Wk+10+Nov+1-5




 * WEEK 10!**


 * November 1, 2010 Monday**

My kindergarten, M.D. (also my Beh Mgmt Project student) has been doing a great job volunteering and being **a good line leader**. However, she's still working on writing her name correctly. Since the beginning of working with her, I've had to put a line and make and X to mark where she needs to start writing because she still needs to know that we write from left to right. She's willing to re-write and do a better job.

In my Kinder Phonemic Awareness Group, I need to remember to re-arrange my seating on the floor.

My 3rd grade morning group has been getting used to writing **Comprehension Skills** (Browse and Predict, Asking Questions, Make Connections, Author's Purpose, etc.) on Post It Notes.

My 2nd grade a.m. Reading Mastery Small Group is not so small with 7 students!

1st grade Math (Push In) has a new lesson flow that the main teacher suggested. Whew!

In 3rd grade Reading Mastery Group, we added a new student that I placed test last week. (W.C.)

In 1st grade Reading Mastery, a new boy is possibly joining which will make the Small Group have 8 students!


 * November 2, 2010 Tuesday**

This morning in Kinder Push In, I reminded Ms. Tucker about the **Book Fair** (I think Kinder teachers need the most picture books!). I offered to make her Wish List if she'd tell me what books she wanted. I brought her the colored flyer the Media Specialist sent with each class which the teachers didn't seem to receive. I **helped set up the Book Fair** and have been actively promoting it to the students and teachers, creating buzz and excitement in reading!

So I re-arranged the seating for the Phonemic Awareness Group and it worked part of the time having the kids face forward (sitting cris-cross with their names clearly indicated on a piece of masking tape on the floor) instead of in a circle but it didn't work completely so I need to think of doing something else.

One **school-wide reading test strategy** we implement is called **NURTURE:**


 * N:** Number the paragraphs
 * U:** Underline key words in the questions
 * R:** Review what you underlined
 * T:** Take your time reading the story
 * U:** Underline evidence to support your answers
 * R:** Record the paragraph number next to the question
 * E:** Eliminate incorrect answers



5th grade Math, Ms. Drewery was having a small crisis (she had called the Principal to her classroom for a behavior issue), while she's letting the situation diffuse and checking homework, she asked me to do an **impromptu teaching/go over rounding decimal numbers**. True co-teaching!

1st grade Math- I taught Topic 5-2: Thinking Addition to Subtract which is a different concept. It's thinking doubles like 2, 4, 6, 8, 10 (has double facts) to get to a subtraction difference.

ex. 3 + 3 = 6 6 - 3 = 3

Therefore, knowing addition doubles can help you solve a subtraction sentence.




 * November 3, 2010 Wednesday**

I adjusted my Phonemic Awareness Group seating a bit more since the students in that group are a bit more challenging when placed closed together.

In my 3rd grade a.m. group, I used my "Dear Deer" book to teach about homophones. The kids got a kick out of it!

The 5th grade Math Drug Free program was cancelled so Ms. Drewery and I proceeded with our next lesson.

The student who is my subject for my Child Case Study, is **progressing with a couple of interventions** I'm implementing and a close attention to her. She is making connnections between addition and subtraction!

At the end of the day, I sat in a Parent Progress Report Conference with Ms. Casesse and Ms. Wright.


 * November 4, 2010 Thursday**

Today, I went to an IEP Pre-meeting for student J.B. with my supervising teacher, student's regular ed teacher, behavior specialist, principal, and school counselor. I wish I could stay but I had to rush to teach my 5th grade Math.

Here's Topic 6-4 Addition and Subtraction of Decimals Lesson Plan I used to **teach the 5th graders:** I also **video-taped myself** teach so I can reflect on it for my internship assignment.



After then, I switched quickly to teach 1st grade Math Topic 5-4: Thinking Addition to 12 to Subtract.

I think my 3rd grade Reading Mastery Group is too big. I have 7 students and it's supposed to be a 'small group.'


 * November 5, 2010 Friday**

I sat in another IEP meeting first thing this morning. I'm getting used to these meetings! Ms. Wright and I have **5 scheduled this month**, can you believe?! It's been nice being able to meet the parents and be able to listen to them about their proud moments and also concerns on their child's special education. Ms. Wright also makes sure that she introduces me and gives me an opportunity to share the student's progress in our group with the parents and IEP team.

Ms. Wright says that the intervention we've been doing for our Kinder Phonemic Awareness Group is not working. It's sort of a sad for me because it feels like what I've been working on them is not effective. Granted, the material/book I've been covering has been given to me to implement (not a decision that came from me). So Monday, we switch our intervention that aligns more with the SRA Imagine It! curriculum.

For my 2nd and 3rd grade a.m. groups, I gave them their **test accommodations** in our room. Ms. Wright and I also did progress monitoring using easyCBM.com on both grades. We pull each student aside and do oral reading fluency for 1 minute. We note the number of errors student makes and then count their WCPM (words correct per minute).

At Bonneville, **reading is a BIG deal!** Each teacher highlights the top readers in each class using posters they make showing the progress of how many points each student has from reading their **Accelerated Reading (AR) books**. In Ms. Wright's room, ours is no different. We tied our love of reading to the school's 'On the Road to Success' theme this year by putting a car for each 10 increment points up to a 100 climbing up to the top of the bulletin board reaching the trophy. Each time a student reaches 10 points, we give them a price. We're happy to report that eventhough we have some of the lowest or below level reader, at least 2 of our students have reached the 10-point mark and quite a few are just a couple points behind.