Elementary Teaching Internship Kermit R. Booker Elementary School Kindergarten Room 129a

1. Luzmaria Houston Senior Portfolio EDEL 483 – 2012 Fall Nevada State College Elementary Teaching Internship Kermit R. Booker Elementary School Kindergarten Room 129a

2. Why I Want to Become a Teacher It’s been a long journey for me to get to this point and I’m ready and anxious to begin teaching my own class. I am familiar with classroom procedures and have learned the day-to-day aspects of teaching. I feel comfortable in a classroom setting and have enjoyed working with the children. I want to be a teacher for all the right reasons and I’m up to the challenge. I have the courage and a good work ethic and I know that I can be the kind of teacher who can make a positive difference in a child’s life.

3. DOMAIN 1: PLANNING AND PREPARATION • Component 1a: Demonstrating Knowledge of Content and Pedagogy. • Component 1b: Demonstrating Knowledge of Students. • Component 1c: Selecting Instructional Goals. • Component 1d: Demonstrating Knowledge of Resources. • Component 1e: Designing Coherent Instruction

4. Component 1b: Demonstrating Knowledge of Students Knowledge of students’ interests and cultural heritage. • Hispanic Heritage Month Activities. • Organized a meeting and met with Lynnette Sawyer- Founder of the Hispanic Museum of Las Vegas. • Decorated the school office with Hispanic artifacts. • The Kindergarten classes participated in the Hispanic Heritage Assembly. I rehearsed the dance “La Raspa” with a selected group of Kindergarten student from each class. • Organized a group of parent volunteers to help decorated the stage. • Great educational experience for all involved.

5. Component 1d: Demonstrating Knowledge of ResourcesResources for Teaching---------------- Resources for Students *Smart Board * Leap Frog * Books * Computer * Elmo* *Writing Center * Science Center * Listening Center * *Science Center * Math Materials * School Supplies *

6. Component 1e: Designing Coherent InstructionLearning activities-- Instructional materials and resources: Trophies-Kindergarten Daily Lessons • Phonemic Awareness • Sharing Literature • Phonics • EnVision and Saxon Math Lessons • www. Personsuccess,net.com / Smart Board • Saxon Kindergarten Math-website/program on student computers • Whole Group Lessons and individual work • Math Materials * Math *Journals* Worksheets

7. Math and Language Arts Resources Math-Math Tubs with Math manipulatives: Counters, Cubes,Sequencing, One and one correspondents, Sorting, Shapes. Language Arts- Big Books, Poems, Songs and Rhymes, Pocket Charts, Flash Cards, Alphabet Cards, ABC Bean Bags

8. Domain 1- Reflection I learned that interning in an all day Kindergarten class was all about the details in planning and preparing. I was overwhelmed at first with everything I had to remember and do, but it got easier in time. Even though I had my lesson plans well thought out days before, the daily schedule of routines and procedures still needed to run smoothly for the children. From the minute I stepped into he room in the morning, I was on the go the entire day because there was always something to do and prepare. There was no rest for the weary, even when I wasn’t feeling well. I knew things had to be done and I did it. Another detail I learned about planning and preparing is the ability to be flexible and learning to adjust your lesson plans when there is a change in the daily schedule for a last minute assembly or emergency.

9. Domain 1-Summary I feel that I’m at a proficient level in planning and preparation. I was responsible with the resources that were available and I took the initiative to make, create or seek out resources that were not readily available to me. I was always conscience and competent in my planning and preparing, no matter how long it took me, it would get done.

10. DOMAIN 2: THE CLASSROOM ENVIRONMENT • Component 2a: Creating an Environment of Respect and Rapport • Teacher Interaction with Students • Student Interaction Component 2b: Establishing a Culture for Learning • Importance of the Content • Student Pride in Work • Expectations- Learning and Achievement –Participated in Citizenship Awards • Component 2c: Managing Classroom Procedures • Management of Instructional Groups • Management of Transitions • Management of Materials and Supplies • Performance of Non-Instructional Duties-Monday Yard duty • Supervision of Volunteers and Paraprofessionals • Component 2d: Managing Student Behavior • Expectations • Monitoring of Student Behavior • Response to Student Misbehavior • Component 2e: Organizing Physical Space • Safety and Arrangement of Furniture • Accessibility to Learning and Use of Physical Resources

11. 2a: Creating an Environment of Respect and Rapport Teacher Interaction with Students --------Student Interaction * One-on One * Teaching how to play a new game* Outside Activities 2b: Establishing a Culture for LearningImportance of the Content* Student Pride in Work* Expectations for Learning and Achievement

12. Component 2c Managing Classroom Procedures The children really enjoy taking responsibility and helping out around the classroom. The children are assigned jobs every Monday morning to manage the classroom materials and supplies. The jobs for “Classroom Helpers” are put in a bucket and are randomly selected. The students not chosen one week will be first to get picked the next.

13. Component 2d: Managing Student Behavior

14. Management of Instructional Groups Managed Animal Groups for Literacy centers and Table Groups by Color. I had an opportunity to work the centers on the Smart Board and managed two rotations on a daily basis. I learned to arrange centers and added activities and worksheets by theme. There were 18 Literacy Centers. Fall/Autumn, Apples, Bats & Spiders, Pumpkins. Supervision of Volunteers and Paraprofessionals I organized a group of parent volunteers to help dress the dancers for the Hispanic Heritage Assembly. I learned that parents are willing to help out if you just ask for it…and we appreciated it. Lynette Sawyer from the Hispanic Museum of Las Vegas, was also very helpful in sharing her resources and Ideas. Component 2c …Managing Classroom Procedures

15. Component 2e Organizing Physical SpaceSafety and Arrangement of Furniture* Accessibility to Learning and Use of Physical Resources

16. THE CLASSROOM ENVIRONMENTReflection I learned that managing student behavior begins as soon as they walk in the classroom. The Behavior Chart and classroom rules are posted. The children are encouraged to make good choices and they are rewarded with stickers at the end of the day. Students that make bad choices will remove their close pin from “Starry Eyes” and not get a sticker for a chance to go in the Treasure Box. I made animal balloons for the children when the classroom worked well together. They needed to earn 31 balloons (the number of children in the class) In the future, I will use the “Ready To Learn Behavior Chart”.The child’s name starts at “Ready To Learn” level and can move up and down the chart depending on how they behave.

17. Domain 2- Goals for continued learning My goal is to continue to work on my classroom management skills and learn how to monitor a behavioral plan to modify students’ misbehavior. I will continue learning to find new ways to get the students’ attention. Example, “Give me five” and “1-2-3 look at me”. I will continue learning through professional growth classes. I will continue my professional relationships with my colleagues an learn from their vast knowledge and experience. I have learned over the years, that kindergarten classes are not created equal. Not in space, furnishings or resources. I’ve learned that it is the teachers’ responsibility to build a community of learners where the children feel respected, safe, and accepted. The classroom should be the place where the children should feel encouraged to develop positive social skills with teachers and other children. I learned that children at this age group need structure and guidance throughout the day and that routine and procedures are essential for the foundation of any good learning environment.

18. DOMAIN 3: INSTRUCTION Component 3a: Communicating Clearly and Accurately Directions and Procedures –Children followed directions to make Pumpkin Cheese Pizzas Oral & Written Language- - listened to instructions & wrote observation in Science Journal. Component 3b: Using Questioning and Discussion Techniques Quality of Questions – The children answer questions on the Big Blue Chart on a daily basis. Discussion Techniques –One technique-K-W-L Student Participation –Students participate in Word Banks and Graphed their answers. Component 3c: Engaging Students in Learning Representation of Content- Artifacts of student work Activities and Assignments-Artifacts of Bat Activity. Grouping of Students- Table Math Tub Groups, Literacy Group Computer Waterford Program Instructional Materials and Resources –Artifacts from student work Component 3d: Providing Feedback to Students Quality: Accurate, Substantive, Constructive, and Specific and Timeliness- Assessment is immediate. I walked around and checked their work then marked it. Students then put it away in their personal cubby. Component 3e: Demonstrating Flexibility and Responsiveness Lesson Adjustment – Lesson plans have adjusted or changed from time to time for last minute assemblies and school fire drill and emergencies- Response to Students- I feel that I respond positively to the children and attend to their needs. Example: Send them to the nurses office if they are ill, get hurt or other personal reasons.

19. Component 3aCommunicating Clearly and Accurately Directions and Procedures Oral and Written Language

20. Component 3bUsing Questioning and Discussion Techniques *Quality of Questions *Discussion Techniques *Student Participation

21. Component 3c: Engaging Students in LearningInstructional Materials and ResourcesRepresentation of Content Activities and Assignments Grouping of Students

22. …3C Instructional Materials…Saxon and Envision Math and Trophies Instructional Books

23. 3C Instructional Website Resources

24. Domain 3-Instruction- Reflection I learned that you can not teach, and a student will not learn, if they are not listening or paying attention. I learned that you have to communicate clearly and accurately when giving directions and procedures to young children. They have to understand exactly WHAT TO DO and understand exactly what NOT TO DO. I learned that I’m a very patient person, because I don’t mind repeating myself, again and again throughout the day. I will continue to use the I Do-We Do-You Do- Scaffolding & Modeling Strategy, because I believe it is helpful for any age group. I believe that the “Thinking Aloud” strategy helped my kindergarteners thinking process when they were trying to read. I caught students “Thinking Aloud” several times in our library with a book in their hand saying things like, “This is the cover, and this is the author and I think it is about a red dog because …”. C3b. Questioning and Discussion Techniques. I learned that some children need a little more assistance, positive encouragement, guidance and coaching to express themselves when participating in group discussions.

25. Domain 3-Instruction…Goals for Continued Learning My goal is to continue to practice the instructional techniques that I know work well in certain learning contexts like: Learning Centers, Small Group or Whole Group instruction… And continue to seek out new and creative ways to engage my students. It is my responsibility to know a variety of strategies because you never know when a learning opportunity may present itself. I also plan to continue my education in technology and to learn more about Smart Board capabilities for more interactive learning.

26. DOMAIN 4: THE PROFESSIONAL RESPONSIBILITIES • Component 4a: Reflecting on Teaching • Accuracy and Use in Future Teaching • Component 4b: Maintaining Accurate Records • Student Completion of Assignments and Student Progress in Learning • Non-instructional Records – Contacted student parents. • Component 4c: Communicating with Families • Information About the Instructional Program and Information About Individual Students & Engagement of Families in the Instructional Program • Component 4d: Contributing to the School and District • Relationship with Colleagues – • Service to the School-Booker SchoolCommunity Walk –Aug 24, 2012 • Participation in School Hispanic Heritage Month Assembly • District Projects – Staff Development Day. • Component 4e: Growing and Developing Professionally • Enhancement of Content Knowledge—Common Core Standards • Component 4f: Showing Professionalism • Service to Students *Advocacy

27. Component 4a: Reflecting on Teaching: My student teaching journey was an overall positive experience. There were a few bumps in the road, but I managed to deal with it in a professional manner. Working with the students was the best part of my experience. I learned the that my professional responsibility began the minute I woke up and got ready to go to school. I had an obligation and responsibility to my school and my students because they depended on me to be there everyday, prepared and ready to teach. Component 4b: Maintaining Accurate Records- I took attendance every morning. Students wrote their names on names cards everyday- The name cards are collected and pasted in their name book. Writing journals-Daily-record of writing progression. I tested and kept records of progress for the tutoring students. Behavior Log is checked every day in their Homework Folder. Component 4a: THE PROFESSIONAL RESPONSIBILITIES

28. Component 4c Communicating with Families I Communicated with parents in the morningand after school on a daily basis. I participated in the Booker Elementary Open House Assembly. I met and spoke with many of our parents about the Kindergarten curriculum and learning centers. Information About Individual Students: I have had Teacher / Parent conferences to talk about specific issues and concerns on social skills. I have also addressed needs, solutions, modifications, and adjustments for children that misbehavior in class. Engagement of Families in the Instructional Program. I participated in the Teacher / Parent Conferences. Gave parents information and learning resource. I am bilingual and helped translate for Mrs. Cline in 2nd grade for her Teacher / Parent Conferences.

29. Component 4d: Contributing to the School and District

30. …Service to the School • Email from Principal Marcus J. Mason: • “On Friday, August 24, 2012, several staff members walked the community to connect with students, other staff members, parents, and community members. We knocked on doors and promoted the first day of school. Our Booker ES families were excited to se us! That was fun!” Thank you .

31. …Component 4d and 4f : Showing ProfessionalismService to Students and Relationships with Colleagues I participated in our after school Tutoring Program for Kindergarten Tuesdays & Thursdays for an hour each day. I tested the children in capital and lower case letters. We reviewed the ABC’s, letter sounds and worked in the computer lab on Starfall. Ms. Mosley was a Kindergarten teacher for many years before she came to Booker ES to work as our ECS. Ms. Mosley is knowledgeable in Technology, Kindergarten Curriculum and the Kindergarten Common Core Standards. Ms. Mosley has shared her knowledge with me and has taught me how to work the CCSD Curriculum Engine for my lesson plans. Tutoring has been a very rewarding experience and I will continue to do it in the future.

32. I was given a copy of the CCSD Common Core State Standard Notebook at the beginning of the school year. I have to admit, I was a little intimated by it. I had a lot of questions…I didn’t know where to begin and I felt a little overwhelmed. How do I organize, what do I do first, how many lesson plans I’m going to have to write a day? Then I learned about the CCSD Curriculum Engine. I felt relieved because the program was designed to help with preparing lesson plans. I have learned to utilize it and it is amazing. I can plan an entire day’s activities and lesson plans with Standards . The program allows you to plan your lessons from any computer. The system is very helpful and I’m grad that this program is available to teachers. 4c…Growing and Developing ProfessionallyEnhancement of Content KnowledgeCommon Core Standards

33. The CCSD Curriculum Engine • Fast Access to Curriculum • Powerful Collective Knowledge • Easy Collaborative Planning

34. Math in Kindergarten

35. Learning Centers

36. …the learning continues

37. My resources-For Professional Development Web Article :Teaching and Learning the Kindergarten Year-TODAY Editor Dominic F. Gullo http://www.naeyc.org/files/naeyc/file/Play/Ktodayplay.pdf Scaffolding Theory was first introduced in the late 1950s by Jerome Bruner, a cognitivepsychologist. Professional Development Early Childhood Education Journal, Vol. 29, No. 2, Winter 2001 ( 2001) Providing the Scaffold: A Model for Early Childhood/ Primary Teacher Preparation: Written by Geralyn M. Jacobs http://www.lchc.ucsd.edu/MCA/Mail/xmcamail.2006_10.dir/att-0077/02-ECE.pdf

38. DOMAIN 1 Planning and Preparing

39. DOMAIN 2 Classroom Environment

40. DOMAIN 3 Effective Instruction

41. DOMAIN 3 Effective Instruction

42. Saxon K-Math Lesson #37 Saxon Math K-Lesson #37—11-15-12 Content Objectives: Identifying Ordinal Position to the Fourth. Thinking Skills” Creating, Understanding, Applying P.3 Key Vocabulary: second, third, forth, last, square, triangle. Materials: Shape Pieces, Lesson practice #37 Worksheet. Procedures: Follow Manual Topic- Scanned for portfolio Assessment: Teacher Observation and Ongoing Data Collection Nevada Standards: K.CC.4-Understand the relationship between numbers and quantities: connect counting to cardinality. K.G (1-3) Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. K.G.3. Identify shapes as two –dimensional (lying in a plane, “flat”) or three dimensional (“solid”) . Understand the relationship between numbers and quantities: connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only number name and each number name with one and only one object.

43. Saxon K-Math Lesson #32 Saxon Math K-Lesson #32—11-14-12 Content Objectives: Naming a shape Piece Using Three Attributes, (Shape, Color, and Size) Thinking Skills” Understanding, Analyzing, Applying P.3 Key Vocabulary: Large Triangle, Small Triangle Materials: Shape Pieces, Lesson practice #32 Worksheet. Procedures: Follow Manual Topic- Scanned for portfolio Assessment: Teacher Observation and Ongoing Data Collection Nevada Standards: K.G.(1-3) Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.1Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2. Correctly name shapes regardless of their orientations or overall size.K.G.3Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

46. Luzmaria Q. Houston Hello, and welcome to my wiki. Thank you for taking the time to look through my wiki portfolio. It has been a long journey for me to get to this point and I am happy to be able to share a little bit of my experience with you. I have worked very hard in my student teaching and I have learned more than I thought I ever could. I am thankful that I have had great teachers in my life that I respect and admire. The first teacher that inspired and encouraged me was my mother Socorro. She was a teacher for over 30 years and I saw first hand the dedication and commitment that was instilled in good teachers. I want to be a teacher for all the right reasons and I’m up to the challenge. I have the courage and a good work ethic and I know that I can be the kind of teacher who can make a positive difference in a child’s life.