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Strands of early literacy development
Strands of early literacy development
Description personal development plan
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I met with Mrs. Dost on 4-6-18 and discussed Obaid’s ongoing progress in school. I reviewed the Individual Development Plan and provided status of the On-Going Assessment Tool. I shared observation notes. In order to continue helping Obaid with his transition to Kindergarten, his IDP goals will focus on learning to write and read three letter words as well as counting up to 100. I provided Mrs. Dost with a copy of the Family Conference Form. I also discussed Obaid’s transition to Kindergarten and how Mrs. Dost could continue to support him. I shared with Mrs. Dost that we are now able to discuss Kindergarten with Obaid and he no longer becomes upset or cry’s about it. This is a good step for Obaid. Mrs. Dost said she is very pleased with how
far Obaid has come in his development and is continuing to work with him on his letters and numbers. I shared with Mrs. Dost about the word box we have in our classroom and encouraged her to ask Obaid more about it. She also mentioned that she enjoys reading our monthly newsletters and looks forward to receiving them. Overall, Mrs. Dost is elated with Obaid’s overall grow this school year. 3rd IDP Goals: 1. Mathematics: Obaid will use number names while counting to 100; counting 30 objects accurately, telling what number comes before and after a specified number up to 20. 2. Literacy: Obaid will identify and write three letter words.
My assignment is a combination of two interviews. I interviewed an Assistant Principal, Ms. Katis Romig, as well as, our Curriculum Director, Mrs. Maria Petkanas. They are both responsible for the curriculum development and instruction for the school where I work, P.S. 811Q. I also learned a fair amount from Ms. Romig and Mrs. Petkanas including that District 75 Citiwide Special Education’s Deputy Superintendent, Ms. Barbara Joseph, had given the school feedback and suggested writing curriculum and textbooks. This was the only feedback she gave our principal during her observation last week.
In her article “But What Do You Mean” Deborah Tannen, claims that there is a huge difference in the style of communicating between men and women. Tannen breaks these down into seven different categories; apologies, criticism, thank-yous, fighting, praise, complaints, and jokes. With each of these she compares men to women by explaining the common misconceptions that each of the genders do. The different style of communication can cause some problems at the workplace and even affect the environment. The different styles of communication has been around forever and almost becomes a “ritual”(299). Tannen is effective with mainly women and not men. She is primarily successful with women due to the fact that her tone targets women, also the organization
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
There is a monthly open school morning that the PTO has in the auditorium for parents to come by and be informed about what is going on in the school. Various programs and grades offer workshops and meeting. Every Tuesday from 2:40pm- 4pm the school has that time frame allotted for parent engagement. Parents do not have to wait to meet with teacher on the two designated parents teachers conference. Each Tuesday, the parents can come in and meet with any of their child’s teachers without an appointment. The parents can discuss any concerns or issues regarding with their child’s academics or behaviors performance. Also, the school engages parents by using an electronic system called N-grade. N-grade is a parent portal where parents login and look at their child’s assignments. The portal shows their child’s assignment grades, missing assignments and assignments they can make up to earn back their grades.
Upon getting the assignment and the information I was really apprehensive and actually nervous about the guidelines for the assignment. At the same time I was very excited to do hands on work, this is a great way to learn and I do love working with families. I was very concerned with the group and time elements of the assignment. I knew that this would be challenging for anyone but knew that it would be especially challenging for me and my situation. I found that it was easiest for me to let my group know up front, as well as Eric’s mom Melanie, the time constraints we had and also to ask Melanie first what was most convenient for her. Within the profession of working with young children and their families, the first rule is to consider what times and places are the most convenient for them. Turnbull list this as one of the principles when creating partnerships with families, to be available and accessible, and sometimes this means rearranging other commitments, in order to show the family that you really are not only committed to them but respect their time as well(Turnbull, 2011, p.147).
The Instructional leadership team meeting took place on November 15, 2017. The people in the meeting were: cooperating teacher; Amber Merrick, field supervisor; Melba Foster, and teacher candidate, Aide K Soto. The meeting started with acknowledgments by Aide K Soto to recognize Miss. Merrick for her support, expertise, and gentleness. Miss. Soto reflected on her last experiences including; first teaching performance, meetings with colleagues, relationships with students, and interactions with parents. In the areas of strengths, Miss. Soto recognized that being bilingual aid her to communicate with Spanish speaking parents. Relating to areas of improvement, Miss. Soto needs to learn more about school activities
Now there are development standards defined and expectations of a child as a whole. The development standards define the milestones a child should pass by a certain age. These milestones are basically “what children should know and be able to do”. (Shala 7). Because of this early childhood development’s main goal is to thoroughly progress a child’s potential in their social, motor, and cognitive development. (“Early” 1). While development itself is made up of changes in the amount of difficulty attempting certain activities and acquiring skills, gradual movement from basic to complex adjustments in learning, and gaining new ways to move one's body. (Damovska et al 13). For this reason it has become dire for programs to exist that are aimed at younger groups of children so that their mental and social development may continue on track. (“Early” 1). While their level of behavioral unde...
As I worked with younger children for several years, I try whenever possible, to be an advocate on their part to help them get the most enriching educational experience they can to better prepare them to enter the school system. Over the past years of working at the child development center on Katterbach Kaserne in Germany, I quickly worked my way from a program assistant, who perform entry level tasks such as changing diapers and cleaning, to a lead with my own classroom, the lead oversees all aspects of the class room from the children’s curriculum to room layouts and the training of other teachers in the room. I feel I was able to rise to this position so quickly due to my understanding of needs of children in this age group as well as the confidence to lead staff implement my high standards. In the process of doing so I have gathered information from a majority of employees at the center regarding concerns and difficulties they have and what, collectively, we teachers think would be the best solution: reorganizing age groups of classrooms to elevate the children’s education as well as our safety implementations. I then elected to write an intelligent, irrefutable essay using my understanding of argumentative writing to the director of the CDC. The work that resulted is proof of my knowledge and intellectual capacity to effectively execute a paper maintaining the standards of college level composition and rhetoric.
Adam is a 4;00 year old boy, who was referred to the LRC in June 2004 due to parental concerns regarding his communication skills with other children, social relationships, and general development. Adam's parents attended an initial intake interview with Dr Eman El Sayed on the 6th June, 2004. Following the intake it was recommended that Adam would be assessed by members of the LRC Child Development Team. The two assessing clinicians were Donia Fahim, Speech and Language therapist and Eman El Sayed, Paediatric Psychiatrist.
The child I chose to write about for this assignment is two year old Danjuma from Wayne, Ohio. He is the youngest of three children and attends an Early Head Start Program two days a week. The child’s parents have jobs; when the mother is working her sister takes care of Danjuma. The family has financial problems but don’t qualify for any type of public assistance.
While watching and observing Ms. Williams class I observed but wasn’t sure if she was doing a lesson or what activity she was doing. But what I do think is that she was going over words in a book that was on the children’s desk. In the classroom the children where well behaved, listening to the teacher, on task and making choices to when Ms. Williams would ask them questions. During the video the teacher Ms. Williams led the discussion with the children by asking the children questions of what a word means. She would also give the children clues to finding out the answer when she wanted them to give her more to their answer and for other children to think as well. And when the children would give a good answer she would tell them good job,
This added to the baseline I already generated with the pre-parent surveys (Appendix D) and the individual learning plans. Once I completed the assessment on the eight children I noticed that some children may need additional support in handling the pencil to build their fine motor development. But many children needed to be reminded the order of the letters in their name to begin writing their name, along with the directions of how to form some letters that they had trouble making. I did an overview of all eight children’s individual learning plan goals which the parents created at the beginning of the school year. The goals that were set from the beginning of the year were in alignment with the pre-parent surveys (Appendix D).
It’s Wednesday and a mother just kissed her son goodbye as he walked into the classroom. The mother walks back to her car and proceeds to work. Her son has Down Syndrome, but attends a private school where special needs children have their own classroom. Her son Alex loves going to school to see his friends, like any child would. With having Down Syndrome, Alex has some rough days in the classroom.
I wanted to speak to you about a situation that I am upset about with my daughter’s science teacher, Mrs. Priscilla Molina. I have already ask to have a conference with her and the counselors but wanted to also address the situation with you. My daughter, Magdalena received a zero on an assignment for a lab that was done last week. She had not completed the full assignment and was told she had to turn it in incomplete and would have to take a zero and fail the class. Mrs. Molina also told her to not complain to her mother because she would not be changing the grade. I don’t not appreciate her telling my daughter this. I also want to address that my daughter was absent last week on Tuesday, March 22 all day and arrived at school
...rs, e-mail, phone calls, parent meetings, and parent-teacher conferences. As a result, she believes that the school her child attends is doing an effective job of communicating with parents and families because the resources are available to parents and families to use, it is just a matter of them wanting to use what is available to them.