This seems like a pretty good idea! It gives the children words to connect with the letters, and they get to wear the letter as a crown if they want to. I’m sure the parents will appreciate having their children working more on letter sounds and words that start with each letter – worksheets are effective ways to have the students practice and also have fun with coloring!
Today was a great transition day for the preschoolers in Pre-K! We only had 10 of the 16 kids that we would normally have, so it was pretty calm. They loved the stories we were reading during circle time (Click clack moo, and Dr. Seuss ABC), which was nice because some of the children usually become antsy. They also came up with good ideas for what they wanted to know about the alphabet – how to sing it in Spanish, how slow/fast they could sing it, and where it came from. We got them started on the coloring of animal alphabet after afternoon circle time, and I’ll make some more letters to see if they wanted to do different ones. Tomorrow, I have a fun idea that involves writing their name in candle on paper and then they paint or color in crayon over it to discover the letters 🙂
I’m bringing back the animal alphabet post because it will be used this week at work! We currently have an alphabet letters unit, which entails discovery and exploration of sounds and the letters. I thought the students should color in the templates that I draw out, rather than having them draw the animal characteristics on the letters – I was unsure this morning how I was going to give them the activity, but as I started drawing them, I realized that it was hard to ask the students to do. These will be going on the wall to display for parents in my classroom so I also want them to look presentable. The pictures below, D for dinosaur and B for bee, are some of the letters I will be using in the template (I drew them! 😮 )
Being observed by my supervisor last week was a very interesting experience! I was reviewing how to reduce fractions with a small group – the activity involved coloring in a set number of squares for each color, figuring out the fraction of 100, and whether or not to reduce. For each observation, the master’s student is meant to create a lesson plan and tell the supervisor what to look for while he/she is teaching. I asked him to make sure that I was not calling on the same students to over and over, watch my overall management of the students, and check that I didnt give too many hints. It was somewhat difficult because my group was in the middle of the hallway at desks, rather than in a room which made the scene distracting. The students also were very into their coloring so it was hard to bring them back when it was time to do the fractions and reducing. I was slightly nervous to be observed because it makes me self-conscious to know that I am being evaluated; however, once I started teaching the lesson, I totally forgot he was there and paid attention to the kids. After the lesson, my supervisor debriefed with me about what I thought I did well and he explained my areas to focus on next time. Transitions, clear expectations, and monitoring behavior were the main ones. It would have been easier if I gave expectations at the beginning and middle to give the students guidelines – such as put down the marker and eyes on me please. Transitioning between coloring and doing the math would have definitely helped. I knew that behavior was something to work on -since I wasn’t in her room or my own space, it was hard to keep kids’ attention and prevent them from talking to each other. This observation was very insightful for the many things that go on during teaching a lesson and what to remember to include. I’m glad we will have a few more observations this term and next! Looking forward to teaching math next week to the fifth graders 🙂