As part of SEDN 683 Practicum II class, I had a privilege to be a student teacher at P.S. 255 located in Brooklyn. The school is a multi-cultural Pre-Kindergarten – Grade 5 elementary school with a diverse population. My first hundred hours, I completed as a student teacher at Grade 1 classroom which serves four children with ASDs and twelve typically developed children. It was a Nest Program classroom, Integrated Co-Teaching program (ICT) for higher functioning children with Autism Spectrum Disorders (ASDs).
It was a very valuable experience when my Practicum professor, Dr. Le-Nora Jones McBeth, came to observe my ELA lesson on Wednesday, October 7. I was teaching about the Frog Life Cycle. In my lesson, the students identified and labeled …show more content…
The “Frog Body Parts” chart served as an assessment tool. I administered my post-assessment at the end of the lesson. Creating by each child the “Frog Life Cycle” diagram served as an assessment tool. When the diagram was fully created, I approached children one-by-one and asked them to list all the stages of the Frog Life Cycle with the related sentences. I provided to each child feedback on a post-it note. For example, “You used a very thoughtful approach to create the “Frog Life Cycle” diagram with relevant sentences. You chose and wrote accurately five sentences that describe stages of the Frog Life Cycle.” I created an assessment table for the lesson. After the table had been completed, the students’ progress toward achieving the learning goal was evaluated. Data on the students’ strengths and weaknesses was evaluated and served as pre-assessment/baseline data for the following lessons about frogs. The example is following. “Student’s strengths: The student possessed previous knowledge about frog boy parts. He/she accurately followed directions provided by the book Frog Life Cycle by Justin McCary, chose pictures, and attached them to the chart. The student demonstrated confidence related to creating a “Frog Life Cycle” diagram and choosing appropriate sentences to describe a certain stage. Student’s weaknesses: The student still experienced difficulties with non-fiction text features.” Each student received an exit ticket at the end of the