension questions with will increase their understanding of what they are reading. Asking them questions will make for a great parent-to-student connection as well as increase your first grader’s reading ability. As first graders we need to focus on our reading ability and fluency to become the best reader we can become.

 

I look forward to seeing what your first grader has to say about the activities included, all of which will relate to the book included in the book bag. I look forward to also hearing comments from parents about how well the book bag is or is not helping your first grader, or if there are any concerns about the book bag. Please feel free to email me at any time with questions or comments, or concerns.

 

Let’s make great first grader readers!

 

 

 

Have a great week,

 

 

 

 

 

Ms. Alysha Brantley

(555) 435-0988

Firstgradereading@hotmail.com

 

Alysha Brantley

Philosophy of Learning

Ed 479

December 11, 2013

 

My philosophy of learning is that everyone can learn. I believe that there is not one student who walks through my doors and back out at the end of the day who cannot learn, or who has not learned something. I believe it is my duty as a teacher to make sure each and every student, whether in my classroom or not, learns something each and every day. If they do not, then I am failing as a teacher; I am failing my students because they are not learning. After all, school is a place where learning needs to be done, and much of it. If we did not have schools, students would not learn the life skills they need, nor would they learn the three forms of matter. I believe all of us can learn, and it is my goal in like to make an impact on each and every one of my students’ lives, in one way or another.

            My philosophy of literacy is that there is no right or wrong way of going about learning literacy. Everyone learns it in their own way, some faster than others while others are slower. But I believe that literacy is the foundation of everything we do. It is the foundation that moves us from content area to content area throughout the day. Why if we did not have literacy, we would not be able to read, write, draw; we would not be learning to our fullest extent. I believe everyone has the right to learn, and the right to learn in their own way, especially literacy. 

Alysha Brantley

Ed479

October 31, 2013

Reflection on Authors

 

            In my author packet, I got the authors Bill Martin Jr., and John Archambault. I recognized a few books that were written by the two, such as “Brown Bear, Brown Bear, What Do You See?” The two authors write a lot of poetry books. I could use some of the books that they have written in my classroom for a poetry unit, specifically hinting on rhyming.

            The first book these two authors ever wrote together was “The Ghost-Eye Tree” which is a story that is made-up, but they both used personal experiences in their childhoods to help create this book and write it to what it is now. This book was published in 1985. So most of their books listed on the back of the information packet are all books that are fairly old.

            I think that some of their books are great for integrating literacy into different subject areas, or even holidays. They wrote a story called “The Magic Pumpkin” and I believe that would tie in great with fall or Halloween time in the classroom. They also wrote the story “Knots on a Counting Rope”. This book could possibly be introduced or read during math.

            I believe it is important to know about authors because it is important to know who and where the story is coming from. It is also important to show students that they can create stories of narrative, poems, or anything of their kind and that their words or illustrations matter.

ECE TPA Lesson Plan

 

1. Teacher Candidate	Alysha Brantley	Date taught	10-24-13
Cooperating Teacher	Katy Fisk	School/District	Davenport Elementary School
2. Subject	ELA	Field Supervisor	Joyce Bodeau
3. Lesson Title/Focus	Name and Sound	5. Length of Lesson	15 minutes
4. Grade Level	Preschool

 

6. Academic & Content Standards (GLEs/EARLs/National)	ELDG 5: Older Infants and Toddlers: Communicating (Literacy): Write your child’s name and say the letter sounds as you write it.
7. Learning Objective(s)	By the end of the short lesson, the toddler will be have traced their name and listened and repeated the letter sounds aloud.
8. Academic Language Objective(s)	Toddler will trace their name to start learning the letters in their name. Toddler will also repeat the letter sounds in his/her name to start making letter-sound correspondences.

 

9. Assessment
Plan The toddler will be formally assessed by the teacher/parent by monitoring the toddler on tracing his/her name, and by listening to the toddler repeat his/her letter sounds.

 

10. Lesson Rationale

·         Upon what assessment data or previous lessons are you building? Answer: I am building on previous writing skills.

·         WHAT requisite skills do students need in order to access the lesson & participate fully? Answer: The toddler needs to know how to hold a pencil and trace on the dotted line. The toddler also needs to know how to repeat.

·         How does the content build on what the students already know and are able to do? Answer: The content builds on what the student already knows and is able to do because the toddler has previously had experience holding a pencil and repeating letter sounds.

·         HOW does this lesson fit in the curriculum? Answer:  This lesson fits into the curriculum because the toddler is learning how to write, say, and spell his/her name.

·         By teaching this lesson, how will this add to student learning? Answer: This lesson will add to student learning through the toddler learning to write his/her name as well as verbally repeat and say the letter sounds in his/her name, which will help build skills to say his/her name fluently.

·         How does the lesson build on previous lessons or previous learning? Answer: This lesson builds on previous lessons or previous learning because the toddler already has had a lesson on holding a pencil, tracing, and repeating someone.

·         How will the learning in this lesson be further developed in subsequent lessons? Answer: The learning in this lesson will be further developed in subsequent lessons by the student saying the letter sounds of his/her name alone, then using the sounds to say his/her name alone. Furthermore, the toddler will be able to write his/her name from muscle-memory from practice of tracing his/her name.

 

 

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role   Introduction: The teacher/parent will lay on the table two pieces of white paper with the name Justin dotted on it in the center, and fairly large.   The first piece of paper is the teacher/parent’s. The teacher/parent will first trace the letters of his name, Justin. Each letter that is traced, the teacher/parent will say the letter sound.       The teacher/parent will ask Justin to do the same thing she is doing. First, the teacher/parent will grab the pencil and guide the toddler’s hand while tracing the J and say the “juh”.   Now it is the students turn to do it alone. The teacher/parent will remove her hand and ask the toddler to continue tracing his name and saying the letter sounds. At the beginning of each letter, to start off with, the teacher/parent will give the letter sound. But as the toddler practices, she will gradually release this teaching skill so the toddler is doing it alone. (“juh”, “ugh”, “sss”, “tuh”, “ihh”, “nnn”).   The teacher will have the toddler do this until she feels he is getting a hang of the letter sounds and the letter alignment.	Students’ Role                     The toddler will watch and listen to the teacher/parent as she traces and says the letter sound.                     The toddler will trace the letters and say the letter sounds while tracing with guidance from the teacher/parent.               The student will continue tracing and saying the letter sound on each letter trace, the entire time he is tracing. (“juh”, “ugh”, “sss”, “tuh”, “ihh”, “nnn”).                                   Toddler will continue tracing and saying the letter sound until the teacher/parent feels he is understanding the letter shape and the letter sound.	Rationale                     This is important for the toddler to watch the teacher/parent do trace the letters and say the letter sound first before the toddler tries. This is a form of modeling that will help the toddler understand what the teacher/parent wants him to do.   This is important for the student to trace the letters with guidance so the toddler learns and understands what the teacher/parent expects of him.       The gradual release is important for the teacher/parent to do because the student will need the beginning support of the letter sounds. Once the teacher/parent feels the toddler knows the letter sounds with the letter, she will release this skill and let go of it, allowing the toddler to do it on his own.             It is important to allow the toddler the time he needs to learn this new skill she he can learn the letter sound and the shape of the letter itself.
Student Voice to gather: It is important to have the toddler repeatedly say the letter sound so he can identify the letter with the correct letter sound, and vice-versa later in instruction.

 

12. Differentiated Instruction

Plan In the case of having a student on an IEP for writing/speaking, the teacher/parent must compensate. Use the same steps, but continually guide the pencil and say the letter sound while tracing.       If there is an instant with a behavior issue, the teacher/parent will redirect the toddler to the activity at hand.

Rationale It is important for students on IEPs to continue learning the same material others his/her age will have to learn. This skill will be useful later on in their life. Learning to write and say your own name is a must-have skill and very crucial to the toddler’s learning.   The toddler needs to learn this skill, so not giving up or giving in to the toddler is important for their continual learning.

 

13. Resources and Materials
Plan Two pencils Two pieces of name-traced blank paper	Rationale Having the materials necessary to complete this lesson will make it easier for the toddler to learn and for the teacher/parent to teach.

 

14. Management and Safety Issues
Plan In case of management or a safety issue, the teacher/parent will remove all items in the way of the toddler and others that could possibly be in the room. When necessary, the teacher/parent will remove the toddler to a location in the room and discuss how the toddler should act.	Rationale It is crucial that the toddler learns about rules and why and how to follow rules. In the case of a safety issue, the toddler needs to know what he/she did wrong and how he/she is supposed to react.

 

15. Parent & Community Connections
Plan The traceable name will be hung in the classroom/on the refrigerator for parents to look at.	Rationale It is important for the parents to take pride in what their toddler is learning and what he/she is able to do. Having this hang in their household gives the toddler a sense of pride, and it shows the parent how hard the toddler is working.

 

15. Assessment Rubric

Name	Tracing Skill	Sound Skill	Needs Improvement	Understand and Move On
Justin Barlow

 

 

 

 

 

The preschool I observed was one that I used to go to when I was in preschool. It is in a church, but the room has been moved to another room since I was in preschool. The Harvest Celebration Church holds preschool everyday from 8-11:30 am. I remember when I was in the preschool, back then it was a different set of teachers, but we had an area for lunch, and a lot of centers: reading, art, and math. There was also a center for learning of the Bible. 

Alysha Brantley

Article Reflection

Ed 479

Thursday, October 31, 2013

 

            After reading both articles, I am extremely interested in the idea of play in the classroom. Not only did I learn a lot about play, the stages of play, and the importance of play in a child’s life, I was able to look back on my childhood and look at what I learned through my play. Being able to self-reflect on personal experiences of play, I began to think how much a child can learn through play. Reading these articles only furthered my thinking and really hounded in on the idea of how important it is to allow your children to play in your classroom, regardless of the age. The more you, the teacher, allows for them to play, the more they are engaged in their own learning.

            The first article I read was “Playing With Literacy in Preschool Classroom”, by Laura Klenk. This article was very eye-opening at how important it is to actually allow play stations in your classroom for students to set up at each day, throughout the day. Having these stations and incorporating reading and writing into them, makes learning for the students more engaging and fun, which in the end, will result for more information learned and processed in the child’s brain. This article gave me an exact example of how play can be used in a classroom to allow students the opportunity to learn in a student-directed way rather than a teacher-directed way. I learned that sometimes literacy learning cannot be directly instructed to students, especially at such young ages because they are not going to fully understand the purpose of it. Having stations for play in the classroom and filling these stations with literacy elements will only enrich children’s literacy learning in the end. Teachers in the article also used a lot of modeling. For example, one of the teachers sat down at the housekeeping station and modeled how to make a grocery list with pencil and a notepad. Students saw her doing this and immediately say down and started making their own lists. Allowing students to see you model what to do, without explicitly drawing attention to you, students are going to engage more in the activity and want to copy what you are doing. From here they are participating in literacy learning, and they did not even know it! How fun!

            The second article was “Play: Essential For All Children” written by Joan Packer Isenburg and Nancy Quisenberry. I really enjoyed reading this article, even though it was much less engaging than the first due to it being mainly factually information rather than an actual classroom study. But I learned a lot from this article. I learned the types of play at different staged and that even if toddlers or preschoolers are not actually playing or sharing toys with another during play, they are still engaging themselves in the surroundings, and this is a foundational step for literacy learning in later years.

            One interesting quote that I really liked from this article was the first ACEI idea of what they believe about play. Although I know all were equally important, I especially liked this first one because I felt it is what immediately grabbed my actual attention and made me want to continue reading and learning about what this article has to say about the importance of play in classrooms. “Play is an essential and integral part of all children’s growth, development, and learning across all ages, domains, and cultures”. I completely agree with this statement and I hope to someday have this quotation in my classroom. I agree that play is an integral part of a child’s learning; how fun to tie in literacy with all aspects of their play? 

 

Alysha Brantley

Final Project

December 11, 2013

 

For our final project, we researched the question “how can teachers help low-income students with literacy?” Here is our powerpoint we created. After the powerpoint, we did a little activity with the class. We had them draw their favorite letter and then turn the letter into an animal. We also said we would send home a literacy bag for those students of low-income households to provide extra work and practice with literacy and to also give them some supplies that they may not have.

 

How Can Teachers Support Low-Income Students In Preschool With Early Literacy?

By Alysha Brantley and Debbie Peterson

Ed 479

 

The Thirty Million Word Gap Study

•         Study conducted by Betty Hart and Todd Risley

•         Entered homes of 42 families of various socio-economic statuses

•         Goal: to assess the ways in which daily exchange between parent and child shape language and vocabulary development.

•         After four years of study, Hart and Risley found significant discrepancies in child knowledge, skills, and experiences in high-income to low-income households.

•         Follow-Up studies show significant impact later on in life.

The Thirty Million Word Gap Study

•         The Method:

▫         42 families: 13 high-income families, 10 middle-income families, 13 low-income families, 6 families on welfare.

▫         Monthly, hour-long study; from 7 months old to 3 years

▫         Gender and race were balanced

•         The Results:

▫         86-98% of all words used by children came from parents’ vocabulary

▫         Children on welfare heard about 616 words per hour, a third less than children of high-income households who approximately heard 2,153 words per hours. Middle class- about 1,251 words per hour

▫         Higher-income families also provide a higher level of praise to their children than low-income families do

▫         Long-Term Implications:

•         29 of the 42 families completed a follow-up study when the child had reached grade 3.

•         Measures of accomplishments at age 3 had a high indication of performance at age 9 or 10 on vocabulary, language development, and reading comprehension

•         What does this study mean to teachers?

▫         Children of low-income households are coming into your preschool classroom with a word gap difference of 30 million words compared to children of high-income families; that is just in 4 years.

▫         This alone will effect student learning across all content area

 

Low-Income Communities and Access to Books:

•         Poverty is the single-best predictor of a child’s failure in school

•         Children in low-income families lack essential one-on-one reading time: average child growing up in middle-income household experiences 1,000 to 1,700 hours of one-on-one reading time while a child growing up in a low-income household only experiences 25 hours of one-on-one reading time. (limited access to books)

•         61% of low-income families have no age-appropriate reading books at home

 

Teachers Can Help By:

•         Implementing an intentional curriculum:

            -Studies show implementing a media-rich curriculum, one that includes technology and teacher-led activities will prepare low-income preschoolers for Kindergarten

•         What Is An Intentional Curriculum?

▫         Content-driven

▫         Researched-based

▫         Emphasized active engagement with students

▫         Includes attention to social and regulatory skills

▫         Responsive to cultural diversity and non-native English speaking students

▫         Directive without using drills and “kill-strategies”…IT IS FUN!

▫         Developmentally appropriate

▫         Promotes positive peer and teacher interaction

 

Choosing an appropriate instructional approach:

-Common: with an enriched literature environment, children will derive meaning from reading materials with active exposure to them.

-Programmatic: pre-structured programs that provide explicit and direct exposure to specific reading and writing material

-Specialized: combination of Common and Programmatic Approaches; expose children to reading materials that meet target objectives

 

Teacher Can Help By:

•         Providing extra in-class literacy support

•         Providing follow-up opportunities for low-income students

•         Adjusting requirements for low-income students, but still maintaining the notion that all students can learn

•         Providing a media-rich environment

•         Providing explicit instruction

•         Providing extra materials and supplies-both for in class and take home

•         Providing take home newsletters for students’ parents

•         Providing a literature-rich environment and extra books!

 

Work Cited:

•         A Unified Model of Language-to-Literacy Intervention Approaches By: Mona Bryant-Shanklin and Ronald C. Jones (2005)- http://www.colorincolorado.org/article/12913/#teachers.

•         National Center for Children in Poverty:Promoting Effective Early Learning 
What Every Policymaker and Educator Should Know By: Lisa G. Klein and Jane Knitzer January 2007-http://www.nccp.org/publications/pub_695.html.

•         Summative Evaluation of the Ready to Learn Initiative: Preschool Teachers Can Use a Media­Rich Curriculum  

            to Prepare Low­Income Children for School Success:  

            Results of a Randomized Controlled Trial (2009) http://rtl.cct.edc.org/pdf/RTLEvalReport.pdf.

 

ECE TPA Lesson Plan

 

1. Teacher Candidate	Alysha Brantley	Date taught	11-7-13
Cooperating Teacher	Katy Fisk	School/District	Davenport Elementary School
2. Subject	ELA/Art	Field Supervisor	Joyce Bodeau
3. Lesson Title/Focus	Story Elements	5. Length of Lesson	40 minutes
4. Grade Level	1st Grade

 

6. Academic & Content Standards (GLEs/EARLs/National)	R.L.1.1: Ask and answer questions about key details in a text. R.L.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. R.L.1.3: Describe characters, settings, and major events in a story, using key details.
7. Learning Objective(s)	By the end of this lesson students will be able to demonstrate their ability to retell a story using the story elements. Students will determine the setting of the story “Jack and the Wolf” and determine the difference the character(s) and students will also be able to identify what happens in the beginning, middle, and end of the story, and students will be able to identify the conflict of the story as well as the solution. With the lesson focus on retelling a story, students will demonstrate the important component of reading comprehension.
8. Academic Language Objective(s)	Students will listen to the story “Jack and the Wolf” that will be read aloud to identify these story elements: setting, character(s), the plot, the conflict and solution of the story.

 

9. Assessment
Plan Students will be formally assessed during class based on their response to the story elements: setting, character(s), plot, and conflict and solution.

 

10. Lesson Rationale

This is an extension lesson to a lesson previously taught about story elements. This lesson is to further depict their identification of each of these story elements to then further demonstration of reading comprehension through retelling of a story. Students will need to have knowledge of the story elements as a requisite to this lesson. The learning in this lesson will be further developed in subsequent lessons by further practice on identifying the story elements of a story and demonstrating the ability to retell a story for reading comprehension checks.

 

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role   Introduction: Teacher will activate background knowledge by reviewing the story elements. The teacher will then review target words, high-frequency words, before beginning reading. These high-frequency words are words students need to know before beginning to read.             The teacher will state the learning targets used for this lesson and describe why the learning targets are an essential part of retelling a story and for student comprehension.   The teacher will read aloud the story “Jack and the Wolf” with the whole class. The teacher will stop while reading to ask questions about story elements for comprehension checks.   After, the teacher will hand out an activity that will help students remember the order or the story elements and that is important to ask themselves what the story elements are during and after reading to gain comprehension of what they have read.   The teacher will demonstrate how to cut and glue the story element pictures onto the rope provided to them carefully and safely. During demonstration, the teacher will describe what picture is being used to demonstrate what story element as well as describe what order to glue them on the rope.   Closure: The teacher will remind students of the learning targets and ask the students why they are important.	Students’ Role     Students will discuss the story elements aloud in their table groups reviewing what they know about each element. Students will orally say and discuss in their table groups the high-frequency words that was previously used in a previous lesson but that is also used in this lesson. Students will restate the learning targets for this lesson and describe why it is important for their learning. (“We are learning how to retell a story by telling the setting, the character(s), the plot, the conflict, and the solution of a story. We learn to retell stories to better understanding of stories”). (sv)   Students will raise their hands to respond to questions about the story elements.                                   Students will listen to the demonstration of the activity and then repeat the order or the story elements orally and state why and how they can use the story element rope to retell a story and how it can help with reading comprehension. (“Setting, character(s), conflict, plot, solution. It is important to find out the story elements to help me understand what is going on in the story. Knowing what happened in the story will help me retell the story after I have read it”). (sv) Students will cut and glue the story element images onto their ropes.	Rationale     Drawing from students’ background knowledge is extremely important for students as well as for teachers to see what material they know and where instruction needs to start or go.   It is also important for students to know what the purpose of learning is for this lesson.       Knowing the learning target for the lesson is important for the students so they know they are going to be learning.       Comprehension checks are important for the students to challenge their mind and for the teacher to listen to what they understand from the story.     It is important for the students to orally say what they know to the teacher for comprehension.                 Students need to participate in an activity as such that is fun and engaging because it will produce higher thinking.
Student Voice to gather: Students will state the learning targets for this lesson and describe why they are important to know how to retell a story and why it is important to know the story elements to help their reading comprehension. Although the story will be read aloud to them, students will still be able to state the story elements. Students may need help remember what the story elements are.

 

12. Differentiated Instruction

Plan The student with an IEP in reading will be accommodated when being required to meet the expectations of this lesson. The teacher will read aloud the story to the whole class so there will not be any help on reading the story independently for this student. The teacher may need to help the student with further understanding of what the story elements are to help this student understand how to tell what the setting, plot, character(s), conflict, and solution are.

Rationale It is important for students on IEPs to continue learning the same material others his/her age will have to learn. If the student needs continued help, the teacher will step in with follow-ups just in case.

 

13. Resources and Materials

Plan “Jack and the Wolf” text Scissors Pencils Glue Rope Activity worksheet   Resources: I found the idea of the activity of the retelling rope online at firstgradewow.blogspot.com. I used the idea of the retelling rope and the adapted in to the story of “Jack and the Wolf” because this was a clear story to use to help students understand the story elements to retell a story and to use for reading comprehension, which is also one of the target skills my mentor teacher is working on in her classroom as well. The other resource I used was the school district’s reading program titled Journeys Common Core Reading Program.

Rationale The reason for the adaption was because I really liked this activity and the students in my first grade class I am placed in could definitely do this activity.

 

14. Management and Safety Issues

Plan The management issues involved in this lesson will be keeping students on task and in learning mode. It will entail keeping students engaged at all times through the entire duration of the lesson. The management during the lesson will be maintained by keeping the students engaged in the lesson and the activity as well as making sure students are always aware of the expectations of the lesson and the expectation and rules of the classroom.

Rationale It is crucial that the students learn about rules and why and how to follow rules. In the case of a safety issue, depending on the severity, the teacher will pursue the situation in a positive manner.

 

15. Parent & Community Connections
Plan Students will be encouraged to retell the story of “Jack and the Wolf” to their parents and family members. School members and parents will see the retelling ropes made by students in the hallway of the school by the first grade classroom.	Rationale It is important for students to share with their parents what is going on in school and it is important for the parents to know what their students are learning in class.

 

15. Assessment Rubric

Checklist

 

Name	Identification of Story Elements        Setting                     Characters                      Plot                          Conflict                    Solution
Betty Sue
Joseph Lee
Jon Taylor

 

*If areas are left unchecked, needs improvement.

Alysha Brantley

Assessment Tools

Ed 479

December 11, 2013

 

Two of the four assessment tools I could use are within my TPA’s.

The other two assessment tools I could use would be writing or drawing in a journal to explain what they did and played with in the sensory bin. The teacher could use the journal as a means of assessment.

Another assessment could be a verbal assessment. The teacher will have prepared a few questions to ask the students and use their answers about their activity for the day to help them assess where their learning is and where they need more work. Questions are a huge assessment tool; it is one of the best ways to gain insight in to where and what your student knows and does not know.

September	Monday	Tuesday	Wednesday	Thursday	Friday
R.F.S.1.1
R.L.1.1
R.F.S.1.2
L.1.1

 

October	Monday	Tuesday	Wednesday	Thursday	Friday
R.L.1.1/.2
R.F.S.1.3
R.L.1.2
L.1.2

 

November	Monday	Tuesday	Wednesday	Thursday	Friday
R.L.1.4
S.L.1.5
R.L.1.4
R.F.S.1.4

 

December	Monday	Tuesday	Wednesday	Thursday	Friday
S.L.1.1
W.1.3
R.F.1.3
R.L.1.7

 

January	Monday	Tuesday	Wednesday	Thursday	Friday
R.L.1.7
W.1.1
W.1.1
S.L.1.4

 

February	Monday	Tuesday	Wednesday	Thursday	Friday
S.L.1.4
S.L.1.5
W.1.2
W.1.2

 

March	Monday	Tuesday	Wednesday	Thursday	Friday
W.1.2
W.1.2
S.L.1.6
S.L.1.6

 

April	Monday	Tuesday	Wednesday	Thursday	Friday
L.1.4
R.I.1.1
R.I.1.1/2
R.1.1/2

 

May	Monday	Tuesday	Wednesday	Thursday	Friday
R.I.1.4
R.I.1.5
R.I.1.4/5/6

 

June	Monday	Tuesday	Wednesday	Thursday	Friday
R.I.1.7/8/9
R.I.1.10
R.L.1.10
R.F.1.4/L.1.6

Alysha Brantley

Four concept/tools for teaching literacy

Ed 479

December 11, 2013

            1. Concept of Print:

                        The concept of print is important to teach to your kiddos. They need to learn how a book works, where the front of the book is and the back, where the title is, the author, and how reading goes from left to right, top to bottom. This is important because it is the basic knowledge students need to begin reading.

            2. Concept of Play:

                        Implementing play in your classroom has been proven to be one of the most important forms of literacy and learning in a classroom. It is important to provide time to watch and observe their play to see what and how they are learning by themselves.

            3.  Storybook Reading:

                        Exposing children to different forms of books and reading aloud to them at least three times a week, if not more, is extremely important of children. They learn how important story time is, and from watching and listening to the teacher model how to read aloud a book, they pick up on these strategies and begin to copy the exact way their teacher has been modeling reading aloud. An activity you could do is to have them read aloud to their stuffed animals. How Fun!

            4. Phonological Awareness:

                        It is important for teachers to teach the importance of the sound of language. Some activities to help teach phonological awareness are: rhymes, alliterations, and sound matching.

Alysha Brantley

Self-Assessment

December 11, 2013

Ed 479

 

            When I first came into this class, all I knew was what I had been taught in my other literacy classes. But I am leaving with much more knowledge on literacy than I ever really thought about. I never really thought some of the activities we did in this classroom were really related and actually used in classrooms for literacy because all I knew literacy was was reading and writing. But what I learned was how teachers can implement different ways of literacy in an early education class for their students that do not involve specifically reading or writing. Especially for those young kiddos. Instead we can sing, dance, color, read aloud, play with manipulatives, and so much more.

            Throughout this quarter, I really had a struggle with trying to focus not so much on a higher level of literacy. This was a challenge for me, but now at the end of the quarter, I feel I have mastered to some degree being able to find activities to do for those youngsters or infants that involves literacy. I would have to say that I learned a ton through this class, and I really wanted to challenge my thinking and think outside of the box through this whole class, and not focus on only what I had been taught beforehand. If I would have to assess myself, I would say I did pretty good. I learned a ton, and I participated in every activity possible, and I always did my homework. I really enjoyed the class and had fun, and I believe that is the most important!

Great resource!!

Such a fun book for your kiddos!

Found this unit on Pinterest. Very interesting and a great beginning sound unit!

I chose to have the centers I drew because I felt they were important centers to have a in a classroom that is specific for teaching early literacy. The objects I included are objects I wish to have in my class one day, similar in the fact that some of the centers are the same. This classroom was designed for younger students. I plan on teaching 1st, 2nd, 3rd grade so I feel some of the objects I included could be used in my classroom as well. It is interesting thinking of where to put everything and that it makes sense where everything is put.

I decided to use a reading log for the students to use while reading. They have the bag for the entire week and they are to read and log their times and then return to school on Friday when the week is up.

The Book I brought in to class that I thought I could use to help teach literacy to young children or infants. I felt this book was a good choice because of the type of book it is. It is only a couple pages and it is light enough for infants to hold. It is reliable and allows for them to learn how to turn the pages, which are cardboard, and it allows for them to become aware of a book. It is a great use for literacy for infants and it gets them seeing, even without recognizing, the ABC's.

This is my poem for November 7, 2013 for Kindergartners.

For my Fall Literacy Activity, I decided to go on a Fall walk. I would have the students observe what the trees look like, how the weather is, and overall, their surroundings. Then we would gather a ton of leaves to take back to the classroom. Students would be asked to come up with a juice Fall word to add to our word-wall in the classroom. The one word each student comes up with is the word they are to use for the activity. Students will write the word in pencil on a poster board provided. Then take some leaves that they gathered from outside, and glue the leaves on top of the letters. These will be hung in the hallway to show we know juicy Fall words!