melissa killian

MELISSA KILLIANCUED 6800

Field Experience

WOODBURY GRAMMAR SCHOOL

Cannon County, Tennessee

School Population: 496 students (K-8)

3rd Grade Population: 46 students

Subjects Taught: Reading/Language Arts and Social Studies• This is the first year my co-teacher and I have decided to

specialize in two areas. I am able to focus more on planning and am able to know all of the third graders instead of just those in my class. Recently we have gone back to teaching both Social Studies and Science to our homerooms.

School Web Address: http://www.ccstn.net/wgs/site/default.asp

REPORT CARD INFORMATION 2010

Achievement:• Math-D• Reading/Language-D• Social Studies-D• Science-D

Academic Growth (Value Added):• Math-C• Reading/Language-D• Social Studies-B• Science-D

CONTENT STRATEGIES

Jig-Saw Read with Wordle (Technology Integration)• The first activity that I had my students do was a Jig-Saw read. In

our Social Studies text, the whole first unit has to do with cultures and ways we experience them. One lesson is about different cultural holidays. I had students break into groups and had each group read a section. Students picked important words from the section. The students then typed the important words into Wordle.net. Using their Wordle, students discussed their holiday with the whole class.

• This strategy seemed very effective as far as the students knowing about the holiday they read about. After the activity, students understood the information they had read about but did not know much about the other holidays that were presented. I think it would have been more effective, if we would have had time to split into different groups to explain the information.

CONTENT STRATEGIES

Example of student Wordles:

CONTENT STRATEGIES

GRASP Activity with iPad (Technology Integration)• The next strategy that I taught my students to use was the

GRASP activity. Students read a selection several times, close their books, tell everything they remember and written it down, and write a summary from their notes. I did this activity first by having them use their textbooks to discover information about famous artists/writers, and then I had students use a set of iPads to look up more information.

• This was the most effective strategy that I have used so far this year. Students really learned the information after reading, remembering, summarizing, and writing. At the end of the week, I had students take an open-notes test over the famous artists/writers from their text. Many students knew the information so well that they only used their notes to check information.

CONTENT STRATEGIES

Students’ examples of GRASP Activity:

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CONTENT STRATEGIES

T-Notes/Two Column Notes• One of the goals we have in 3rd grade is teaching students

to take notes. The next section in our Social Studies book dealt with geography and several terms that students needed to know. I decided to have my students take notes using the T-Note/Two Column Note strategy.

• This strategy worked well with this lesson since it dealt with a number of terms and ideas that students needed to know. Students were able to put the terms on one side and any information that went with the notes on the other. When we reviewed over the information, students could find the term and any information they needed to know.

CONTENT STRATEGIES

T-Notes/Two Column Notes:

CONTENT STRATEGIES

KWL• For the next section in Social Studies, I decided to have

the students complete a KWL. The first time I tried to start, I was getting information that had nothing to do with the lesson. The next day, I gave students a list of words from the selection, and they seemed to do much better selecting information that they knew or wanted to know.

• This lesson worked well after I adjusted it after the first lesson. Students were able to understand how to fill out the Know and Want to Know sections easier. Before we finished for the day with the lesson, I would have students review over their notes and add to the What I Learned section.

CONTENT STRATEGIES

KWL Example:

CONTENT STRATEGIES

SQ3R• The SQ3R was a strategy that I have always wanted

to use but could not quite figure out how to use it with third graders. After searching the internet, I found a document that I could manipulate to fit my lesson. It provided steps for the students to complete at each section.

• The SQ3R worked well with my students because it had a step by step procedure. We completed the activity together so that students could understand the five steps better. As we finished each day, the students and I would go through the steps to review information and how to complete the strategy. After telling my co-teacher about it, she decided to use it for a science lesson.

CONTENT STRATEGIES

SQ3R Examples (Adapted from version on

http://students.ed.uiuc.edu/kjwong/eport )

CONTENT STRATEGIES

Concept Map• The concept map was an activity I used to help students

understand how regions can be compared and contrasted. I was not sure how to develop a concept map, so I relied on a map that I found online. After completing the map with my students, I wished I would have developed my own concept map from the others so that I could have made some of the relationships easier to understand.

• I enjoyed using the map because the information was easy to convey on the chart. Students could look at the main topic and see how everything was related. The one thing I did not like was the format that I used. I think that by developing my own map, students would have had more room and been able to see how the information flowed.

CONTENT STRATEGIES

Concept Map

CONTENT STRATEGIES

Word Sort• The word sort activity was one I was not sure how to complete with

students. Students had completed word sorts in previous grades with their spelling words. I used this activity with the ecosystems that we were discussing in class. Each ecosystem was a heading and students had to match the descriptions to the words.

• This activity worked well with my students. I started the week’s lesson by having the students complete the word sort, and we discussed what they had grouped together. Then we went over the lesson. The day after we finished the lesson, I had the students complete the word sort themselves and glue it to a sheet of paper. Students were allowed to use their books or notes, but most opted not too. Most of the students did very well and were able to match the different descriptions. Most students only missed a few because they mixed up information about the desert and grassland ecosystems.

CONTENT STRATEGIES

Word Sort

CONTENT STRATEGIES

Venn Diagram• I used the Venn Diagram to help students understand the

relationship between urban, suburban, and rural areas. First, I had the students write down information as we discussed the three types of areas. The next day after we had finished, I explained each part as we went over the Venn Diagram.

• I decided to use a three circle Venn Diagram to compare the three areas. Students were familiar with the two circle but not the three, so I made sure to explain each section with them. I think this activity worked well because we wrote about each region and then looked at all three sections before writing on our Venn Diagrams. Students were able to easily compare urban to suburban and suburban to rural, but they had trouble telling how rural and urban relate.

CONTENT STRATEGIES

Venn Diagram

CLASSROOM TECHNIQUES SURVEY

Lecture Somewhat Effective: It is very effective for me as a teacher, but students would sometimes zone out or get distracted and may not always understand the lesson.

Discussion Very Effective: The students were able to see many different viewpoints instead of only hearing about my viewpoint. Also, it allowed students to express their ideas and gave them time to talk.

Demonstration

Very Effective: Students were able to see what they need to do. They were also able to see the finished project. Students often have a lot less questions since they see what they need to do.

Technology Integration

Very Effective (both teacher and student use): The students were often able to think outside of the box and develop new ideas. By integrating technology, I now have something that I can use again each year and with different students.

CLASSROOM TECHNIQUES SURVEY

Guided Study-Drill

Somewhat Effective: For math it helps students think quicker with addition/multiplication problems. For other students it is frustrating, and they sometimes give up. I have found that students often do not like the repetition and give up.

Homework

Effective: I feel that it is effective for the students who do the work themselves or with some help at home. I understand that parents feel that they need to check the work, but some parents often give their child the answer but do not explain why it is the answer, so I am not able to see what the child is capable of doing.

Questioning

Very effective: When using higher order questioning skills and open ended questions, I can see how students are analyzing questions to develop answers.

Programmed Instruction

Somewhat Effective: Several years ago I used Saxon phonics and absolutely hated it. In years passed, I have used Saxon Math and enjoyed how the lessons flowed. I think that as a teacher I have to be really lenient on how it is scripted and modify the lesson for what the students need.

TYPES OF QUESTIONS SURVEY

Type of Questions Number Level of Question (Literal, Inferential, or Evaluative)

Assess knowledge √ √ √ √ √ Literal

Check for understanding √ √ √ √ √ √ √ Literal, a few Inferential

Help analyze problems √ Evaluative

Lead students to explore values Promote creative thinking √ Literal

Help evaluate situations √ √ √ Evaluative

Show how to apply knowledge √ Literal

TYPES OF QUESTIONS SURVEY

During the survey, my class and I were reviewing over a story we had read together. I think the questions that I asked fit the instructional purpose, but I think I could have asked a few higher leveled questions. From the survey, I feel like I am a very literal question asker since I do not use many higher level questions. I also struggle with using questions that would have my students analyze and explore what we are discussing. Several times when I ask questions, I try to think of different ways that I can phrase questions to make them reach a higher level, but I often stay on the lower levels of assessing knowledge and checking for understanding to try to get the point across to the class. I think I definitely need to use more higher level questions to allow my students to evaluate their knowledge.

WRITING ACROSS THE CURRICULUM SURVEY

CURRICULUM SURVEY + or -√ Summaries of class lectures +√ Summaries of textbook readings +√ Summaries of outside reading assignments - √ Explanation of new concepts + Descriptions of processes being studied √ Reactions to material presented in the text or in class - Applications of ideas presented in class or in the text Newspaper accounts based on material read

Character sketches of read or fictional characters √ Diary entries that real or fictional characters might have written - √ Results of experiments + Explanation of impact on society of a scientific discover or political action

WRITING ACROSS THE CURRICULUM SURVEY

CURRICULUM SURVEY + or - Account of the development of an area of technology over a period of time √ Imaginary letters from one historical or fictional character to another +

Written reactions to the actions of one historical or fictional character Written explanations about the causes of historical events

Written directions for a game or other activity Explanation of benefit of an exercise program or healthy diet √ Written description of an artistic technique - √ Written reactions to works of art - Case Studies Personal journals √ Other (please describe) Learning Log +

WRITING ACROSS THE CURRICULUM POSITIVE

RESULTS

Summaries of Class Lectures

In third grade, we are trying to help students develop note taking skills. Most of the time it involves us talking and writing while the students copy what is written. I like using summaries of class lectures because as a teacher I get to see what they have learned instead of seeing what they have copied. Then I can see what I might need to reteach. I think that using lecture summaries went well because it allowed students to show what they understood or remembered.

Letters to Characters in Stories

For a story we read in our basal, I had students write a letter to the main character about what type of pet she should choose. Many students had ordinary ideas, but many were able to develop many reasons why she should choose the pet they picked. I think it was successful because each student was able to write their opinion and why they had chosen that animal instead of them being given a specific animal to write about they had freedom to choose.

Summaries of Class Textbook Reading

I did a group activity in which students read a section, gave me key ideas, and then we, as a class, wrote a summary. After we did several together, many students were able to do it by themselves. I am not sure if they would be able to do it without prompting on another subject, but when we took an open notes/book test over the historical figures, many students only had to use their notes to check their work. I think it was successful because I modeled the idea several times, and then the students were able to help me complete the summaries.

WRITING ACROSS THE CURRICULUM NEGATIVE

RESULTSWritten Reactions to Works of Art

For one writing activity, I had students look at two paintings and write their reactions to the painting. I explained who the artist was and the names of the paintings. I chose two impressionist paintings by Vincent Van Gogh thinking that it would get their creative juices flowing, and they would be able to develop many descriptions of the art. Unfortunately, I received a lot of responses about how they liked the colors and questions about what the fuzzy images were. I think it would have gone better if I would have had the students think more about the paintings before they wrote or gave them more direct pieces of art.

Reactions to Materials Presented in Class

After using the reactions to works of art and reactions to materials presented in class, I have noticed that my students do not have a very good grasp of adjectives and describing. They can often tell me what they see or what the class did, but they have a very difficult time using descriptive words to tell what was presented. I think that the writing activity could have gone better if I would have presented them with material, written a reaction together as a class, and then after another lesson have then write their own reaction and use prompts from the class reaction that we wrote.

Summaries of Outside Reading

This year I modeled a book report after one the students did last year in second grade. I used the same format but added to how long the summary of their book had to be. Several of the students told everything that happened in their book, even the unimportant parts, while others did not give enough information. I thought students would do well because we have discussed and made summaries before, but they did not do as well I thought. What surprised me was that several students did very well when they had to orally present the summary.

NCTE STANDARDS REFLECTION

Standard Response3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

In connection to third grade, Tennessee state standards, this is a very viable standard because it is taught throughout the year. Students need to be exposed to many different reading opportunities, and they need to be able to use different strategies to comprehend what they are reading. They need to be taught different fix up strategies that will help them decode words, comprehend reading, and interpret vocabulary that they are reading. My only concern is that in third grade, several students are still relying on the teacher’s viewpoint, and it is often difficult to get them to evaluate information for themselves. Also, a lot of third graders have not learned to appreciate reading, especially those who struggle, so it is hard to get them to read for fun.


Standard Response4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

This is a standard that I support whole heartedly. It is a very viable standard that has a possibility of helping students throughout life. I have students who do not understand the difference between home language and school language, so I often receive the ain’ts and the double negatives that I know they understand how to correct. My belief is that students need to understand that as they get older and are in public more often that they need to present themselves in a positive light through how they speak and write. I think teachers need to promote grammar in how they speak and write themselves so that students can see it taking place.


Standard Response5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

This is a standard that I support, but unfortunately do not spend a lot of time expressing it to my students. Students need to understand that writing, just like speaking, has a purpose and an audience. They need to be able to communicate properly with others and present material in a way that others will understand. Students often focus on getting the thought across that they do not think about editing a writing activity to make sure everyone can understand it.


Standard Response8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

This is a very valid and viable standard that I support. With new forms of technology becoming a part of students’ lives, they need to understand how to use these resources. They need to have research skills and the ability to find information that will help them with their ability to communicate. They also need to understand that information can come from several different areas and not just necessarily from a book or a computer.


Standard Response10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

I think that this is a standard that needs more support within school systems. That is why I think it is a valid standard that needs to be used, but I am not sure if it is viable in some areas. Often teachers are so focused on making sure that the student is fluent in speaking English that the student may not comprehend what he/she is reading. In a previous class, a teacher explained that a student may understand a concept in Science, but they may not have the vocabulary to support it. I think we, as teachers, need to support students in any way to help them understand what they are learning.

STANDARDS INFORMATION

Standard 1: Theoretical Base• This is a standard that is used throughout the year by teachers

and reading specialists. Teachers can meet this standard by looking at the specific theories to help understand where a student is in his/her reading ability or other areas and focus on what the student needs to bump him/her up instead of starting too high and frustrating the student.

Standard 2: Theoretical Base• This standard is used daily by teachers. Teachers can meet this

standard through the way they teach what needs to be covered, how they group students throughout the day, and how they support student learning by modifying their lessons.


Standard 3: Individual Differences• Like Standard 2, this standard is used daily. Teachers can meet

this standard through modifying their lessons to meet students’ needs, small group instruction to focus on students’ strengths and weaknesses, pulling in outside resources to connect with students’ lives, and by studying and covering state standards in different ways.

Standard 4: Reading Difficulties:• Teachers use the three previous standards to help students

with reading difficulties. They can meet this standard from the way they use theories to support student learning, by how they group students to facilitate learning, and through the way they use different strategies to meet the individual student’s needs.


Standard 5: Learning Environment• Teachers can meet this goal through the variety of books and

other materials they provide in their classroom library. They can also pull in different content strategies to support what students are learning in other subjects. Teachers can participate in daily read alouds and provide parents/caregivers with support to assist them in helping their children become better readers.

Standard 6: Word Identification, Vocabulary, and Spelling• Teachers can meet this goal through teaching phonics skills to

students to help support the development of reading skills. They can also meet this standard by teaching students several ways to recognize the meaning of words in context in fiction and nonfiction passages. Teachers can finally meet this goal through providing students with different patterns to help facilitate spelling.


Standard 7: Comprehension• Teachers can meet this standard by teaching multiple

comprehension strategies to help students understand different genres. Teachers can provide experiences that develop students’ prior knowledge, content skills, and metacognition. Teachers can allow students to develop writing strategies to help convey their thoughts and feelings.

Standard 8: Study Strategies• Teachers meet this standard by how they teach students

to comprehend new information, use different forms of resources to understand material, and to develop their own metacognition.


Standard 9: Writing• Teachers can meet this standard through the ways that they

relate reading and writing. They can provide opportunities for students to develop their writing skills based on what they have read, what they have studied, and how they are feeling. Teachers can also meet this goal by teaching the basic writing process to expand students’ writing abilities.

Standard 10: Assessment• Teachers can meet this goal through providing different

assessments to understand students’ strengths and weaknesses. They continually use data from these assessments to develop a plan for helping each student become better readers.


Standard 11: Communicating Information• Teachers can communicate with different people at the

school level through planning, discussion of assessment results, and developing curriculum plans. Teachers can communicate with parents/guardians through newsletters, phone calls, conferences about how their child is doing, and giving parents advice on how to help their child succeed.

Standard 12: Curriculum Development• Teachers can work with others on linking lessons to state and

common core standards. They can develop individual goals for students by looking at their needs and strengths and by grouping students across grade and room level to meet their needs. They can look for materials that can help students and that they know can work on different levels.


Standard 13: Professional Development• Teachers/Specialists can provide assistance through

professional development opportunities by helping teachers in areas that they need help. They can also keep up-to-date on new techniques through research and continue their own professional development to help others develop their own skills.

Standard 14: Research• Specialists continue ongoing research through

reading professional articles and completing professional development. They provide teachers and students with opportunities to develop new techniques and modify/adapt those areas that may or may not work.


Standard 15: Supervision of Paraprofessionals• Teachers help paraprofessionals in planning and providing

materials that they may need. They provide support in allowing paraprofessionals growth opportunities in the area of reading to help them guide their teaching. Teachers also provide support by observing the paraprofessional in their teaching abilities and giving appropriate feedback.

Standard 16: Professionalism• Specialists work with others to help develop everyone's

reading abilities. They treat others with respect while collaborating about students’ needs and the development of reading programs. They are continually increasing their knowledge and developing an understanding of ways to help provide other professionals and students with what they need.

SMALL GROUP INSTRUCTION

This year my principal wanted teachers to provide a more standards focused small group instruction instead of only focusing on fluency and reading skills. With this practicum, I found myself focusing on the students’ needs and how to deliver that to the students. I was able to provide students with chances to improve their reading skills and also to focus on supporting students on standards based instruction.

PROFESSIONAL CONFERENCES

Supervisors from the Central Office asked me to attend a Formative Instructional Practices (FIP) conference. In this meeting, the presenters discussed that teachers need to start unpacking the standards (both the Diploma Project and Common Core) to look at what needs to be covered and to use the standards along with assessments to help guide instruction. This conference helped me understand more about the shift to Common Core Standards and how using them now will help teachers focus more on what needs to be taught.

TIME LOG

COPIES OF DOCUMENTS

Here is a copy of the Field Classroom Survey files:

Here is a copy of my Time Log:

NCTE Standards Reflection:

Field Classroom Surveys

Field Experience Record

Standards Reflection

melissa killian

Documents