Field Experience

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Field Experience

• Presentation by Holly Pendleton

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Contents

• Oral Language Sample
• Oral Language Transcription
• Reading Sample 1
• Reading Sample 1 Transcription
• Reading Sample 1 Analysis
• Reading Sample 2
• Reading Sample 2 Transcription
• Reading Sample 2 Analysis
• Writing Sample 1
• Writing Sample 1 Analysis
• Writing Sample 2
• Writing Sample 2 Analysis
• Final Reflection

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Oral Language Sample

• Three children
• Jake (5 yrs. 10 mos.)
• Preston (6 yrs. 5 mos.)
• Third participant (unknown)
• Centersplaydough, creative play
• Functions of Language (Halliday) Regulatory
  Imaginative

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Oral Language Transcription

• (Preston) Wait, Im planting stuff 
• (Preston) Im plant
• (Holly) Is that a helicopter landing pad?
• (Preston) Im planting, Im planting
• (Holly) Are you trying to trick me?
• (Preston) Im planting stuff
• (Holly) I think youre trying to trick me

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Oral Language Transcription (cont)

• (Preston) And my name isnt Preston
• (Holly) Okay
• (Preston) Its my nickname
• (Jake) Ill tell you his whole nickname
• Preston Ninja.
• Thats his whole nickname.
• (Preston) Hey, dont hit on mine
• Hit on Jakes
• (Child 3) Wheres the hammer?

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Oral Language Transcription (cont)

• Holly walks away. Children continue using toys
  clay.
• (Preston) No, put it onput it onsomeone elses
• Not minePut it on Victors
• (Jake) I did
• (Preston) Hey, go ch-ch-ch. DontNo, lookie,
  I planted some stuff in here
• (Child 3) (Unintelligible) these back
• (Jake) No, nothese are bombs, Im keeping.
  These are bombs that Im giving you
• (Preston) These are things that got stuck in here
• Imitates machine gun
• (Jake) Blow up!

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Reading Sample 1

• Zoe (5 yrs. 7mos)
• Not yet started Kindergarten
• Looked at pictures
• Was familiar with story

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Reading Sample 1 Transcription

• (Zoe) Okay, okay 
• (Holly) So now were gonna try one more time,
  okay? Whats the name of this book?
• (Zoe) Peter RabbitPeter Rabbit!
• (Holly) Peter Rabbit. Will you use a big voice
  so
• that I canso that the tape recorder can
• hear you too?
• (Zoe) Okay, okay
• (Holly) Okay. Big kindergarten voice
• (Zoe) sigh
• (Holly) Okay

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Reading Sample 1 Transcription (cont)

• (Zoe) Once upon a time there wasum
• One, two, three, four bunnies and their mother
• bunny
• And Peter Rabbit was getting into mischief
• So Peter Rabbit went to Mr. Gregors garden
• And then he was really hungry
• So he ate Mr. McGregors
• And then Mr. Gregor had to get peter rabbit
• And then he lost one of his shoes
• An then he lost two of his shoes

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Reading Sample 1 Transcription (cont)

• And then he caughtinto aabush
• Then hethen he, hide in a water can
• An then Mr. Gregor catch Peter Rabbit
• An thenfeeling out of breath
• For a little mouse talks to Peter Rabbit
• An then he went out of the gate and he saw Mr.
• Gregor
• An' he didan' he didand he didand poor Mr.
• Peter
• Bye, end.

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Reading Analysis of Zoe

• Emergent Stage of Development
• Has developed book-handling skills
• Showed interest
• Pretended to read
• Used picture cues

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Reading Sample 2

• Preston (6 yrs. 5mos.)
• Not yet started Kindergarten
• Used pictures cues to tell story

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Reading Sample 2 Transcription

• (Holly) Can you tell me the title?
• Preston pauses
• (Holly) Whats it look like? I cant hear you.
  Can you tell me about the cover? what you
  think the story might be about?
• (Preston) About animals.
• (Holly) About animals? Okay.
• (Preston) A guinea pig. A cat.
• (Holly) Can you use a big voice so I can hear
  you?
• (Preston) K, guinea pig. Cat. Rabbit. Dog.
  Parrot.
• Long pause

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Reading Sample 2 Transcription (cont)

• (Preston) Parrot and lizard, fish. Hamster. I
  dont know this one
• (Holly) What does that look like?
• (Preston) A bird.
• (Holly) A bird. That right there that kind of
  bird when its yellow like that and it starts
  with a /k/ sound, its a canary. Its a
  special type of bird.
• (Preston) Thats it.
• (Holly) That was a quick book. Was that really
  hard?
• (Preston) Nuh-uh.
• (Holly) Not too difficult, huh?

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Reading Sample 2 Transcription (cont)

• (Preston) I want to read it backwards.
• (Holly) Thats a good idea. Read it backwards.
• (Preston) I forgot again
• (Holly) /k/... k-u-..
• (Preston) Canary!
• (Holly) Yes.
• (Preston) Hamster. Fish. Lizard. Parrot. Dog.
• (Holly) How many dogs are there?
• (Preston) Two.
• (Holly) So, do we have a dog or dogs?
• (Preston) Dogs!
• (Holly) Good.

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Reading Sample 2 Transcription

• (Preston) Rabbit. A cat. Guinea pig. And a
  mouse.
• (Holly) What do you think this long word right
  there says?
• (Preston) Animals.
• (Holly) Very good.

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Reading Analysis of Preston

• Emergent Stage of Development
• Shows interest in books
• Rereads familiar books with predictable patterns
• Is aware that spoken words should match written
  words (e.g. aware of /k/ in canary didnt say
  bird)

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Writing Sample 1

• Annie (6 yrs. 2 mos.)
• Will begin 1st grade
• Free write

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Writing Sample 1 (cont)
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Writing Sample 1 Analysis

• Beginning Stage of Development
• Writes left to right
• Prints upper and lower case
• Spells phonetically
• Uses capital letters to begin sentences
• Uses periods
• Can reread writing

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Writing Sample 2

• Brian (5 yrs. 8 mos.)
• Will begin 1st grade
• Given a topic

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Writing Sample 2 Analysis

• Beginning Stages of Development
• Likes to write
• Adds a title
• Writes more than five sentences
• Organized on single topic
• Uses knowledge of phonics to spell words
  (inventive spelling)

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Final Reflection

• My prior experience in the classroom has helped
  prepare me for my teaching career. As an
  interpreter for the hearing impaired, I have
  spent countless hours working side-by-side with
  elementary educators, and developing close
  relationships with the students that I have
  interpreted for. Lets face it, working with
  special-needs children can be very rewarding, and
  certainly has been for me.
• However, my career path will not primarily lead
  me into the special needs arena rather, my focus
  will be in the general education classroom. Of
  course, I will apply certain skills equally to
  both regular and special-needs students, but I
  have begun to focus more in the broad area of
  general education children. That being said, the
  field experience assignment has opened my eyes as
  to how to pre-assess, monitor, and assess
  students reading and writing development.
• Although I have spent a significant amount of
  time with general education teachers, my
  understanding of how to teach, and the steps in
  which to take, was limited. Prior to taking this
  class, I was unclear as to the stages children
  surpass as they learn. While I did not feel
  uncomfortable implementing lesson plans in the
  areas of reading and writing, I was unsure as to
  effectively teach these subjects so that students
  will progress at a normal developmental pace.
  The class lectures, text readings, and field
  experiences, collaboratively, have taught me what
  milestones and stages students should reach, when
  they should reach them, and the steps to take to
  get them to the next stage.
• With an attempt to apply what Id learned in
  class, I sought children from the Child
  Development Lab. While listening to different
  students read, I was aware of the five big ideas
  discussed in class. I used several assessing
  procedures, which include determining the childs
  knowledge of phonics, checking his fluency, and
  monitoring his comprehension. Although the
  assessment was informal, I was able to
  distinguish where the childs developmental
  reading stage was, and if given more time, I
  wouldve been able to scaffold his reading and,
  possibly his writing, using a few or all of the
  five scaffolding methods.
• Although an assignment spanning three to four
  weeks seems like a short time period in which to
  digest such critical teaching skills, it has
  indeed given me insight into what the classroom
  teaching experience entails. And while the only
  way for me to truly understand the full teaching
  experience is for me to go through it firsthand,
  the skills learned in this class have undoubtedly
  guided me in the direction to becoming a more
  effective teacher.