An afternoon in the second grade (pre-internship placement reflection)

When I arrived the students were coming in from recess and my CT read from their chapter book The City of Ember by Jean DuPrau. Within the story the character was trying to decode words from a list of instructions that were missing many letters. There was a picture of these instructions in the book, my CT placed the picture upon the interactive whiteboard and had the students assist the character in the book with decoding the words. I found this activity to engage the students with the story.


The students were extra chatty this morning and my CT had to move some around the room and create new groups. This made it a little difficult for me as I am trying to learn their names. What are some good techniques to learning students' names? Here I am only in need of remembering 22; however, when I am in middle school, I will need to know about 150+ Please pass on any words of wisdom, that works for you.

Before going to block, students were instructed to prepare for their iStation time after recess. They were able to get out their mouse, headphones, and Chromebooks. They were called out by rows/ groups to obtain their materials; I began thinking of my own routines in my future classroom. I really like how the students knew how to properly carry their chromebooks, the mouses (or is it mice) are stored in ziploc bags within a large box and the headphones straddle the edge of the large box. This large box sits on top of the chromebook charging station. This makes great storage; but I cannot help but wonder if students are retrieving mouse and headphones during one trip and then chromebook in the second trip then the box and the charging station should be separate. This allowing two groups of students retrieving materials at the same time; for better time management. It also eliminates wait time for the students which I have observed can create excess talking, playing, etc.. Again, I do like the routine of preparing for what is to happen when they return to class to assist with transitions.

While the students were in block, my CT and I attended a 2nd grade Team meeting led by the principal. This team meeting topic was IRI data. The principal went over the percentages of students who were at benchmark in the Fall & Spring of school years 2015-16 , 2016-17 and then Fall 2017 and what each teachers goal was for Spring 2018 to meet with the districts Spring 2017 benchmarks. It is now, I am thankful for the readings we have had in regards to data; I was able to understand most of the conversation that was had between principal and teachers in the room. This conversation of data moved to the importance of tracking individual student data in Milepost. From now on, teachers will be held accountable for entering in interventions for each of those students who are not making benchmarks in the Spring and the Fall (tutoring, summer school recommendations, Title 1, etc) by attaching it within their teacher evaluations. If students are not meeting benchmarks, it is important for teachers to list the interventions that the students are involved in toward meeting them in addition to the assessments completed to see if the interventions are productive. Not only do the stakeholders within the school, district, and the state want to know what teachers are doing, this information will be beneficial to future teachers of the student.

After recess, the students had a writing assessment; the staff member ( I do not recall her specific title) completed a small lesson with them to assist them with writing a five sentence story in five minutes. The students had to finish the prompt about a cat who wanted to be a spacecat. The staff member led the students through individual thinking, sharing with their partner, and then sharing with the class different ways this cat could become a space cat. The students were very creative with their ideas in how they could make a rocket, how to get the cat into the rocket, and how the cat felt about reaching its goal in becoming a spacecat.

The writing assessment was a change to the original plan of the day, so the students were able work on a math program of their choice instead of iStation for the remainder 20 minutes of the school day. While the students worked individually on their math, my CT called students back individually for a variety to assessments that needed to be completed.

This brought us to the end of day and preparation for the bell to ring.. until next time!


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