WHAT: Over the past six weeks, I have seen and done several read alouds in every subject. Since I am interning in a kindergarten classroom, almost every lesson has a read aloud at the beginning to introduce the lesson or to allow the students to connect the book to the lesson my CT or I am teaching them. When watching my CT perform this task, I noticed she begins by talking about the book she is going to read and relates it to something the students are familiar with. Then, as she is reading the book, she stops several times to either ask the students a question or to explain what an unfamiliar word means. I've also noticed that if a student is talking she will stop reading until everyone is quiet. When she is finished reading, she talks a little about what happened in the book and then relates it to the assignment the students are about to complete. This week, I decided to plan and implement a read aloud during one of my observations. For my lesson, I taught the class about tasting hot and cold items. In order to help the students make a connections with tasting hot and cold items and a read aloud, I decided to read the book "Goldie Locks and the Three Bears." Before I began, I asked the class to sit on the carpet, with their hands in their laps so they wouldn't get distracted. Then I showed the class the book cover and asked who has ever heard of the book. Almost every student raised their hand. Before I read the bok to the students, I read it the night before so I could plan where I wanted to stop at in the book and ask questions like my CT does. One place I stopped was when Goldie locks was eating from the three bowl of porridge. I did this because I wanted the students to remember this point in the book for when I taught my lesson the next day on hot and cold. By reading this book to the students, I was able to introduce the concept of hot and cold. I was also able to referece the book and certain parts where Goldie Locks talks about the porridge being to hot during my lesson. This seemed to help the students because they were able to connect my lesson to what they already knew from the book.
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WHAT: Since the first day of my internship this semester, I have been watching my CT do many of the normal routine things. One thing I see her do every day is the morning routine. When the first bell rings at 7:30 the students are slowly coming in. When they come in, my CT asks each one if they need to get breakfast and if they do, then they set the backpacks by the door and go to breakfast. If they don't need breakfast, then they unpack and begin their morning work. When unpacking they are required to place their agenda and their blue take home folder onto a table into two separate piles. My CT also gives each student three "Brooker Bucks". One for bringing their agenda, One for bringing their blue take home folder and one if they were on a good color the day before. According to Levin and Nolan, this is considered reward/coercive authority because she is rewarding students for good behavior and remembering to bring their agenda and take home folder back to school each day. While the students are finishing their morning work, my CT marks a green dot into every agenda to show that they all started on green for the day (this is from their clip chart for behavior). When the class is finished with their morning work, my CT calls the class to the carpet to begin their day. My CT begins by talking about the calendar. She asks what day it is what was yesterday and what is today. They talk about the date, what day of school it is and what the weather is like. They also dance to a days of the week song and counting to 100 song. The past two weeks, I have been taking over the morning routine. On the first day I did the morning routine on my own, I began just like my CT does by having the student go to breakfast, unpacking, and marking all of their agendas while they are doing their morning work. When I was finished marking their agendas, then I walked around to help an struggling students to finish their work. Around 8:15, I called all of the students to the carpet to being our carpet time (carpet time is our morning meeting). The students rushed to their spots on the carpet to begin their day. Some of the students decided to run to their spots so I asked them to go back to their seats and try it again. Then we began with the date and what day it was, what day it will be next and what day it was the day before. The students were very patient with me since I was a little nervous and I couldn't remember the exact order my CT did the calendar. The class was a little talkative, so I decided to call on students to help me finish the calendar and the weather. This seemed to quiet them down because they wanted me to pick them. Then we did the days of the week song and the counting to 100 song. One thing that was very frustrating throughout this experience was keeping a specific student seated on the carpet while I was doing the calendar. This student tends to just get off of the carpet and walk around which is very distracting to me because I want to make sure I am able to not only teach all of my students but to also be able to handle the class without having my CT to tell specific students to pay attention or to listen to me when I tell them to do something.
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