EDUC 4320 Reading in the Elem Clsrm

Spring 2017

Practicum Report #1
Your Name: Alia Culbertson

DUE Sunday (2/12), via D2L Dropbox. Include Addendum.

The top priorities for your first visit to McElwain Elementary are to be begin to get a sense of
the ways of doing literacy and being a student in this classroom AND to begin to develop a
relationship with your buddy and get to know him/her as a child, and a reader. You will also
begin to work on your Buddy Showcase Assignment.

I will try my best to get a photo of you and your buddy on your first day! Please take a few
photos to document this experience as well. Explain to your buddy that your time together is like
taking a trip and you will take photos and collect remembrances along the way!

A. CONNECTION TO READINGS

1. Quote from the

readings that you would
like to observe or Because comfort plays such a large role in stamina, we have
explore in practicum. abandoned the traditional model of a desk for every student,
Include Authors last arranged in pods or rows. Instead, we will now have tables and
name and page number chairs for approximately half of out students to sit at one time.
OR Kindle location. (Daily 5, Boushey and Moser, p. 5)
Example (Goodman,
2002, p. 98)

2. Rationale: Why did you

select this quote?
I selected this quote because it resonated with my own experience,
and what I know about children and how they learn. I get antsy
sitting down for too long, and in situations where teachers are strict
about getting up and moving, it can be anxiety inducing. This allows
that structure, honors the individual and treats it like school, not
prison. People like to work where they are comfortable, so to have a
place to do that in a classroom would produce better students.

3. After practicum: Did

you see anything related
to this quote? Any
connection,
disconnection, or take-
away?
It was nice to see the way the school is set up. Tall ceilings, open
spaces, designated working areas. Desks were arranged in groups of
two or fours. I like the division in Mr. Chambers room of areas, using
book shelves or computers. It really gives the visual and
psychological illusion that youre moving more, that youre in
control of your space, that youre trusted to follow instruction. I
think its equally beneficial for their social and educational
development.

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Spring 2017

B. MINI-LESSON OBSERVATION
Teacher/class observation (Focus on your teacher during the mini-lesson). Include specific
details and language: quotes or descriptions of action/behavior.
Question Your observation notes
1. LESSON GOALS/OBJECTIVES He clarified what vague words like some, as a definitive
What are the teachers goals number so kids have their own direction. Lots of working with
during the mini-lesson or shared partner. Relates the science and chemical change as personal
reading? You can mention experiences or examples. Pushes away kids coming up asking
objectives, or key concepts the for examples when assigned; use your own examples. not
teacher was trying to explain or mine!
demonstrate.
2. TEXT
What is the text [title]? What kind Bang, Crackle, Fizz! / Non-Fiction with Pictures. Discusses
of text/genre is it (e.g., fiction, what and how a chemical reaction works.
nonfiction, leveled book, picture
book)?
3. STUDENTS ENGAGEMENT
and/or RESPONSES Very engaged, lots of hands raised. Naveah: A chemical
Describe behaviors, questions, or reaction is something that scientists do with chemicals. --
comments that indicate children What is the reaction part? The mixing of those chemicals
how children are engaged with Seem to be self-directed, excited to learn, on-topic.
the text or the activity.

4. TAKE-AWAY
What did you like about this
lesson? What are things you
would like to integrate in your
future instruction?
I like how even when kids were disruptive or acted like kids,
how in the classroom teachers don't want to tolerate, he jokes
with them and nudges them in a direction that is kind while
firm. I would use the shoulder work, the clarity of a number.
Gives kids a chance to provide definitions for difficult words.

C. ASSIST WITH STUDENTS WORK

Team Assist: Join in and help out any student doing work at desks!)

What were students trying They were trying to come up with examples of chemical changes and
to do? reactions. (He used the examples of cooking and glowsticks). My
friend Vlad used batteries as an example and was ready to start
moving on to the next part of the assignment.

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Spring 2017
What kind of help did you I walked them him through why it is a chemical reaction. I shared
provide? how I have seen batteries leak before. We had a conversation about
how the battery with its chemical doesnt matter without the
receptors. He pointed out that when the battery is lined up
backwards, the battery wont work. So its chemical as it is
mechanical. (advanced?)

D. TIME WITH YOUR BUFF BUDDY

Explain to the child what a CU Buff Buddy is. You want them to think this will be a fun, cool
experience.. They will become more successful readers and you will learn how to be a reading
teacher!
Part D1: Plan for your Buddy Reading/Coaching
Ask your buddy to get their book box and find a spot to work together. Look around to
make sure that you are not distracting others, especially if other students are trying to
read silently. If other children seem disappointed that you are not working with them,
explain that your assigned Buddy is helping you today with your university homework,
and that in future sessions youll make sure to check in with them and help in their work.
Introduce yourself to your assigned Buddy and begin to get to know one another. You
may want to share something from the All About Me sheet that you prepared for the
Writing class. Explain that you are going to create something similar today: a book with
memories of your work together. Let your Buff Buddy know you will take photos with
them, and that you will ask questions to learn what kind of reader they are, and what they
like to read.
It helps to start looking at the books in their box and ask them what they like about
them, etc. Have them choose one book to show you, either the book they are reading now,
or their favorite. Use the books as prompts for conversation they dont have to read with
you yet. Take photos of the books.
Then follow with the interview questions.. Images that illustrate some of your Buff
Buddys favorite things. Use SAFE SEARCH in Google Images, or Kidrex.org.
End on a positive note let the child know that you are very eager to work with him/her
this semester.
Part D. Reflection

Your Buddys Name: Jamie

How did your session go?
What was enjoyable?
Any challenges?
It was fun! At first, she was disappointed her buddy wasnt Jordy, but
once she started talking about her books and what she likes to do, it
became easier. She liked to tease me and imitate me, but I have 5
younger siblings so we started having this playful banter. Using that
as a strategy, I was able to link fun-casual conversation with
information that revealed more about Jamie! She is a fantastic
reader and really enjoys silent reading as well.

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Spring 2017
What are some of your She likes chapter books, where she can get to know the characters
buddys answers that can better. She likes suspenseful and also historical books. I think she
help you select books in likes it when its a nonfiction story line, written with the excitement
the future? and description of a fiction book.

GRADING RUBRIC - Total points: _________/ 6 points

Please know: I will grade your first report for FULL CREDIT this first time, as long as all sections
are completed. I will give you QUALITATIVE feedback based on this rubric, for you to improve
future reports, which will be graded following the rubric. For your following reports, make sure
to follow the recommendations given.

Exemplary Average/Needs Insufficient

improvement
Part A. Connection (2 pts) (1 pt) (0 points)
to readings Selected quote(s) are substantial Quote and answers are No quotes or
in content and represent a key thin in substance and connections are
idea, concept, description of length. included.
practice, perspective.
Ideas are unclear, lack Questions 1 and 2 were
Rationale to select quote and detail or development. NOT completed before
connection to practicum practicum.
demonstrate understanding of the No citation included.
concept, OR
reflection/questions/concerns to
address in future learning.

Quote is cited appropriately

(Goodman, 2002, p. 98).

Part B and C (2 points) (1 pt) (0 points)

Observation of Answers reflect specific details Answers are thin, Observation questions
mini-lesson, team or language used by kids or the generic, or do not left blank, unanswered,
assist teacher. provide specific or just contain a few
If a question is left blank, the examples of classroom words (unless N/A
student answers N/A (does not events, questions, or applies to your
apply) teacher language. situation)

Descriptions rely on evidence of Broad generalizations

information observed.
Part D: Reflection (2 points)
Answers describe feelings,
concerns, questions, OR
awareness of new learning (about
your buddy, about literacy
instruction, about yourself)
during teaching opportunities.
with no evidence (e.g.,
EVERYONE WAS
DISTRACTED).
(1 pt) (0 points)
Thin and short answers Reflection questions left
with limited reflection: blank, unanswered, or
limited or no just contain a few words
information about any (unless N/A applies to
new learning or ideas your situation)
for next time you meet

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Spring 2017
with your student.
Reflection includes ideas or
questions to help you guide or
better inform your next session.