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1 Classroom Discipline y there are always two sides to every story, so if the action involves discipline of two students

, you must listen to both sides. Indicate that you try to get the students to resolve their own disagreements, which may involve compromise. And end the discussion by asking them, "How will you handle the situation next time?" y Develop ground rules the first week to establish what is and isn t acceptable behavior y Rules discussed and agreed to makes students accountable and responsible How do you teach beginning reading? y Letter recognition and sound association y Assessing reading ability y Leveled Literacy = Selecting developmentally appropriate books y Uninterrupted time with guided reading group y Guided Reading = sell it as a book club y Predictions y Picture Walk y Vocabulary y Read together How do you assess beginning reading, both formally and informally? y ORF (Oral Reading Fluency) y Running record y Reading A to Z (paper book series) Training in alphabetic basics To read, children must know how to blend isolated sounds into words; to write, they must know how to break words into their component sounds. First-grade students who don't yet know their letters and sounds will need special catch-up instruction. In addition to such phonemic awareness, beginning readers must know their letters and have a basic understanding of how the letters of words, going from left to right, represent their sounds. First-grade classrooms must be designed to ensure that all children have a firm grasp of these basics before formal reading and spelling instruction begins. y Early in first grade, a child's reading materials should feature a high proportion of new words that use the letter-sound relationships they have been taught. If the books children read only give them rare opportunities to sound out words that are new to them, they are unlikely to use sounding out as a consistent strategy y children practice reading independently with texts slightly below their frustration level and receive assistance with slightly more difficult texts. y It's as important that children find joy and meaning in reading as it is that they develop the skills they need. Reading pleasure should always be as much a focus as reading skill. Research shows that the children who learn to read most effectively are the children who read the most and are most highly motivated to read. Strategies for teaching comprehension y Learning to read is not a linear process. Students do not need to learn to decode before they can learn to comprehend. Both skills should be taught at the same time from the earliest stages of reading instruction. Comprehension strategies can be taught using material that is read to children,

After reading. and encourage children to predict what the story will be about. and material the child reads to the teacher individually. y How would you help the struggling reader? y Assess where need is y Check comprehension and fluency y Need to be heard everyday y Book Talk y Confidence Reward little chunks of progress y Beginning word recognition . These might combine material read to children. comprehension. In first grade. The Academy report further recommends that primary grade children should be expected to spell previously studied words and spelling patterns correctly in final writing products. the pace of instruction. and individual needs for assistance (such as tutoring). and ask children to identify problems and solutions. while research shows that using invented spelling is not in conflict with teaching correct spelling. such as asking themselves on a regular basis whether what they are reading makes sense or whether there is a one-to-one match between the words they read and the words on the page. material to which children respond on their own. Regular schoolwide assessments based on students' current reading groups can be given every six to 10 weeks. These school assessments should be aligned as much as possible with any district or state assessments students will have to take. Still. activate background knowledge.2 as well as using material the children read themselves. Writing. not to indicate how children are doing on national norms. the National Academy of Sciences report does recommend that conventionally correct spelling be developed through focused instruction and practice at the same time students use invented spelling. cause-and-effect charts. writing. point out difficult words and ideas. to create graphic organizers (such as webs. or outlines). regular curriculum-based assessments are needed to guide decisions about such things as grouping. Informal assessments can be conducted every day. assessments should focus on all of the major components of early reading: decoding of phonetically regular words. During reading. children may be asked to retell or summarize stories. teachers can establish the purpose for the reading. and so on. in addition to being valuable in its own right. Children can be taught specific metacognitive strategies. to put pictures of story events in order. recognition of sight words. Research shows invented spelling to be a powerful means of leading students to internalize phonemic awareness and the alphabetic principle. review vocabulary. Curriculum-based assessment y y In first grade and beyond. Before reading. gives children opportunities to use their new reading competence. The purpose of curriculum-based assessment is to determine how children are doing in the particular curriculum being used in the classroom or school. teachers can direct children's attention to difficult or subtle dimensions of the text. and so on. Anything children do in class gives information to the teacher that can be used to adjust instruction for individuals or for the entire class. Writing programs y Creative and expository writing instruction should begin in kindergarten and continue during first grade and beyond.

sensory writing y Children s books to support (descriptive do something like it. How would you teach writing? y Here. making entries several times a week. smell. list descriptive words. Model. y Word Walls y Word List drills y Poetry y Games y Flash Cards y Pointing out words in stories y Site word notebook How would you combine teaching decoding. like how to use descriptive words and correct punctuation.3 y Ask yourself if this child is having difficulty with pronunciation or other aspects of language. so they CAN read. break down into senses. so the understand what they read? y Teach skill in isolation y Then. and teachers will focus on writing techniques and strategies. since journal writing helps children build writing skills and develop ideas for stories. How would you integrate the two? y How would you teach sight words? y Fry s List Master first 50 100. Kids should learn how to write using the following steps:  Prewriting  Drafting  Revising  Editing  Publishing  Sharing  These steps often help kids organize their thoughts. with comprehension. taste. This is a student who probably needs support from a professional reading specialist. find books that contain phonics skills . then go on to next step y Also using common phrases y Identify in writing y High frequency words most frequently occurring in reading material. Children with oral language difficulties are at much greater risk for reading and writing problems and should be evaluated by a speech and language specialist. y Students should learn about the mechanics of writing. which means spelling and punctuation. sensory images) y learn the reasons why people write y First-graders should keep a journal.

4 What type of classroom management system would you use? y Conversation. and Success y Structure and organize all settings for success y Clarify expectations for student behaviorv y Teach expectations directly to studentsv y Interact positively with students v y Correct misbehavior calmly. IXL Math.) How would you integrate technology into your classroom? .v y Continue reminding.v y If more than 3 days off visit and restate/re-teach expectations. consistently. Activity. Movement. Participation. Help. etc. re-teaching and recognizing expected behavior throughout the school year.v What types of centers would you use? y Reading y Writing y Math y Meaningful centers that reinforce what is being learned in the classroom How would your ideal day be structured? Have you ever worked with remedial/special education staff? How would that look? How would you teach and assess math? What types of developmentally appropriate activities do you include/use in your teaching/day-today work with the kids? How would you include parents? y Parent newsletter y E-mail y Communication calendar y Special events y Make myself available y Constant contact What types of technology have you used/are you comfortable with? y Power point y Internet resources (Success Maker. and immediatelyv y Begin communicating and teaching school and classroom behavior expectations on the first day of school.

teachers. remedial teachers. y genuinely cares about the students. and the district.. you will find a lively and colorful room y Sight words . etc..combined with the ability to bring faculty members together to form a cooperative team and motivate them to reach district goals and objectives.)? How would you assess students at the beginning of the year? y running record with comprehension questions y reading fluency test y high frequency words test y writing sample (scored with six traits) y spelling assessment that focuses on sounds y math test What would you do with a student who obviously isn't ready for 1st grade but is in your room anyway? y Peer buddy y Small Groups y Close contact with parents y Want all kids to be working at their independent level What about the student who is ready for 2nd grade but in your room? y Challenge y Higher order thinking How would you teach/integrate science/social studies? What about a 6 year old's social/emotional development ~ how would you teach/ensure that? Why our school? Reputation for guided reading Successful Principle has a vision and a plan to reach that vision. lecturing. What would someone see walking into your classroom? y Print rich environment y Children engaged in meaningful learning (whether through centers. has a great sense of humor. He or she must be easily accessible to both students and teachers.. and can relate well to a diverse group of individuals. speech. be visible.5 How would you collaborate with the other teachers in your grade/other team members (special ed. the principal's presence should be evident on a continual basis.. or hands on learning) y Upon entering my classroom. parents.

such as "Try that again. letter and sound knowledge.6 y y y y y y y y y The alphabet Interactive word walls (Julie Jackson) Bulletin boards displaying student work Numbers Abundance of age appropriate reading materials Student mailboxes Small group station Parent communication Seating arrangement Greatest Weakness: y There are so many creative activities I plan for my students and class time is limited. Does that make sense? Look at how the word begins. Student/Teacher Relationship y A teacher s job is to guide the student as best they can down the path of knowledge and it is the student s job to follow as best they can. Guided Reading y The teacher helps students learn to use reading strategies. such as context clues." y After reading: Strengthen comprehension skills and provide praise for strategies used by students during the reading. The goal of guided reading is for students to use these strategies independently on their way to becoming fluent. as they read a text or book that is unfamiliar to them. I have had to learn to prioritize the lessons that are most important to enhance my student learning. talk about the strategies good readers use. y During reading: Guide students as they read. and syntax or word structure. provide wait time. skilled readers. introduce vocabulary. give prompts or clues as needed by individual students. make predictions. y Before reading: Set the purpose for reading. All other aspects of their relationship as teacher and student stem from this. .

7 Questions for Oveta Colt Hobby Elementary School y Community Support y Parent Involvement y Services available for struggling students y What their school's model is for working with special ed. y Process when there is a concern about a student (RTI) o Referral Process y Student/Teacher Ratio y Support personnel on staff o Support System for beginning teachers o Professional Development or Types of training if hired o Technology Training y When do you hope to reach a decision as to who the successful candidate will be. and remedial students. or what is the next step in the hiring process? .