VT/T/ZT ONG SIUIOM OOT =s}UIOg [eIOL saounosay paysiqnd °g sajstuy yueasay (sojyoud 40 ‘yJOM JUApPNIs ‘suOssay ‘e/NII4IND ‘sajnpayss) uoNeIs ajdwes suoleAslasqgQ Wwoodsse|> (uogequawnsog || 98 $}@aYs 807) edUaladxq pjal4 swuexy squawuBissy 3asinoD sjnopuey asinop Sa]ON asunoD (‘aouaadxa olopsod ayy aqiiosaq -ydessesed auo) uoAIByaYy rsease BUIMO}|OJ BY} JO [|e 10J JaPeaH UONIIS e a}eaID $]Ua}U0D Jo ajqe] e ayea19 Japuig Sury ¢ e aseyoung O1|0JWOd BduNosay juawssassy/uoyeAsiasqosouatIodxy pyar JObservation Log Form Name Juan C Rodriguez School MCS Limited Date Number of Hours | Classroom Teacher or Director Signgture October 06 2014 a MEY P= October 07 2018 2 Nba October 08 2014 2 ee. z October 09 2014 on October 10 2014 2 ‘October 14 2014 02 ‘October 15 2014 2 5 October 16 2014 2 Lp a This form is intended for all child development courses. SAS RIenrareemesa a aneeannEEEEEEememeenmnnenene Created by: A. Atkins Page 2F oF Supervisor Verification Form Name of Director/Supervisor: Maria Salazar School: MCS Limited Date: October 30 2014 \ certify that Mr. Juan Rodriguez completed 16 hours of field experience at MCS Center. Ican be reached at (773-9270506) for any additional questions in regards to the field experience hours. Thank you. Printed Name of Supervisor: Marja Salazar Signature of Supervisor: This form is intended for all child development courses. et Created by: A. Atkins Page 3Supervisor/Director Survey Supervisor/Director: Maria Salazar School/Center: MCS Limited Name of Volunteer: Juan Rodriguez Date: October 30 2014 Please answer the following questions as accurate as possible. 1-Never 2-Sometimes 3-Always 1. The volunteer was professionally dressed on a regular basis. Always 2. The volunteer was punctual. Always 3, The volunteer supported the instructional and professional goals of the Center Always 4, The volunteer was helpful and showed initiative. Always 5. The volunteer was to learn new things. Always 6. The volunteer interacted respectfully with the children and staff. Always Supervisor Signature: Additional Comments: (Please complete this section if you have any information that you would like to share about the volunteer.) form is intended for use in CD 201, 258 only. | Created by: A. Atkins Page 4Self-Evaluation Name of Volunteer: Juan Rodriguez School/Center: MCS Limited Date: October 30 2014 Please answer the following questions as accurate as possible. 1-Never 2-Sometimes 3-Always 1. Iwas professionally dressed on a regular basis. Always 2. Iwas punetual. Always 3. I supported the instructional and professional goals of the schol Always 4. Iwas helpful and showed initiative. Always 5. Iwas willing to learn new things. Always 6, linteracted respectfully with the children and staff. Always Additional Comments: (Please complete this section if you have any information that you would like to share about your experience in the field.) Supervisor Signature: This form is intended for use in CD 201, 258 only. ETT ann ine eee Created by: A. Atkins Page 5SUOTIBAIOSGC WOOISSP])‘Observation Form Date: 10/06/2014 ‘Age Group: 3 to 5 years Activity/ Content Area: Circle time Instructional Setting: Small Group Observation Focus Cognitive Development Observation (Write exactly what you see) Interpretation (Draw conclusions, evaluate, and provide a possible rationale for what was observed) In the classroom are: Teacher Five kids It is 8:15 am, children are sitting in a red carpet that has the numbers 1 to 20, in a circle, in a middle of it, and the ABC’s around rectangle carpet, The teacher said: "now we will read the book JF J HAD A DRAGON’, one of the kids yield "yessss" teacher pointing in the cover which is the name of this animal, it is a Dragon. Yes "J "very well. ("Swill be the object of my observation) ‘Teacher continues reading the book, making the sounds of an airplane, and the mom of Morton yelling "Morton back home’ " also yell. Teacher asks for what is the Dragon special power? "U" say" it can fly” and "J" say “and blow fire for his mouth". What will happen with the kid hair? “J” answered, "it will grow again” and a girl "O" say, " he needs fix his hair", Teacher says all of you are right, Teacher "Now please sit down around the table", Child shows enthusiasm with the lecture, and participates actively in the class. Found responses to specific problem easily, and expresses their knowledge with a correct use of words.Teacher ask O" to put the book on the bookshelf, girl takes the book and sets it down, meanwhile, child are sitting in chairs, Teacher takes a basket of blocks and starts putting a red, a yellow, a blue and a red and asked, who can say me which color is next’? "J" answered "yellow", teacher and next? "J” answered, "blue", perfect said teacher. Teacher changed the order and now puts two yellows, two blues, two reds, two greens and two yellows. Then she asked "U" which is next? He answered "red! )" yells "no" "blue", Teacher encourages "J" to put blocks. When it is complete the teacher said: two yellows two blues, two red, two green, two yellow, two blues, two red, two green. "U" said "and now two yellow’ teacher ask him and next? He answered two blues. Teacher said "perfect". ‘Teacher puts the song "cleanup" in a tablet, and said: now we will take the snack. How many cups and napkins do we need? "J" stands up and starts pointing every individually and said: one, two, three, for, (and pointing himself) five". Child understands sequences by quantity and color, can, identify the pattern by two and the order color in it. ‘The knowledge that child have, let him completes patterns in a correct way. Counts children in class with accuracy, putting number in a correct sequence and to each one child.Observation Form Date: 10/08/2014 ‘Age Group: 3 to 5 years Activity/ Content Area: Circle time Instructional Setting: Small Group Observation Focus Cognitive Development "Observation (Write exactly what you see) Interpretation (Draw conclusions, evaluate, and provide a possible rationale for what was observed) In the classroom are: L", are playing with soft blocks, they has different shapes: triangles, squares formed in a piece or by two triangles or two pieces with a half circle to form an square with a cylinder in the middle, big rectangles, and medium rectangles. And colors: yellow, red, blue and green. Teacher takes a red triangle, and asks "U" what is the name of this shape? "A triangle", which colors is Red” answers "U" Teacher looking takes a yellow rectangle asking these is a......? "J answered it is a yellow rectangle because has 2 sides equals. Each child is making its own strueture. "J" says "Iam making a police station”, "U" says "Lam making a big house, say "you will need many blocks", takes some Teacher Five kids Teacher? Interpretation (Draw conclusions, evaluate, and provide Five kids a possible rationale for what was observed) Knows the name of shapes and some characteristics of them,and put near the structure. "U" Took *J” and smile. "J" says the big ones (a complete rectangle) Can be the walls of your house. Teacher played the song "Five Little Monkeys" And encourage children to clean up the area. While children clean, she takes the basket of hard plastic blocks and starts putting them in columns from 1 to 20, she takes two sets of soft numbers | to 10. When children finish, "U" ask teacher, what we will make now? Now we play to match the numbers, said teacher. "0" how many blocks are here? Ask teacher (Pointing one block), "O" answer "one", teacher says: ok now put the number underneath column, "O" takes number one and put in the correct place. Teacher continues asking each one until number twelve. Teacher: "J" How many blocks are here (pointing twelve block), child looks, and keep silence, Teacher says you can count the blocks, "J" starts counting one to twelve in the correct order. ‘Teacher encourages him to count until twenty and he continues: thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. Teacher, now count from ‘twenty and beyond. Child looks, and keeps silence. Teacher pointing blocks, count from twenty to one. Problem solving with concretes objects Place objects in sequence or series Child count 1 to 20 in the correct order, He cannot count backward 20,When teacher finishes of read the book, she encourage children to free play, "" says, I will to play with blocks, and take the basket with blocks, and looking the teacher says I want to make a house, "U", asked I can play with you, and "J" said "NO, arms yours". Teacher asked something happened, and he said no I prefer make my ‘own house because him do not understand me. Ok said teacher, go ahead. Maybe tomorrow you let child play with you.Observation Form Date: 10/09/2014 Age Group: 3 to 5 years Activity/ Content Area: Instructional Setting: Small Group Observation Focus Cognitive Development Observation (Write exactly what you see) Interpretation (Draw conclusions, evaluate, and provide a possible rationale for what was observed) In the classroom are: Teacher Five kids Kids are playing with soft blocks, "J takes two triangles and form a square and introduce in the plastic bag. "U" reach them blocks and both continuing put in in the box, that itis @ big rectangle with 100 pieces, some pieces have cylinders inside squares and has various colors the pieces form a exactly rectangle. Children perform this activity for about eight minutes, when they are finishing; teacher makes sound the song of "Clean Up". Kids finish packing the blocks. Teacher takes a book and say, please sit down we will read this book. What do you think is this book about? "J" say is a girl playing with a plant, teacher say " yes “, teacher pointing the seed, and what is this, "U" say it is a stone, teacher it looks like stone but now we will look what is this exactly. Teacher read the book (this book explain a cycle live of a plant), when teacher finish read, ask what will happen now? It will ‘grow another plant answer "J" Children know shapes and can manipulate visually to introduce in the box. Children known the routines and can pass from one activity to another easily. Children understand the eycle process life.Observation Form Date: 10/10/2014 ‘Age Group: 3 to 5 years ‘Activity/ Content Area: Circle time Instructional Setting: Small Group Observation Focus Physical Development ‘Observation (Write exactly what you see) Interpretation (Draw conclusions, evaluate, and provide a possible rationale for what was observed) In the playground are: Teacher and assistant Bight kids ‘Afr read a book teacher say, is our turn to play in the park, Children yield "yessss", and run to put their jackets, scarves and gloves. This process take around eight minutes, "J" says "U" we will thrown from slide and can scale up the wall. Children walks quickly to the playground and go up the slide "J" uses both legs coordinately and sliding go down, next he go up the wall climbing, using both arms and both legs, when he is up says teacher look at me where I am, Teacher answered "very good", Now you can pass the rail? Children go to the rail and makes a line to pass the rail, "J" starts balancing and puts first their right hand and next the left, while he is singing, "J" yess | am Spiderman. He runs and "0" say him you can jump the hopscotch, and he says I can, and starts jumping with both feet’s, "O" says ‘no” in one feet, Let me show you and jump in one feet. Child shows coordinated movements and practice to make physical activities. In this activity child shows that need more training to make correctly.Observation Form Date: 10/14/2014 ‘Age Group: 3 to 5 years Activity/ Content Area: Free play Instructional Settin; ‘mall Group ‘Observation Focus Cognitive Development Observation (Write exactly what you see) Interpretation (Draw conclusions, evaluate, and provide a possible rationale for what was observed) In the classroom are: ‘Teacher Five kids Children are playing with the seale "L” throws a toy and "J" says, "nothing happens", children continue playing to weight on the scale. "J" says "it reach number 4". "J" Move the buttons of weight and hear the machine, call "E" and say him hear "cheese", “chicken”, "L" asking "J" How much Sr.? And "J" says "four". "E” says, please give me a corn and one chocolate, How much Sr.? " answer "five", 1,2,3,4,5, counting the money, "A" throw the piano in the carpet, "J" see it and yield "Maria, the girl throw the piano”, "J" continues playing, and ask "U" which it is the name of this? Showing a play cor, "O" answer it is a com.Observation Form Date: 10/15/2014 ‘Age Group: 3 to 5 years Activity/ Content Area: Science Area Instructional Setting: Small Group Observation Focus Cognitive Development ‘Observation (Write exactly what you see) Interpretation (Draw conclusions, evaluate, and provide a possible rationale for what was observed) In the classroom are: Teacher Five kids | Child are playing with beads of wood, "J" puts one in cach finger and say blue, yellow, red, green, orange. Next he puts the beads in each post, in the correct order. Next he stats talking and say my mom bought me this, shoes blue and white, continue talking and say she bought me in the soccer shoe store. It is so nice say teacher. After snack we will make colors, which colors do you remember? Red, blue, purple, orange, yellow, pink, brown. Answered child. Very good say teacher now we will take the snack, child go to the bathroom for ‘wash their hands, this process takes nine minutes, while teacher takes a white sheet with a circle painted with lines in six slices, paints and colors, when all kids are sitting around the table she puts three drops of color red and paint the box in the middle, next she takes blue and do the same with yellow, to form secondary colors. Child recognizes colors easily and plays freely making new uses of things. Children are amazing with this activity and want create their favorite colors.Observation Form Date: 10/16/2014 ‘Age Group: 3 to 5 years Activity/ Content Area: Circle time Instructional Setting: Small Group Observation Focus Cognitive Development Observation (Write exactly what you see) Inierpretation (Draw conclusions, evaluate, and provide a possible rationale for what was observed) In the classroom are: Teacher Four kids Children are seating in a circle, teacher says now we will read this book, taking the book in his hand, what animal is this? Is a Spider answered "J". What is it doing? And it is making a net, say "O". Yes, itis correct say teacher, let me read this book "The very Busy Spider". Teacher starts reading and children imitate the animal sounds. "J" says this entire animal live in a farm. Yes, says teacher. ‘And continues reading. Teacher finalizes ask children which animals they saw in the book, and they starts saying the Dog, Sheep, Duck and more. Teacher says now she takes a basket with other animals and mixes all, and says now I show you an animal and say me where they live. Please "O" where live the Lion? In the zoo answered "U”, No says "J" they live in the Jungle. Itis correct, say teacher. Teacher takes other and ask which is these animal, a Tiger says "U", Where they live in the Jungle too. Now which is the name of this animal Children recognizes farm animals, and savage animals.Observation of Language and Literacy in a Preschool Program At Instituto del Progreso Latino Pre K Program Instructor Jennifer Alexander Juan C. Rodriguez 10/17/2013Juan C Rodriguez cD 109 Instructor: Jennifer Alexander October 06 2013 Observation of Language and Literacy in Preschool Classroom ‘The observation work was realized at “Instituto Del Progreso Latino Pre K Program” located at 2520 South Western Ave. Chicago, IL, 60608. The criteria for observation were the ELLCO toolkit, Research Edition. The teacher in charge was Mrs, Laura Calvario assisted by Mrs. Teresa Robles. Ages of children observed were 3 to 5. ‘The program was created to support parents who need to take care of their children while studying; programs that are attended at night are English as a Second Language and Nursing. Teachers arrive at four in the afternoon, the children begin to arrive at five -thirty and are until 9:30 pm. The first program will impart knowledge in an entertaining and effective manner for this age group. The reading and writing area is separated from the block area and math books, which children can easily access. Some children’s works and other activities are displayed with subjects like “The Fall and ‘Five Senses”. In this area are also two sofas where children can sit comfortably to read a book. The selection of books was done by the teachers according to the themes that will be handled during the month of October a3\The Fall 4and? ‘The Five Senses ". Regarding the fall I could see books like "Iam a leaf," Leaves" ," Zero is the leaves on the three" , "Leaf Season" , "Let It Fall" and the five senses a book and an area for this subject. The books that children have at their disposal calculation may be over forty. ‘There are one or two books in subjeet areas such as science, math, and drama. The program also has a music area, where in addition to a recorder students could appreciate different musical instruments and some audio books.Juan C Rodriguez cp 109 Instructor: Jennifer Alexander October 06 2013 In the writing area, a table for eight children can be seen on the shelves different types of paper (cut, paste, paint, textured), scissors and glue as well as markers, erayons, thin and thick brushes, and faders. All materials are marked with large letters and easily identifiable. There is an alphabet in one of the windows of the room, at the height of children, as well as posters with animals and the initial letter of each of them. The science area can also be put up for writing, as there are a table and chairs to accommodate as many children, Around the room, you can sce different works by the children as dry tree leaves pasted on sheets of paper, like graphics with photographs of them doing activities related to fall and the five senses. In my tour of the lounge, I also found puzzles in all areas available for use, as spellers with different patterns and textures, each foam timber and accessible for children. My first impression when I got to this room was warm, both the environment and the friendliness of the teachers working in it. With that same warmth, the teachers greeted the children who asked who T ‘was and what I make in the classroom. Teacher cordially explained to the children that I was a student and they would help me with my homework. Then the children asked the teacher what they would do, so | realized following a well-established routine. The decor of the room mainly communicates monthly planning, as is the case of the two major themes of the month that are autumn, the season of the year, and the five senses. Children showed confidence with teachers to ask questions; even I had the chance to talk to one of them who told me that was the “O" “eye” in Spanish ”ojo”, showing me a flash card. Children were sitting at the table. They waited for the start of the activities. In this room, you can see that the books have been chosen according to the two main topics of the month. However, the number of books per child fails to be adequate. Teachers explained to me this isJuan C Rodriguez cD 109 Instructor: Jennifer Alexander October 06 2013 Because many times children stay at home with other family members or parents simply do not come to study, and this reduces the assistance. That last is what creates the need for books, ‘The aloud readings were related to the fall as in the ease of “I’m a leaf", which at its rear has a seties of questions to measure reading comprehension. This reading was followed by an aetivity. The teacher asked to stick children together with whom they chose. Dry leaves on a piece of paper and reading supplement promoted dialogue among children, At the end of this activity, the children had apply the leaves to the sheets wrote the word fall on each of the leaves, both in English and Spanish, ‘The teachers who attend this program are trained at the university level, are cordial and attentive. This makes the classroom environment suitable for learning, offsetting the lack of space for physical activity. The unstable attendance makes the number of books not indicated by the observation instrument ELLCO. This is a good exercise because it allowed observing when a classroom is meticulously set with all of its books, materials, and areas. The classroom set the mood to provide and optimal environment, for the welfare of children, and promotes their learning. Additionally, the attitude of the teacher and dynamism make children happily participate and learn which the primary objective of their work is. Juan C. Rodriguez,September 24, 2013 To Whom It May Concern, | /) SO) Aovetev EC__isa student currently enrolled at Richard J. Daley College. The course entitled “Language Development” (Child Development 109) requires all students to complete one 3 hour observation in a group preschool setting. I hope that your child care center will allow my student to complete their observation hours at your site. [ appreciate your help in this matter, Please feel free {o contact me with any questions or concerns. ‘Thank You, fru vad’ Professor Jennifer Alexander, M.Ed 773-838-7735 Jalexander27@ccc.eduwoo Buuanandemreoiqinn Gi/e-e89-008-1 09 Suysrere “YW UONAN "Uy 1H Ineg Jo uossnued ynoyy aonpendos you og 409 weuldjereq voueonea Aa zOdz @ WOUKdOD Sey eS ae x ONS Sanyal ae :S]U@UILOD Je10UaD, ‘squapnis saigo Aq uerods saBenBuey ~ :uoyenesgo jo 816q a ye A a0 swoossse|o ul uayods eBenBuey Azeutiey ] Z : A mano RIS eT oh Te OS ST TT pon Bon fs Fe set 304 HEgeSP Bune peynuep! am syopms Jo JeqUNN = <= wap o 08 20pm19 areas Bune sonny son SES USES ter [eine is :8hoq jo sequinyy p16 yo Joqumy amoqu soupe0, pue voneniasag woorsseiQ, MBE Jay Jo sequnyy ——7—— {Sop ‘seypeer-09 'soyses} 8) sieygee% Jo gunn Rep wooussepp ouliua Jo uoqeng sippayg yusuuos!Auy Ao2s0} “Wd Of 6 = Juoyentasqo Jo uoyeanp pue wi, GAL31d N03, = a SNOLIWAYASEO SGM ASTAAL = aQyavnred want ate u/ N Pore vIN qOUpSIP Jo wesBog proossey uoHeALIesqO ER ey woneATESqO WooIsse[ Aoerayry 9 abenbuey Ayreq 10,°}a] Tagorekee Buysie coxgmnn $446-089-008-4 90 Buyayane Soyeoig Hime Jo WEE oy, aNpaida: You Og “aN uoMON “ou e195 Weuxdonag UOHEONpa Kq Zoo @ WYBKSO Es Grgtterye te (el) {s[eueyeM jos ancy, pareao] 212 S2100q SYM ware ou Sa0qT“P Be, i 5 OSG Sarg) 9) wey ma, SP ae anata 2 ~ ¢Bumpeot yooq 10} yen apise yo vare we sy “y ealy yoog” staarasqo W001 2p 10g Aiyaps uosoid am uarpriyo ous uoqea porojdeao> aqco BuNSIERESECOIgMAM S116-889-000:1 00 SuRRRY eEyORIG +} Fed Jo LrEeUed oyu sonpaida! ov og “Ai wore Fou) Yatuag wousdojonag uegsoneg fq Zooe @ WOuld pe mown wasp “uaspyo Aq posn Apvos 30 ona oko ‘sadogs sang pao" nj daroxa ypson Ut paw ay fr 8¥00g dea? 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