Jennifer Kirby: Annotated Bibliography

They were married for 50 plus years until my grandpa passed away. My grandpa worked and went to school so he knew how to speak English. My grandparents would tell us stories of them growing up and their marriage. My grandpa taught my grandmother the English words that she knows, he also taught her how to write and do simple arithmetic. To this day she still uses what she learned from him in her

Narrative Essay One day I was just at school I went to Carbon Valley Academy at the time, I remember that I was in art class with my friends Talea ,Jillian ,Anastasia ,Charlotte, and Allie. The project that we working on was our last one as being 5th graders , we were putting our hands in the color of paint that we liked and then for the school we put our handprints on a garden barrel. I got picked up from my grandmother that day and she took me to her house after school like she had done everyday ever since kindergarten. When I got to her house I opened up my friday folder and got all of my homework and ate my ice cream while working on it at the dining table. I did this everyday

I conducted my interview with Michelle of Postlethwait Middle School she is the Achievement Liaison teacher. Michelle’s primary focus is dealing with assisting parent engagement, student achievement, and teacher quality. She began with Postlethwait Middle School in 2006 teaching eight grade English. Michelle has taught for 15 years and started her career in 1994 teaching seventh grade English at Caesar Rodney Junior High School. Although she incorporates mentoring in her coaching, she most closely follows the model of peer coaching.

My first assessment with Rheya was a concept of print assessment on the book “Follow Me Moon”. Rheya is five years of age and attending a kindergarten class at Miramar Elementary School. Once we sat down together, I explained to her that I was in school to become a teacher and that I needed her help for several assessments. I wanted her to understand why she was being assessed and I also wanted to give her a sense of purpose by “helping me”. After informing Rheya about the assessment, she responded by telling me that she wants to become a teacher when she’s older as well.

My literacy journey started when I was four years old. During that time, my grandmother, Martina Elizabeth Moatshe, was a teacher at her pre-school. She helped me with regards to spelling, counting and English intonation. She believed that it was vital for one to be able to grasp certain concepts regarding language devices such as recognizing different literary elements [the protagonist and antagonist in the ‘Three Little Pigs’] and different literacy techniques [assonance and repetition with regards to nursery rhymes]. At the age of six, I graduated grade R and commenced grade one at Central Secondary School.

Ania is a sixth grade student attending Linden STEAM Academy. She participates in a special education Practical Academic Community Education (PACE) substantially separate classroom for the majority of her school day. Asia attends speech and language classes twice a week. She attends gym, music/art, computer, and STEM (Science, Technology, Engineering, and Mathematics) Tech. Ed.

Hello, I am Alissa Grieco. I graduated from Mahopac High School in 2012. I am currently a graduate student at Mercy College studying secondary education in History and special education. For one of my classes this semester I must observe two global or geography (6th grade) classes. I was wondering if I could come in one day and observe a global history/ geography class in the middle school.

I visited a preschool program in the City of Commerce that is called Tiny Toots for my observation #2. These preschoolers go to school three times a week for two hours. Their ages approximate from four to five years old. I will describe in this observation the "instructional approach to literacy" in the class. I will also analyze and observe the ways children "read it to you" Classification Scheme.

I visited two classes in an p-k through fifth grade elementary school. The teachers will be called Miss P for the preschool and Miss H for the first grade. I chose a four year old boy from the preschool class who will be called Pb and a six year old girl from the first grade who will be called Fg. The two were of different ethnic backgrounds with Fg being african american and Pb being white. This paper will include observations, and comparisons about the children, teachers, classroom environment and whether the naeyc code of ethical conduct was followed.

Field Reflection This semester, I was at Waldron Mercy Academy for my field placement. I was able to observe eight different teachers through my 9 weeks of attending field, which I found to be very beneficial to see how other teachers work and manage their classes within the same school. Between those eight teachers, I observed sixth, seventh, and eighth grades language arts, sixth grade social studies, seventh and eighth grade science, and eighth grade Latin/study skills/high school prep class. This upcoming week, for my last week of field, I will be observing a seventh-grade history class. I observed many ways to go about classroom management.

Starting the age of 5, we come to school everyday to learn something and expand our horizons. We start with the basics, such as the ABC’s and our 123’s, until we work our way up to a more in depth discussion of each subject, such as English II. This semester, I have learned topics in the field of English II,such as grasping the underlying meaning a book presents, the 12 archetypes, even the subject of debate. The semester began with the discussion of “The Secret Life of Bees” by Sue Monk Kidd. The first day of class we needed to have the book annotated and ready for discussion.

During the observation portion of this assignment, I observed in a fifth grade ELL classroom. The teacher in charge of this class is Anissa Rose. She has been an ELL teacher for many years and teaches students in kindergarten through the 8th grade. This paper will discuss whether or not the students were aware of the class language and content objective, how the teacher instructed the content and language objectives, the type of group configurations, and how the teacher accommodated for different ELP levels.