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Name: Cindi Gaetano Course: EDUCA 1100-NET02

Day 1: Monday 3/20, 2:15-3:15pm

What I did: Reading/Writing intervention.

Egg worksheet along with the classroom on the board at first to make statements about eggs and
draw a picture of an egg. Worked 1 on 1 with the reading/writing activity with one student to
complete their worksheet. Writing journal of a best memory of 4 sentences starting with first,
next, then and finally.

What I learned: How to help the students that dont know all the letters of the alphabet or how to
spell well. For the egg worksheet, the teacher told me to use a highlighter and write the words so
the child can trace them and then we can go over them and later sound out what was written. For
the best memory journal writing the student and I numbered the words first, next, then and
finally, then we worked on sounding out what he wanted to write for each sentence.

What questions I still have: How do I best help/what is the best way to help the kids sound out
the words and spell words correctly?

*Phonetically, not all words will be spelled correctly at this age they get spelled like they sound.

Day 2: Tuesday 3/21, 2:15-3:15pm

What I did: Reading/Writing intervention.

Worked 1 on 1 with the best memory journal writing using the highlighter to write the
sentences relayed to me as needed. Helped 1 on 1 with reading/sounding out a story previously
written by the child that they are going to be reading to a kindergarten classroom.

What I learned: The rules of the classroom in an activity with the kids not be silly in line and
why, not to be loud and why, some kids not having a friend to sit by or play with and how to fix
the situation/what the kids can do, arguing with a friend and what to do/what kids can do.

What questions I still have: Why are some kids separated in the classroom?

*Issues with peanuts and other allergies during lunch and snack only, kids that dont have
allergies can be asked to take turns sitting with child so they arent alone at a table.

Day 3: Wednesday 3/22, 12:45-2:30pm

What I did: Guided reading & Reading/Writing intervention.

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Guided reading with the teacher and small groups working on the level books they are currently
working on and then 1 on 1 with a few of the students. Practiced site words on flashcards with a
few students 1 on 1 and then tested 2 students with their goals for site words.

What I learned: How the teacher runs the guided reading hour. Groups of a few students at a
time are rotated in 15 minute blocks of being with the teacher, reading to self, reading to others,
or working on their writing journals.

What questions I still have: What reading level of books is expected by the end of 1st grade? For
the kids not at the expected reading level for this point in the year what goes home for
homework?

*Level J by the end of the school year. There are site word worksheets sent home for the child to
work on every day as well as the level book once every week corresponding to that level the
child is working on in class.

Day 4: Thursday 3/23, 2:15-3:15pm

What I did: Reading/Writing intervention.

Worked on a site-word spelling activity with the kids as a classroom. Worked 1 on 1 with 2
different students on reading the level books they are at and working on moving to next level,
worked on a counting to 50 activity 1 on 1.

What I learned: How to work through the site word spelling activity in a classroom, the teacher
had the kids on the carpet by the front board and each child has their own white board and dry
erase marker to work with. Seeing how each of the kids spells phonetically will help me work
with them.

What questions I still have: As you see kids consistently misspell how do you note that to work
with them later?

*Note on paper by board and if only a few children, corrections can be made during the activity.

Day 5: Friday 3/24, 2:15-3:15pm

What I did: Reading/Writing intervention.

Worked 1 on 1 to go through the childs previously written story as the class went to read to a
kindergarten classroom. During the reading time helped the kids to sound out words if needed.
Extra recess day with the class on the playground.
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What I learned: How to keep track of the classroom kids while other kids outside, rules of where
the kids are to be during the recess time outside.

What questions I still have: How to keep children from being alone on the playground and no-
one playing with others.

*Guide some of the other children to play with others.

Day 6: Monday 4/3, 8:40-9:40am & 11:10-11:40am

What I did: Math worksheet on telling time & reading

AM - After a lesson on the board working through a few problems from the worksheet about
time worked 1 on 1 with 2 different kids. Working on clock face and telling time to the hour and
the half hour.

PM Story read aloud to the class by the teacher Red Riding Hood and begin work on the
Venn diagram worksheet to be done by each student showing whats different in each story and
then the same in the middle portion.

Worked with a few students 1 on 1 with this, having then relay 3 points of what they felt stood
out in the story read today, wrote the words in highlighter for them to trace to allow them to relay
but not struggle with writing the thoughts and spell them out.

What I learned: AM - How the kids relate to time and how they view it on the clock face. Some
of the kids are not familiar with the small hand pointing to the hour and the big hand meaning
minutes.

PM That the kids really do seem to get involved and grasp what is read to them aloud in a
story. Even though some dont write or spell well yet, they understand and get the meaning.

What questions I still have: What is the easiest and best way to help the kids grasp the concept
of what each number on the clock face from 1-12 mean to be able to not only tell time to hour
and half hour but other increments as well.

Day 7: Tuesday 4/4, 8:40am-12:00pm

What I did: Math worksheet on telling time & reading

AM - During intervention time I worked with a few kids 1 on 1. With some I used individually
held clocks that I would ask them to move the hands on their clock to a specific time I asked.
With others, we used flashcards showing the clock face and asked them to tell me what time it
was showing.
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PM I got to read the story to the class Little Red Riding Hood was Rotten. And then work
with a few kids individually to complete the second side of the Venn diagram and have them
relay 3 points that they picked out from the story as important.

What I learned: AM -That some of the kids are good with the understanding of each number on
a clock face stands for 5 minutes while others just count 1, 2, 3 and dont quite grasp the minute
hand stands for something.

PM That the kids really do seem to get involved and grasp what is read to them aloud in a story
and like to ask questions and during the story. Even though some dont write or spell well yet,
they understand and get the meaning. They thought it was fun that I got to read to them since
Im not their teacher.

What questions I still have: Still working on how the best way to help the kids understand the
minute hand and its purpose on the clock face.

*The teacher showed a trick to show the kids and me. If we are at an hour time and want to go to
the hour, that the minute hand moves to a half-way point between that hour number and the
next. Working on that with hour and half hour before working more with time to exact time in
minutes even though some of the kids get the 15 and 45.

Day 8: Wednesday 4/5, 8:40am-12:00pm

What I did: Math, reading and time test grading

AM - Worked with the kids on clock time during intervention with the individual clocks and
flashcards. Helped with the classroom test on time reading the questions aloud to a few students.
Graded the tests for the kids and turned them back to them. Tested 2 of the kids 1 on 1 with their
goals of spelling/site words.

PM helped complete Venn diagram for differences between the two stories told. Using
highlighter for a few kids wrote the sentences they told me so they could trace the correct words
and then we could work on sounding out words and reading their sentences aloud.

What I learned: How to grade papers. If there is a discrepancy and you (the teacher) is sure the
child knows this she had me call them individually to the desk to show them the question again
and possibly re-answer. Also, learned how very specific papers are graded, if the hour hand was
not quite on the number it should be it was marked incorrect.

What questions I still have: Are the grading rules a bit too specific at this age for time telling as
a child does not always draw a straight line?

*If it was close ask the child to come up and give the opportunity to re-read the question and
redraw, otherwise, yes, it needs to be specific and not close.
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Day 9: Thursday 4/6, 8:40am-12:00pm

What I did: Worked with a few kids 1 on 1 working with the time telling flashcards and
individual clocks telling time to the hour and half hour. Spent time down in the library area
creating door and room decorations for the new science unit starting on Monday.

What I learned: I learned how difficult it is for a teacher to try and manage class and teaching
and trying to do the other extracurricular things needing to be done for a classroom unit or
projects such as project planning, making and creating decorations as well as getting them in
place. Its a lot of work, it was fun for me being crafty and all but I was also out of the
classroom doing this while she was in class with the kids.

What questions I still have: Where do teachers find the time in a day to manage all they do?

Day 11: Monday 4/10, 8:40-10:00am & 1:45-3:15pm

What I did: Math & Science. New units today, math is bar graphs and science is a frog lifecycle.

AM after a class lesson on the board about bar graphs and working through a few problems
together on the worksheet worked with kids throughout the classroom helping a few children on
a 1 to 1 basis reading the questions asked so they could answer and other kids in the classroom
helping them when they had questions.

PM worksheet on a frog lifecycle, went through the project and sang a song a few times with
the class. Helped the kids color and create their own frog to be hung up for the new unit door
and class decoration that I created the week prior. Helped some with coloring, cutting and gluing
the parts that needed to be put together.

What I learned: How fun, knowledgeable, and creative these kids are. Some of them wanted to
make their frogs be poison dart frogs or wood frogs. I didnt think kids of this age would know
the differences but they do.

What questions I still have: How to help a whole class of kids when some are falling behind the
task at hand?

Day 12: Tuesday 4/11, 1:45-3:15pm

What I did: Class meeting and video on bullying. Not much work done just questions or
comments from the kids on bullying. Brought them to the book fair in the library area and
helped a few pick out books and work out money questions to know if they had enough money to
buy the ones they wanted.
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Writing exercise worksheet about favorite season done in groups. Question what is your
favorite season and disagree or agree with your partner? Helped 1 on 1 with 2 kids using the
highlighter to write what they relayed to me and their partners so they could trace the sentences
written and keep up with class.

What I learned: How the kids seem to be effected by bullying even at this age.

What questions I still have: How to best relay to kids at this age how important it is that bullying
be told about and that they need to feel safe in school and that people care.

Day 13: Wednesday 4/12, 1:45-2:30pm

What I did: Writing exercise worksheet about favorite season part two. Question why is it
your favorite season, give 3 reasons why? Helped one on one with 2 kids using the highlighter
to write what they relayed to me and so they could trace the sentences written and keep up with
class.

What I learned: How hard it is for one person to keep everyone up to the task when all the kids
seem to want help.

What questions I still have:

Day 14: Thursday 4/13, 8:45-10:45am

What I did: Math test on bar graphs and graded test papers and turned back to the students.
During reading time worked with a few different kids on their goals with reading. Had them
individually read a story they picked out to me and helped them with sounding out the words.

What I learned:

What questions I still have: At the end of my fieldwork hours and still have so many questions
that come up and things to learn. Every day seems to be a learning experience and been told by
many teachers that even with a lesson plan some days just seem to be a winging it day
depending on how the day is going.

Common core has been discussed and I have questions on that as well if there are kids in ELL
programs or on IEPs. How does it fit in?

I have completed the 20 required hours of fieldwork however have received approval from the
teacher Im working with and the principal of the school to stay on helping out through the end
of the school year and will be continuing that starting that next week. I know the additional
hours dont count so I will not be logging them here.