Today I came in at 8:30. Mrs. Black had just finished giving an autistic child a standardized test. He had gotten all the questions right, so Mrs. Black brought another teacher in to show that she was not helping him in any way. Then we did writing and keeping letters in the kitchen. Mrs. Black makes an analogy of a house. The normal letters should be in the kitchen, and then the capitals should extend up to the attic, and the bottoms of letters like y go down to the basement.
Then we had group, and worked on the vowel team, oi. We reviewed what everyone did over the weekend, and wrote the words on the board. Then Mrs. Black reviewed the spelling list, and asked the children to spell the words.
After, I observed a 2nd grade classroom. I sat in on a writing class. Before the lesson began she wrote on the board what she should see and hear from the students. Eyes on the speaker, feet on the floor, desks closed, and voices off unless you are the speaker, use an inside voice, and say nice comments. They reviewed the spelling and writing rules, such as indentation, capitalization, and punctuation. Then the students were given a writing prompt. The teachers were not allowed to help them with it, and everyone in the same grade received the same one. It is used to determine the child’s progress.
Then, two second graders came in and Mrs. Black reviewed their spelling list that had words like now, yellow, and cow. Lastly, a kindergartener comes in who always has his snack time with Mrs. Black. He lacks visual perceptive skills. It is hard for him to drink out of a cup without spilling. There’s something called motor memory and something called motor planning that is used to form letters and numbers. She used the analogy of playing tennis because when I play tennis I don’t have to think very hard before hitting it back because it is just natural instinct. My brain knows how to react. However, with this student, it is different, and he has to think before he does anything. In order to write a letter he would put his hand around Mrs. Black’s, and that would help the motor memory.
Today I spent more time in the regular class room, and this week I will be spending even more time.
Then we had group, and worked on the vowel team, oi. We reviewed what everyone did over the weekend, and wrote the words on the board. Then Mrs. Black reviewed the spelling list, and asked the children to spell the words.
After, I observed a 2nd grade classroom. I sat in on a writing class. Before the lesson began she wrote on the board what she should see and hear from the students. Eyes on the speaker, feet on the floor, desks closed, and voices off unless you are the speaker, use an inside voice, and say nice comments. They reviewed the spelling and writing rules, such as indentation, capitalization, and punctuation. Then the students were given a writing prompt. The teachers were not allowed to help them with it, and everyone in the same grade received the same one. It is used to determine the child’s progress.
Then, two second graders came in and Mrs. Black reviewed their spelling list that had words like now, yellow, and cow. Lastly, a kindergartener comes in who always has his snack time with Mrs. Black. He lacks visual perceptive skills. It is hard for him to drink out of a cup without spilling. There’s something called motor memory and something called motor planning that is used to form letters and numbers. She used the analogy of playing tennis because when I play tennis I don’t have to think very hard before hitting it back because it is just natural instinct. My brain knows how to react. However, with this student, it is different, and he has to think before he does anything. In order to write a letter he would put his hand around Mrs. Black’s, and that would help the motor memory.
Today I spent more time in the regular class room, and this week I will be spending even more time.
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