Week # 4 February 2 6, 2015

Journal
By Naika Guerra
Date: Monday February 2nd, 2015
I enjoyed this class. I learned how to create some resources that I could adapt to
high school. They are folder book or accordion book, flap book and step book. I will
use it them in my classes especially for journals.
One important thing for me was the part of the constructive criticism because I
could learn by the mistakes I made during the presentation of my projects and my
classmates projects too.
Then, it was the time for natural writing. I wrote just a short paragraph about what
nature teach me. It is not easy but I hope to improve more and more.

Journal
By Naika Guerra
Date: Tuesday February 3rd, 2015
It is very important to learn about other countries and their culture too. I am
assigned to make a lesson plan and present it about Nevada. I dont know
anything about this state in the United States. So, I will find more information about
it. Also, I dont know the lesson plan format used in the United States. The
professor explained about it but I need more details and information in order to
plan my lesson and complete each part there.

The United States

1- Introduce your state (ex. Kentucky)
2- Chose how you would like to present your material (ex. draw, write a story,
charts, posters, diorama, build, journal, became a character, etc)
3- Choose one area of interest for your state (ex. Historical character,
landmark, geography, scientific, people, culture, state flag or other symbols,
agriculture, foliage, animals, etc)
4- Choose a Language Arts or Reading Strategy
5- Be sure to use before, during, and after activities.
6- Prepare a lesson plan
7- Bring your material
8- Present in front of 3 students

Journal
By Naika Guerra
Date: Wednesday February 4th, 2015
Journal
Standards
Standard #1 Learner Development
The student understands how a learner grows and develops, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and is able to design
and implement developmentally appropriate and challenging learning experiences.
Standard #2 Learning Differences
The student works with others to create environments that supports individual and
collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
Standard #4 Content Knowledge
The student understands the central concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure
mastery of the content.
Standard #5 Application of Content
The student understands how to connect concepts and use differing perspectives
to engage learning in critical thinking, creativity, and collaborative problem solving
related to authentic and global issues.
Standard #6 Assessment
The student understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide his or her
decision making.
Standard #7 Planning for instruction
The students plan instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learning and the
community context.
Standard #8 Instructional Strategies
The student understands and uses a variety of instructional strategies to
encourage and develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Standard #9 Professional Learning and Ethical Practice

The student engages in ongoing professional learning and uses evidence to

continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.
Standard #10 Leadership and Collaboration
The student seeks appropriate leadership roles and opportunities to take
responsibilities for learning, to collaborate with learners, families, colleagues, other
school professionals, and community members to ensure learner growth, and to
advance the profession.
Routines to teach the ABCs
Environmental Print
Teachers collect food labels, toy traffic signs, and other examples of environmental
print for children to use in identifying letters. Children sort labels and other
materials to find examples of a letter being studied.
Alphabet books
Teachers read aloud alphabet books to build vocabulary and teach the names of
words that represent each letter. Then children reread the books and consult them
to think of words when making books about a letter
Magnetic Letters
Children pick all examples of one letter from a collection of magnetic letters or
match upper and lower case letter forms. They also arrange the letters in
alphabetical order and use the letters to spell their names and other familiar words.
Letter Stamps:
Students use letters stamps and ink pads to stamp letters on paper or in booklets.
They also paint letters using letter shaped sponges and make cookies using letters
shape cookie cutters.
Key Words:
Teachers use alphabet charts with a picture of a familiar object for each letter. Its
crucial that children be familiar with the objects or they wont remember the key
words. Teachers recite the alphabet with children, pointing to each letter and
saying, A-apple, B-bear, C-cat, and so on.
Letter Containers:
Teachers collect coffee cans or shoe boxes, one for each letter. They write upper
and lowercase letters on the outside of the containers and place several familiar
objects or pictures of objects representing the letter in each one. Teachers use
these containers to introduce the letters, and children use them at a center for
sorting and matching activities.
Letter Frames

Teachers make circle-shaped letter frames from tag board, collect large plastic
bracelets, or shape pipe cleaners or Wikki-Stix (pipe cleaners covered in wax) into
circles for students to use to highlight particular letters on charts or in big books.
Letter Books and Posters
Children make letter books with pictures of objects beginning with a particular letter
on each page. They add letter stamps, stickers, or pictures cut from magazines.
For posters, the teacher draws a large letterform on a chart and children add
pictures, stickers, and letter stamps.
Letter Sorts
Teachers collect objects and pictures representing two or more letters. Then the
children sort the objects and place them in containers marked with the specific
letters.
Whiteboards
Children practice writing upper and lowercase forms of letters and familiar words
on whiteboards.
Word Learning
1- Reread the sentences. Students reread the sentence containing the unfamiliar
word.
2- Use Context clues. Students use context clues to figure out the meaning of the
word, and if that doesnt work, they continue to the next step.
3- Analyze word parts. Students use morphological information to examine word
parts, looking for familiar root words and affixes to aid in figuring out the
meaning. If theyre still not successful, they continue to the next step.
4- Pronounce the word. Students pronounce the word to see if they recognize it
when they say it. If they still cant figure out, they continue to the next step.
5- Check a dictionary or ask the teacher. Students locate the word in a
dictionary or ask the teacher for help.
Sketch-to-stretch
1- Read a story. Students read a picture-book story or several chapters of a
novel.
2- Discuss the story. Students discuss the story in a grand conversation and talk
about ways to symbolize the theme using lines, colors, shapes, and works.
3- Draw sketches. Students draw sketches that reflect what the story means to
them. Rather than drawing a picture of their favorite part, they focus on using
symbols to represent the story
4- Share the sketches. Students meet in small groups to share their sketches
and talk about the symbols they used. Teachers encourage classmates to study
each students sketch and tell what they think he or she was trying to convey.
5- Share some sketches with the class. Each group chooses one sketch to
share with the class.

We as teachers never finish learning and searching many activities to use at class
with our students. There are routines to teach the ABCs. I liked from the Dr. Patton
presentations the activities The Letter Containers, Letter Sorts and Magnetic
Letters. These activities are for little kids. In relation to activities for high school, I
like the World Learning Strategies and the Sketch to Stretch. I will use the last two
in Panama.
Journal
By Naika Guerra
Date: Thursday February 5th, 2015
Summary
TYPES OF JOURNALS
1- Personal Journal
- events in life, other topics of special interest.
Ex. Diary
- Private
- Teacher may write/respond by asking questions and offering comments.
2- Dialogue Journal:
- Similar to a personal journal except they are shared with the teacher or a
classmate.
- Written communication
3- Reading Log
- Respond to stories, poems, and information books that you are reading
- Write and draw entries after reading record key vocabulary, make charts or
diagrams, and record memorable quotes.
4- Double Entry Journal
- Students divide each page of their journals into two columns and write
different types of information in each column.
Eg. Quotes in one column and add reactions to those quotes in the second
column
5- Learning Loge
- Use these as part of a thematic unit. You can include quick writes, diagrams,
vocabulary, notes.
6- Simulated Journal
- Students assume the role of a book character or a historical figure and write
journal entries from that persons viewpoint. They can include details from
that persons story/life or details from that historical period/time.

Reflection
It is very important to differentiate the different types of journals. They are:
1- Personal Journal
2- Dialogue Journal
3- Reading Log
4- Double-Entry Journal
5- Learning Logs
6- Simulated Journal
We as teachers must be sure to know which type of journal we are going to
assign to our students.it is better no to assign a journal in general we better
assign which journal we want our students to do.

Journal
By Naika Guerra
Date: Friday February 6th, 2015
Bryan Station Middle School
There are 624 students from these there are 189 Americans. Students should
develop an Apple exam to enter college. It seeks to develop writing, reading,
speaking and understanding. They have eight classes Language Arts, Social
Studies, Mathematics, Science, Technology, Arts, Speech and Drama and
Orchestra. . Each class is about 45 minutes. Most students there speak English.
The principal of that school is the only Hispanic bilingual. The program name is
Spanish Emersion. This program was adopted 18 years ago. The level of Spanish
from students is advanced. The certificate is given at the end and the title is World
Academy International . Before graduating, a group is going to Costa Rica and
another is going to Spain. All classrooms have smart boards and computers to do
more interactive presentations. In that college students have the opportunity to
watch the news in both English and Spanish have an app for that.

Valentines Day
We all know February 14 th is a very romantic day, but how did it become that way?
There are many different theories, and there is no way to tell which is true. But the
most popular legend is the story of Saint Valentine.
Saint Valentine was a priest who lived I the Roman Empire around 200 AD. During
this time, Emperor Claudius II was known to have outlawed marriage young men
he believed that married men did not make good soldiers and that his army of
single men would be much stronger. But Valentine did not agree with this mandate,
and he continued to perform secret marriages for young couples. Sadly, he was
caught and sentenced to death. It is said that while he was in prison, Valentine too
fell in love, and that he actually sent the first valentine card to his love, signing it:
From your Valentine. Supposedly, he died in the middle of February 14 th, in honor
of his death.
Other Theories
In ancient Rome, February 15 th was the first day of a fertility festival called.
Lupercalia, dedicated to the Roman god of agriculture. On this day it was tradition
for men and women to be paired up randomly by a lottery system to be married.
It is claimed that the Pope Gelasius declared February14th St. Valentines Day
during the late 400s AD. Allegedly, Pope Gelasius actually banned the Lupercalia
festival because it was a pagan ritual, but perhaps he wanted to see the festival
continue on as a Christian holiday,
During the Middle Ages in France and England, February 14 th was known as the
first day of birds mating season, and was known as a romantic day.
Activity
There is no way to tell exactly how any holiday came to be, but stories can lead us
to ideas that help us create new ideas and maybe better ones. Try to find any
similarities in all four stories and piece together a story of your own.
Guided Reading
1- Choose a book. Teachers choose a book that students in a small group can
read with 90-94% accuracy and collect copies of the book for each student in
the group.
2- In traduce the book. Teachers show the cover, reading the title and authors
name, and activate students background knowledge on a related topic, They
use key vocabulary word as they talk about the book but dont directly teach
them, Students also picture walk through the book, examining the illustrations.
3- Read the book. Teachers have students read the book independently and ask
individual students to take turns reading aloud. They help individual students
decode unfamiliar words, deal with unfamiliar sentence structures, and
comprehend ideas whenever assistance is needed.
4- Respond to the book. Students talk about the book and relate it to others
theyve read, as in a grand conversation.

5- Teach concepts. Teachers teach a comprehension strategy or a phonics skill,

review vocabulary words, or examine an element of story structure.
6- Do independent reading. Teachers have students reread the book several
more times to develop fluency. They often place the book baskets so they can
reread it independently.

ORAL LANGUAGE

DIFFERENTIATED INSTRUCTION
Stories
WRITTEN LANGUAGE
VISUAL LANGUAGE

Doing hot seat interviews

Collaborating
with Designing quilts
classmates on a story
Listening to stories at
Developing
wordless
centers
Crafting original stories
picture books
Listening to the teacher Creating genre stories
read aloud
Doing innovations
Making
podcasts
of
stories
Doing written retellings

Dramatizing stories

Participating in
conversations

Making sketch-to-stretch
diagrams

grand Learning about the author

Drawing setting maps

Illustrating story boards

Writing entries in reading

Presenting
readers logs
Marking plot profiles
theatre performances
Presenting puppet shows
Retelling stories

Reflection
By Naika Guerra
Date: Friday February 6th, 2015
It was interesting to learn about Valentines Day and the theories about it.