Tuesday, May 14, 2013
Module 3
Now that I have a better understanding of what my advocacy plan will be I had to rename it to literacy.
For the last 2 weeks I observed the classroom having many things in and around it that deals with literacy. I noticed that before the children go to centers they must write out a plan. This plan consist of them thinking about where they would like to work and what they're going to do while in there. I also noticed that they do message time. This is a time when the teacher write on the board and the children are to read the daily message. She shows the children how to read from left to write. She pick students to come and circle sight words or letters they may know. I asked her do the children do any independent reading in the class? She said before breakfast while the children are arriving they have book crates that they pick and choose their own book to read. The reading is around 10-15 minutes. It allows the students to come in and get settled and for her to prepare breakfast. I asked, how often do they write? She said, beside the morning sign in the students must sign their name if they want a turn at the computers. She also stated that they were having trouble with a messy bathroom and now the students must sign their name on the list for her to keep track of who was last. She stated that the children love signing their name on the list. They are able to not only read their names but their friends name as well. There was the normal seeing of books throughout the centers, word wall and labeling of things in the class.
One challenge I noticed while in the classroom is witnessing the teacher sending home books with book logs for the parents to read to their child and record how much their child enjoyed the book, the problem I seen was that some of the children either didn't bring a book back or no one read to them. I can see it being a problem getting the parents involved in activities outside of the home. We all know a successful outcome of a child's learning is if they can receive the same learning at home. So, with that, I'm wondering if their other strategies the teacher can come up with to better get the parents more involve in their child's work?
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Hi,
ReplyDeleteWe also have had difficulty getting some parents to respond to educational activities that we send home for them to do with their children. Not knowing the situation in a child's home can get a teacher down, but I think if communication is open between the teacher and the family, some of these issues can be worked out.
What kind of a library do they have at the school? Is it multi-cultural. Maybe they should have a older sibling read to the kids or kids read to their younger sibling if they are the oldest - sometimes that gives kids a chance to read also.
ReplyDeleteIn the classroom they have books throughout each center. They also have a main library where the children are able to check books out. The books are semi multicultural. They don't have many but I believe it's enough that no one would ask questions on having more. Some of the older siblings do read to them. They stress to the students that it doesn't matter who read that night. The important thing is that it get read and the log gets signed.
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