Stacy Walker – CopperCliffPublic School
Wednesday April 25, 2007
10:45 – 11:45
Hi Nancy!
This is what will be happening during your observation time!
Language Centres:
Phonics – expectation – explore language structures with guidance and on their own
In this centre I will work with a group of students using Jolly Phonics. I will say a word and they will identify the first and the last sound in that word and write the first and last letter on their own chalkboards. We will practise for about 10-15 minutes and then I will leave them to each have a turn being the teacher and making two words each where they have to do the same activity.
I will use a checklist for assessment of understanding and include any points of interest with respect to each student. Normally, I wear a flower necklace to indicate to students that I am not be disturbed during this time; once I am finished with the phonics group I sit down at a table to look at work from the listening centre or help students at the book centre or magnetic centre.
Magnetics – expectation – use classroom resources to support their writing
In this centre each student has to write down five words for their partner to spell with magnetic letters. Three words must be the bug words introduced with the “creepy crawly’ unit and two other words from around the classroom. They must match the bug words they make with pictures available at the magnetic centre.
Listening Centre – expectation – respond to a variety of materials read aloud
At this centre students listen to a story on tape. Once the story is finished they write a sentence and a draw a picture (the sentence and picture must go together) about the story. I ask them a couple of questions about the story that they answer verbally so I can assess for comprehension.
Book – expectation – experiment with simple writing forms
At this centre students are given a small book with blanks where they fill in the words, which are provided in a pocket chart. They colour the pictures and bring me the book so I can check it over for spelling and proper word placement. Assessment is completed using a checklist
Art – expectation – communicate their understanding of something through visual art, explore a variety of tools and materials to create visual art
Playfoam (kind of like playdough) is provided, along with extras such as feathers, pipe cleaners, straws and googly eyes for students to make their own bug sculpture. Students then write a sentence to accompany their scuopture. I take a picture of them with their sculpture and next week I will hang up their pictures with attached sentences on the door of the classroom. Checklist is used for assessment.
In addition, at all of these centres students practise expectations from Personal and Social Development, such as :
-demonstrate self-reliance and a sense of responsibility
-demonstrate a willingness to try new activities
-interact co-operatively with others in classroom events and activities
-demonstrate the ability to take turns in activities and discussions
Students who finish at centres early can go to a “When I’m Done” activity…they have several choices such a looking at books or playing words games. When the majority of students complete their centre activities everyone can move to “Free Play” where they can enjoy any available activities in the classroom, such as sand centre, computer, kitchen centre, crafts or manipulatives.
Around 11:30 students I play the clean up song and students work together to tidy activities and then take their place on the carpet. I may play a song or two from a CD they enjoy. Then, if time permits, students who have identified books they can read from a particular bin will read their book to the class and earn a star on their bookmark. Then we dismiss for washroom break and lunch.