FIELD EXPERIENCE

Field Experience

5 hours

-          Observed reading activities in special ed class. Students had been listening to

Charlotte’s Web over a period of time. Students were required to listen for sight words and put them in a “web” using magnets to create the words. They were also asked to answer comprehension questions as the book was read. They drew their favorite character and wrote two sentences about who the character was and why they were their favorite. Also observed reading strategies for these students using readers that other students were also reading in the classroom. Students were highlighting sight words to recognize the same words they study outside of a book are the same as when they see them in a story. Using fingers for each sound to sound out words and blending.

-          Read a nonfiction story about beavers. Students were led in discussion about things they learned about beavers and we constructed a web of facts. Students were then asked to choose three facts that they didn’t know before reading the book or facts they thought were really cool. They were then, to write a short research paper including the three facts.

-          Observed read aloud of Song and Dance Man. Students were asked comprehension questions and discussed story elements after reading the story. Students then, broke up and designed a t-shirt for song and dance man and wrote about why they chose the design.

-          Observed readers theatre with The Little Red Hen. Students had read the book and were responsible for coming up with the roles and acting out the story.

I feel that one standard that was strengthened during this experience was Standard 4: Teacher implements and manages instruction. The lessons were well designed, but I find it particularly interesting to see how each teacher implements and manages those lessons. The structure is different in every classroom and with me being a fairly new teacher. I feel that it is very helpful to observe in more experienced teachers classrooms. A reader’s theatre can be a disaster with a teacher that has no idea how to manage the instruction. The field experience allowed me to see a well structured and managed activity, which will benefit my instruction if I decide to use the activity in my own classroom. The special ed teacher had great strategies for struggling readers that I took back to my classroom and used with other students.

I learned that a teacher may know content and design fabulous lessons, but the implementation and management of that lesson is of equal importance. Back to the reader’s theatre and as I stated previously, it may look good on a lesson plan in a binder, but without proper management it could be complete chaos. 

Reading Log for 30 books (to paste into your blog in at the end of the term)

·         Instructions: List the titles and authors you read under each Genre, and use checklist below for Wiki posts. Then, highlight this material and paste it into a final blog post. I have already included (in the 30) the ones we read for discussion.

Genre / Titles you read

             I.      Non-fiction/Informational (1 reflection required on blog)    

            Hidden Child By Isaac Millman

          II.      Poetry (1 reflection required on blog)

1)      Who Killed Mr. Chippendale? By Mel Glenn. (required for discussion)

                  2)  Runny Babbit By Shel Silverstein

                  3)  If Not for the Cat By Jack Prelutsky

       III.      Modern Fantasy (1 reflection required on blog)        

1)      A Wrinkle in Time by Madeleine L’Engle. (required for discussion)

                  2)  The Lion, the Witch, and the Wardrobe By C.S. Lewis

       IV.      Historical Fiction (1 reflection required on blog –can be a picture book)     

1)      Moon Over Manifest by Clare Vanderpool. (required for discussion)

                  2)  Survival! Titanic By K. Bale and K. A. Bale

          V.      Multicultural/Traditional (2 reflections required on blog – one can be a picture book)         

               1) Through My Eyes By Ruby Bridges

               2) The Moon Over Star By Dianna Hutts Aston

               3) American Tall Tales By Mary Pope Osborne

               4) The Girl Who Loved Horses By Paul Goble

       VI.      Realistic Fiction (1 reflection required on blog)

1)      Bucking the Sarge by Christopher Paul Curtis. (required for discussion)

                  2)  Ramona's World By Beverly Cleary

    VII.      Picture Books (6 reflections required on blog)

1)      Seven  Blind Mice by Ed Young. (required for discussion)

                  2) Brothers at Bat by Audrey Vernick

                  3) Penny and Her Song By Kevin Henkes

                  4) Owen By Kevin Henkes

                  5) Frog Prince Continued By Jon Scieszka

                  6) Larf  By Ashley Spires

                  7) The Duckling Gets a Cookie!? By Mo Willems

                  8) How Long? How Wide? A Measuring Guide By Brian P. Cleary

                  9) Polar Bear Night By Lauren Thompson

                 10) How I Became a Pirate By Melinda Long

                 11) Hooway For Wodney Wat By Helen Lester

                 12) Tomas and the Library Lady By Pat Mora

                 13) The Three Little Wolves and the Big Bad Pig By Eugene Trivizas 

                 14) The Treasure By Uri Shulevitz

                 15) Grandfather's Journey By Allen Say

                 16) Library Lion By Michelle Knudsen 

                 17) Henry's Freedom Box By Ellen Levine

Wiki Checklist

Instructions: Write the number of entries for each category you posted into on the Course Wiki (requirement is four total posts, in four different categories)

__1__ Social Studies

____ Science

_1___ Math

____ Music

_1___ Art

__1__ Reading/Language Arts

____ Physical Education

____ Other

Millman, I. (2005). Hidden child. Canada: Douglas & McIntyre Publishing Group.


The Holocaust and WWII were devastating events in our history. I seem to find these particular events interesting and captivating to study. When I learned of this book, I was excited to begin reading it. Having already read the Diary of Anne Frank, I knew what the children of the time experienced, at least from her point of view. The young man in the story, Isaac, was a Jew living in France in the late 1930s. Isaac's family was happy in Paris, until the war began. In 1940 the German Army invaded France. Half of the country was under German rule, including where Isaac and his family live. They began witnessing families being deported and torn apart. One morning Isaac's father was arrested and sent to a prison camp. This is when Isaac's story takes a devastating turn. Eventually the Germans come knocking on Isaac's door in search of Jews. He and his mother manage to escape. Isaac is later taken from his mother and lives in many different situations, some not so pleasant. After the war Isaac is able to come out of hiding, but where is his family? Will he be reunited with his mother and father? Read Hidden Child for Isaac's amazing story. 


This story is an autobiography because it tells, in first person, the actual experiences of a young Jewish boy who was forced into hiding during the Holocaust. In this authentic biography, Isaac tells of his eyewitness accounts and his feelings throughout his experience. There is enough information about the war for young children to have some background knowledge and understanding of the situation the Jews were in. Some children might even relate to Isaac in the fact that he is taken from his parents. They may connect with his feelings and experiences with other families. 


BIG question: Based on what you have read, how would your feelings be compared to Isaac's about the situations he was in?


Explain what it would be like to know that you might be another prisoner the German's capture.

Bale, K., & Bale, K. A. (1998). Survival! titanic. New York, NY: Aladdin Paperbacks.


Have you ever wondered what it was like to be on the Titanic? Of course, knowing the outcome for many passengers you probably wouldn't really wish to be one of them. However, many people of that time were thrilled to board the "unsinkable" ship. It was a massive, magnificent ship that was so large it was unable to dock close to shore. In this book, Gavin Reilly and Karolina Green are two of the passengers aboard. Gavin is on his way to New York to live with his brother. He isn't a ticket holder, he agreed to work his way across the ocean in the kitchen. Karolina has lost both of her parents in an accident and is moving to America with her Aunt Rose. Both, Karolina and Gavin are third class passengers, but enjoy walking on upper decks after everyone has settled in for the night. Gavin's fear of the black ocean keeps him from wandering too far close to the railing, but when he finds friendship with Karolina, his fear isn't as profound. One night while walking on the upper deck, the pair find themselves scared for their lives. They see an enormous iceberg too close to the ship and feel a rumbling under their feet. After the hit a strange silence falls over the ship. The engines have stopped and there are whispers of panic among the stewards. The two part ways, but promise to meet up once they gather their belongings. Will they ever see each other again? Will Karolina save her Aunt Rose and herself? Is Gavin going to survive? Read Survival! Titanic for a thrilling adventure aboard the "unsinkable" ship!

Cleary, B. (1999). Ramona's world. New York, NY: Morrow Junior Books.


Ramona is a fourth grader who wishes nothing more than to be grown up like her big sister, Beezus. Her sister is so popular and is invited to parties and is asked to babysit for other families in the neighborhood. The most grown-up thing Ramona is asked to do is learn how to spell. What difference does it make if she how to spell? You know what she means, right? Well, that is how Ramona thinks of spelling. Ramona faces the same daily challenges as most fourth graders. She has friends at school and some that her mother wants her to be friends with. Her best friend, Daisy, is new to the school and is the best friend Ramona could ask for. Finally, Ramona has an opportunity to show she is a responsible fourth grader. Can she handle the responsibility? 


Ramona's World (1999) is a realistic fiction story because it is within the realm of possibility that such events could occur or have occurred. I would categorize this book as either a situational realism story or emotional realism. Ramona's situation is set in a suburban type neighborhood, a family of five, and a middle class family. Ramona's emotions about growing up and her views of school and the importance of learning how to spell could also place this book in the emotional realism category. 


Ramona's World (1999) is about a nuclear family which includes three daughters. Ramona is the middle child who feels that she must live up to the reputation her sister is upholding in the neighborhood and in the family. Beezus, who's real name is Beatrice, is known as the quiet, responsible, sensible daughter. Ramona is more outspoken and care-free. Roberta is the youngest and isn't able to speak yet, although her personality is beginning to show more everyday. Ramona and Beezus don't always get along, partly because Ramona is jealous of her older sister. Ramona wishes she could babysit, go to parties, and receive numerous phone calls after school. I am sure most children can relate to Ramona in this way. They are either feeling this way about a sibling or siblings, or will feel this way at some point with siblings. 
Although Ramona is only a fourth grader, she deals with acceptance by peers, as do most children even at a young age. There are some students in Ramona's class who are pretty snooty and Ramona doesn't get along well with them. She has one close friend, Daisy, who is new to the school, but Ramona takes up with her right away and they find they have much in common. Ramona values their friendship very deeply. There is a boy who isn't very nice to Ramona and they don't necessarily talk much, but they like each other. I am most certain that children would relate to this aspect of the story, especially the girls. 
There is a moral lesson to be learned in this story. Responsibility is not decided by how old you are, but by how you handle certain situations. Without giving away the story, I am not going to describe Ramona's situation, but she proved to her mother near the end of the story that she was, after all, learning to be a responsible young lady just like her sister, Beezus.


I believe a good idea for this book is have students keep a journal while they are reading. No formal writing necessarily, just notes on what they thought about a certain part, how they can relate or maybe even what they would do in Ramona's situation. Have a time to share some of their thoughts and discuss. 


BIG question:
Explain what you believe makes a person responsible.

Silverstein, S. (2005). Runny babbit. New York, NY: HarperCollins.


Runny Babbit lives in a world where things are said in a different kind of way. 'Instead of sayin' "purple hat," They all say "hurple pat."' Runny Babbit has many adventures and gets himself into all sorts of messes. The poems are funny as long as you can keep your knongue out of a tot.


This book is definitely fitting for the genre this week because the definition of poetry contains the expression of feelings or ideas through precise and imaginative words carefully selected for their sonorous and rhythmical effects. Shel Silverstein had a way of creating poems with imaginative words and characters in his writing. Runny Babbit may have expressed Shel's feelings of how he felt in the writing world. Maybe he felt somewhat different from other writers because of his style of writing.


While I was first reading this book I was getting frustrated because my brain wasn't reading what was on the page. I was reading the words the way they are supposed to be read. I finally had to slow down and read the way it is written in order to comprehend. If it is not read slowly, it can become more of a tongue twister than it already is. Children of all ages would love Runny Babbit and the older ones may even be able to write a poem of their own using the language of Runny. 


The rhythm in most of this book is a fast rhythm using many a, e, i sounds. Although, the reader has to use a medium pace when reading to keep from jumbling up the words. However, there are some poems that are meant to be read with a slower rhythm. There is no rhyming in some poems, but you can  feel the rhythm that needs to be used in order to get the full effect of the piece. Other poems in the book do rhyme and can be read a little faster. You must make your mind focus on the words and how they are spelled and not get into the rhythm so much that your mind automatically reads what the words SHOULD be. Remember, you are reading Runny Babbit talk.


Some children enjoy making up their own words and this book may have them walking around speaking Runny Babbit leaving their parents and teachers quite confused.


BIG QUESTION: How might Shel Silverstein have come up with this Runny Babbit talk? 
Create, on your own, a new way of speaking and write a short poem using the new language. 

Aston, D. H. (2008).The moon over star. New York, NY: The Penguin Group.


A young girl in 1969, dreams of going to the moon. . She and her cousins build a spaceship of their own to travel to space in their backyard. Of course it's not fancy enough to really take her to the moon. She witnesses the first steps man takes on the moon from her living room on the television. She wonders what President JFK would have thought about his dream coming true. It was too late now, with him being gone and all. Her Gramps, however, doesn't seem to concerned with the history being made. He complains about our country spending so much money to go to space when there are people who truly need the money right here on Earth. Mae, finally finds out why Gramps is so "tuned out" from what is happening and what his dreams were as a boy.


This story contains so much history there is so much a teacher could do with it. It is a book about dreams, history, work ethic, and different points of view towards history. There is a shifting point of view when the author shows how Mae feels about man going to the moon and how Gramps feels. Gran calls everyone in the house when the spaceship lands on the moon, but Gramps keeps right on working. Another example of this is when the Mae said, "My gramps thought the space program was a waste of money, but I knew he was praying for them too." 
The point of view throughout the whole story was first person, with Mae telling the story. She uses the words I and my to tell the story of her dreams and how she felt on that hot summer's day in 1969.


I believe children would enjoy this book because what child doesn't want to go to the moon at some point during their life? I know I did. The book contains real events which could lead the teacher to have students do a research project after reading and then come back and read the story again. While reading the first time they could make notes of other historical events Mae speaks of and choose teams to research each topic. After the research is complete students would share what they found and then go back and read The Moon Over Star again. The research would help the students understand the time period Mae was living in and how she felt about the events and how they would feel had they lived in 1969.


BIG question: Describe your dreams and how you will strive to make your dreams become reality.
What do you think Gramps dream was and why did he not make his dreams come true?