The literacy block is a mix of: spelling, reading, and writing, speaking and listening. Mrs. Kern is cognizant of multiple group settings and how she has students work together. Independent work, partner work, small group, and whole groups happen throughout each and every day. At times, students can select partners, other times the teacher assigns partnerships. This also allows her time to work more directly with students that may require more guidance. Depending upon the goal of the work, groups/partnerships may be made based on abilities be it either similar or diverse skills. Mrs. Kern has noted that she believes the very best and deepest learning occurs from peers teaching one another. This is why she provides ample opportunities for
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Kern also implements several techniques to assess the students' literacy/language learning. Formally, she is using the DRA benchmark assessments written by, Joetta Beaver. While informal she uses a compilation of running records, audio and video files filmed and recorded on student iPads, rubrics completed both by students and the teacher, written reflection logs from each student “Thinking” notebook, and journaling, as well as from students contributions at the circle time and during group discussion. Although Mrs. Kern likes to keep homework to a minimum students are expected to read nightly for 20 minutes. A Guided Reading model is followed at home for …show more content…
Kern has set high expectations for her student’s oral and listening skills. She models these behaviors throughout the day. She recognizes that many of her students come from single parent, high siblings, and often dysfunctional families that are not offering rich conversations at home. She makes it her goal to teach these skills in her classroom. Students are required to speak in complete sentences when talking in the classroom. Even “yes” or “no” is not acceptable. “Yes, thank you” or “No, not right now” are examples of responses that you would hear in this classroom. With this expectation comes strong listening skills. Mrs. Kern is thoughtful in her directions while pushing for students to reach their full potential. She gives one direction at a time and is patient but requires eye contact with the speaker and still bodies when possible. Wanda has attended several conferences and courses focusing on brain research and has modified her speaking patterns, sentences, and questions as a result. She is careful and precise with her language and often stops throughout any lesson or direction for students to restate the expectation or learning goal. Her philosophy is clear: quality listening is essential to
Kern also implements several techniques to assess the students' literacy/language learning. Formally, she is using the DRA benchmark assessments written by, Joetta Beaver. While informal she uses a compilation of running records, audio and video files filmed and recorded on student iPads, rubrics completed both by students and the teacher, written reflection logs from each student “Thinking” notebook, and journaling, as well as from students contributions at the circle time and during group discussion. Although Mrs. Kern likes to keep homework to a minimum students are expected to read nightly for 20 minutes. A Guided Reading model is followed at home for …show more content…
Kern has set high expectations for her student’s oral and listening skills. She models these behaviors throughout the day. She recognizes that many of her students come from single parent, high siblings, and often dysfunctional families that are not offering rich conversations at home. She makes it her goal to teach these skills in her classroom. Students are required to speak in complete sentences when talking in the classroom. Even “yes” or “no” is not acceptable. “Yes, thank you” or “No, not right now” are examples of responses that you would hear in this classroom. With this expectation comes strong listening skills. Mrs. Kern is thoughtful in her directions while pushing for students to reach their full potential. She gives one direction at a time and is patient but requires eye contact with the speaker and still bodies when possible. Wanda has attended several conferences and courses focusing on brain research and has modified her speaking patterns, sentences, and questions as a result. She is careful and precise with her language and often stops throughout any lesson or direction for students to restate the expectation or learning goal. Her philosophy is clear: quality listening is essential to