During my Movement Education course, this lesson was designed for a group of third grade students to combine movement and an understanding of STEM concepts. The objective of the lesson was for the students to use a program called Sphero, which teaches students how to code in order to control a robot ball, to play a game of bowling. The students were able to explore how changing speed, distance, angle, and time affects the ability to knock down pins in a game of bowling. The students really enjoyed being able to collaborate with their peers and challenge themselves to knock down as many pins as possible!
During my Practicum C experience, I was able to take a running record of a third grade student. I chose a decodable text called “Click, Cluck, and Quack” since the student was focusing on -ck digraphs. I chose to practice the method of taking the running record on a blank sheet of paper, during which I marked accurate reading, as well as the omission and substitution miscues. With a total of 40 words in the text and 4 miscues (with no self-corrections), the student scored within the instructional level (90%) on the running record. My analysis focuses on the teaching points of taking the time to ensure that each word is read, using decoding skills to read unfamiliar words, and discussing the substituted words to help the student understand how the meaning is changed.
This unit plan was designed during my Practicum B experience to align with the second grade Math SOL 2.6, which focuses on the concepts of using various methods to solve single-step and two-step addition and subtraction problems. In my second grade class, I was able to teach one of the lessons from my unit plan, specifically focusing on two-digit addition. I introduced the lesson by completing a whole group addition number routine with the students. The students then had the opportunity to rotate to four stations, including “I Have, Who Has…?,” Domino Addition, “Oh No! 99!,” and Spinner Addition. After the lesson, I was able to reflect on both the strengths and weaknesses, as well as how I would change the lesson if I could teach it again.
Number Talk #4 Video: https://drive.google.com/file/d/1o8myNOz-XIQvkQ_KQPuudUc5z-VdOcAk/view?usp=sharing
During my Practicum B experience, I had the opportunity to practice number talks during the Math block with both my second grade and fourth grade students. Number talks are an important aspect of math instruction because students are not only able to engage as a community of learners and share their thinking publicly, but they are also able to practice problem-solving and critical thinking skills that are essential for the understanding of mathematical concepts. The planning sheet and video above show a number talk focusing on two-digit addition for my second grade class.
During my Practicum B experience, I had the opportunity to create an activity file that consists of 50 activities, tasks, and games across the 5 mathematical content strands: Number & Number Sense; Computation & Estimation; Measurement & Geometry; Patterns, Functions, & Algebra; and Probability & Statistics. The activities were collected for students in K-5 grades and focused on developing critical thinking and problem-solving skills, as well as promoting a variety of possible approaches and representations for solving the problems.
The following are several of the activities included in my activity file:
Number & Number Sense:
Three Digit Number Math Task (Grade 2)
Who Could I Be? Math Task (Grade 3)
Computation & Estimation:
Oh No! 99! Math Task (Grade 2)
Thinking About Tenths and Hundredths (Grade 5)
Measurement & Geometry:
Ice Cream Scoop Math Task (Grade 2)
Geometry Math Task (Grade 4)
Patterns, Functions, & Algebra:
Lynn’s Ladder Math Task (Grade K)
Animal Patterns Math Task (Grade 5)
Probability & Statistics:
Pet Graph Math Task (Grade 1)
Probability Spinners Math Task (Grade 4)
During my Practicum C tutoring experience, I was able to work with a third grade student over time to improve her literacy skills. Through the administration of assessments, I was able to collect and analyze data to determine how to plan instructional activities that would benefit her understanding and growth of important developmental literacy skills. I also designed a Recommended Instructional Plan, which includes resources and activity ideas in the areas of phonological awareness, phonics, vocabulary, fluency, comprehension, and writing, as well as ideas for the incorporation of technology. Lastly, I was given the opportunity to reflect on the growth that the student has made throughout our tutoring sessions.
Practicum A: George Washington Carver Elementary School, Richmond, Grade 2
Practicum B: William Fox Elementary School, Richmond, Grades 2 and 4
Practicum C: Barack Obama Elementary School, Richmond, Grade 3
Internship Placement 1: Rivers Edge Elementary School, Henrico, Grade K
Internship Placement 2: Springfield Park Elementary School, Henrico, Grade 3
In my Home and School Collaboration course, we also had the opportunity to create a welcome letter for families with information regarding Back to School Night, ways to contact the teacher, and information about the school’s website and school supplies. I designed my welcome letter to accompany my classroom newsletter.
In my Home and School Collaboration course, I had the opportunity to develop a practice classroom newsletter, including teacher contact information, a welcome and thank you to families, information on curriculum and additional resources, staff spotlight, student spotlight, and a calendar with upcoming events. I was also able to practice language and cultural considerations when communicating with families, such as using the word “families” as opposed to “parents,” providing positive communication, connecting families with important school faculty, and sharing information about upcoming events.