Today I was absent from class, but will comeplete the following question.
Have you ever spent time with an adult with a cognitive or developmental disability? If yes, describe and explain.
I have spent time with adults who are deaf, and have a mental disability that makes them act and think like teenagers. It's very different, considering they are much older than me, and continue to think the way someone my age would. At sometimes it may seem uncomfortable, but that is only because I'm not used to adults who act that way. Becoming a special education teacher is going to push and challenge me to become a better teacher, and to become more comfortable around every student.
Wednesday, November 4, 2009
Learn & Serve 7
Like usual, I started off by signing into the office and heading to the Computer Lab to sit with a student during the Fast ForWord program. When the students completed the program, I walked around the room to check their scores, but remained behind with three students who still needed to finish, and the rest of the class went back with Mrs. Capatosto to the classroom. There were two emails in the Computer Lab that were situated on a bulletin board which was supposed to correspond with Fast ForWord.
Scientific Learning and Brain Connection.
Back in the classroom, Mrs. Capatosto was reading, “In November” by Cynthia Rylant, and during this time the students were to make connections in the book. After reading, the class was instructed to each read a book and make two connections on post-it notes; Mrs. Capatosto gave them the post-it notes. When each student was finished with their reading and two connections, the class began their centers. There was listening to a book being read to them, at the computers in the back of the room, or the listening station which was another place to listen to a book being read, but this used a tape player. The last center was guided reading with Mrs. Capatosto. As the class was finishing with centers, I left the room to sign out at the front office.
Scientific Learning and Brain Connection.
Back in the classroom, Mrs. Capatosto was reading, “In November” by Cynthia Rylant, and during this time the students were to make connections in the book. After reading, the class was instructed to each read a book and make two connections on post-it notes; Mrs. Capatosto gave them the post-it notes. When each student was finished with their reading and two connections, the class began their centers. There was listening to a book being read to them, at the computers in the back of the room, or the listening station which was another place to listen to a book being read, but this used a tape player. The last center was guided reading with Mrs. Capatosto. As the class was finishing with centers, I left the room to sign out at the front office.
Learn & Serve 6
Today after signing in to the office, I walked upstairs to the Computer Lab to find the students and Mrs. Capatosto using the program Fast ForWord. This time, Mrs. Capatosto asked me to sit with a student to make sure she completes ten correct answers in a row, and that she pays attention. Meanwhile, Mrs. Capatosto was listening to another student’s computer as they played the program. I noticed that the teachers here are more casual in their attire. For example, today Mrs. Capatosto wore jeans with the G.J. Mann School sweatshirt. I’m not used to seeing teachers dress this casual, because when I was in elementary school my teachers always dressed up, except on Fridays. It was a half day for the students today, and four students were absent; whether it was because they were sick or because it was a half day, I’m not sure. When most of the students were done with the program, Mrs. Capatosto asked me to stay in the Computer Lab with four students while they played the demo of the program on Fast ForWord to which they had the most difficulty with. When the four students finished, we walked back to the classroom and everyone was enjoying their snack time. Also, some students were counting their October tickets. The goal is to earn the most tickets in order to win recess in the gymnasium for only their classroom. This gives the students responsibility and to be accountable to one another in their behaviors. When snack was done, the students began reading silently by themselves or with a partner. One of the students read a book about puppies to me. About ten to fifteen minutes later, a couple of students shared their reading worksheet which told about which book they had chosen to read from a different day. I’m guessing it was a homework assignment for the 25 Books Club. Before I left, the students were given lunches in paper bags, which were distributed by aides of the school. Whenever there is a half day, the school must give each student a lunch before dismissal. As the students were accepting their lunches, I left the classroom to sign out in the office.
Learn & Serve 5
When I was in the Computer Lab this morning, Mrs. Capatosto told me that only 2nd graders in the Niagara Falls schools were using the Fast ForWord program. Then, I put the students new score charts into their folders and sharpened pencils for them, so that they would be able to write down their scores when they were finished. Later when the students completed the program for the day, I walked around the room and checked their scores.
In the meantime, Mrs. Capatosto continues to keep track of the students' scores by the Fast ForWord Progress Tracker. However, at the end of computer time, two students had not finished, so I stayed with them until they did as the rest of the class went back to the classroom with Mrs. Capatosto. When the two students and I went back to the classroom, we found everyone else sitting on the Reading Rug discussing their weekend events. This was enjoyable for the students because they got to share for themselves as well as hearing about their teacher’s weekend events with her family. After, Mrs. Capatosto read the book, “Dear Mr. Blueberry,” and the students were to respond to “when” questions. Next was centers, and the students were allowed to eat their snacks during this time. The centers for today were guided reading with Mrs. Capatosto, partner reading, listening to a book at the computer or listening to a book from a cassette player with their selected group of classmates. As the students were moving to their centers, Mrs. Capatosto went to the bulletin board to change jobs (line leaders, paper passer, messenger, mail box, caboose, lights & door, etc,). I love the idea of having jobs in a classroom because it gives each student a responsibility and a way for quiet students to participate with others. At Guided Reading today, the students were to review the vocabulary words from their assigned book, read the book as a group, and then work on a questions worksheet pertaining to the book. As the students were finishing up the centers, I got my belongings and left the classroom to go sign out at the office.
In the meantime, Mrs. Capatosto continues to keep track of the students' scores by the Fast ForWord Progress Tracker. However, at the end of computer time, two students had not finished, so I stayed with them until they did as the rest of the class went back to the classroom with Mrs. Capatosto. When the two students and I went back to the classroom, we found everyone else sitting on the Reading Rug discussing their weekend events. This was enjoyable for the students because they got to share for themselves as well as hearing about their teacher’s weekend events with her family. After, Mrs. Capatosto read the book, “Dear Mr. Blueberry,” and the students were to respond to “when” questions. Next was centers, and the students were allowed to eat their snacks during this time. The centers for today were guided reading with Mrs. Capatosto, partner reading, listening to a book at the computer or listening to a book from a cassette player with their selected group of classmates. As the students were moving to their centers, Mrs. Capatosto went to the bulletin board to change jobs (line leaders, paper passer, messenger, mail box, caboose, lights & door, etc,). I love the idea of having jobs in a classroom because it gives each student a responsibility and a way for quiet students to participate with others. At Guided Reading today, the students were to review the vocabulary words from their assigned book, read the book as a group, and then work on a questions worksheet pertaining to the book. As the students were finishing up the centers, I got my belongings and left the classroom to go sign out at the office.
Learn & Serve 4
Today was another short day at Learn & Serve. I signed in and walked to the Computer Lab. Mrs. Capatosto had me cut out vocabulary words and stick them into a bag to which I would label. I also checked the scores of the students to the Fast ForWord program. We check their scores every time they play the program.
When we got back to the classroom, Mrs. Capatosto asked me to take a select group of students into the hallway. There, they worked on a worksheet practicing their handwriting of the letter “a” or “o”. These students tend to write sloppy, and Mrs. Capatosto wants them to write these letters correctly now rather than learn later. Outside of the classroom, there is a big table with chairs and a chalkboard for any teacher who wants to teach a small group of students in the hallway. I love this idea, but in order to do this, I would make sure I had another teacher or aide in the classroom watching the rest of the students. Working with this group was fun because I had the control to tell them whether they needed to do a line of letters over again; the students respected me enough to listen when I told them this too. When these students finished, we went back into the classroom to find the rest of the class involved in partner or independent reading. Mrs. Capatosto asked a student to read their books to me, so we went into the hallway. This student had much difficulty reading their books, and I wondered how much the students had actually read the story before, since these books were supposed to be repeatedly read. I helped the student sound out words he did not know, and at times he expected me to just tell him the word. After reading two books, we headed back in the classroom, and I left to go sign out.
Learn & Serve 3
Today, after I signed into the front office, I went to the Computer Lab as I usually do on a Tuesday morning. The students were continuing to use the Fast ForWord program which tests their listening and visual skills on sounds and shapes. This program is recommended for parents to purchase it at their own home for their children. After we returned to the classroom, Mrs. Capatosto allowed the students to have their snack and to listen to the High School Musical 3 soundtrack. This was surprising to me that a teacher would allow this free time; however, the students really enjoyed this time even as they were still under control by the teacher. I was impressed that no students were causing trouble during this time.
Next was the Reading Rug, where Mrs. Capatosto read “Manny’s Cows: The Niagara Fall’s Tale”. At this time, the students were asked a number of comprehension or schema questions. They were to think, tell your partner, and then raise you hand when you were done. This was an easy task for the students and it kept them paying attention to the story because they were to interact in groups, instead of just thinking about their own opinions of the story. Then, we had centers (Listening, Computers, Guided/Partner Reading). I usually walk around the room to each station making sure the students are staying on track, and that there are no computer difficulties with the students in the back of the room. Mrs. Capatosto has a great group of students this year; I never have to worry about these students giving me a hard time. I really respect and admire teachers in the elementary level who know how to keep control of their students, even if they may run out of the room for a minute. At 11am I left the classroom and signed out at the front office.
Next was the Reading Rug, where Mrs. Capatosto read “Manny’s Cows: The Niagara Fall’s Tale”. At this time, the students were asked a number of comprehension or schema questions. They were to think, tell your partner, and then raise you hand when you were done. This was an easy task for the students and it kept them paying attention to the story because they were to interact in groups, instead of just thinking about their own opinions of the story. Then, we had centers (Listening, Computers, Guided/Partner Reading). I usually walk around the room to each station making sure the students are staying on track, and that there are no computer difficulties with the students in the back of the room. Mrs. Capatosto has a great group of students this year; I never have to worry about these students giving me a hard time. I really respect and admire teachers in the elementary level who know how to keep control of their students, even if they may run out of the room for a minute. At 11am I left the classroom and signed out at the front office.
Learn & Serve 2
My second day consisted of me signing into the front office, and then going upstairs to Mrs. Capastosto’s room where the class had taken attendance by using the Smart Board. Then, the announcements were held live on the television. This was a tool I had seen used at the last learn & serve placement I was at in the Tonawanda School District. I also noticed big lined paper on the white board which was either titled “My Favorite Restaurant” or “My Favorite TV Show.” On each of these papers, punctuation such as periods, commas and capitalization were all pointed out by post-it notes. Next, the students took out their spelling notebooks, and Mrs. Capatosto walked around the room to check homework. During this time, the students worked on their “bell work” which was about addition. After the homework was checked, two homework sheets about ABC order and short “I” words (middle, dish, pig, rich, sick) and subtraction were discussed as a class. For the math sheets, a few students told the class about their picture stories. The students then moved onto another worksheet about short “I” words. One student read the directions by using a small microphone which was attached to a lanyard. This tool is mostly given to students who are soft spoken. Next, it was time for centers; students were split into three different groups who either went to computers, guided reading, partner reading or the listening center. Mrs. Capatosto has this schedule on the wall where the students can refer to it every day, to make sure their group is going to the correct place. This is an effective tool in keeping your students on track and it helps them develop a sense of responsibility for themselves and their group. Each of the centers are focused on the fluency and speed of the students as they read and reread their books. In the guided reading center, Mrs. Capatosto worked with a group of students who read a book together, one at a time, and then they completed a worksheet together about the book. At the listening center, a group of students used headphones to follow along to a tape that read a story to them. This is more of an individual assignment, seeing as the students are not supposed to be talking to each other as the story is being read to them. Next, it was clean up time, and after this Mrs. Capatosto had the students sit on the reading rug. She placed two chairs next to her, and these seats were for students who chose to share their reading sheet which listed the title, author, and picture of a book they had read for the 25 Books Club. Before it was time for me to leave, the students had their snack, and took out their work study notebooks in order to work on long and short “a” words, such as map, train, and rake. Here's a website I found on short "a" activites.
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