Brissa Flores
Grand Canyon University: REA-510
Dr. Mary Powell
November 11, 2020
Clinical Field Experience C: Implementation
There are various intervention strategies that I am able to use with Student X from my
Clinical Field Experience B. Student X score on AUTOreading is in the High-Risk range.
AUTOreading is a reading assessment that includes questions about Student X knowledge of the
sounds that make up words as well as word meanings. This means that Student X needs
additional support to improve phonemic awareness, phonics, and vocabulary skills. chose to
focus on word blending and word segmenting. Since I have a co-teacher in my classroom, we
decided to go with the “segmenting with puppets” strategy (except, it was my co-teacher who
acted like the “segmenting puppet”). I introduced my co-teacher as Bean, and I explained that
we were going to help Bean pronounce words correctly. For example, I said, “If Bean wants to
say ‘hat,’ she will say it like this: ‘/h/, /a/, /t/’ because these are the sounds in the word hat. I
then displayed a picture of a hat. After that first example, I displayed 5 additional words and
pictures. I had Bean pick out a picture and I told the student that Bean now wants to say the
sounds in the word ‘sun’, so Bean say /s/, /u/, /n/. We would then say the word like Bean. If the
students would make a mistake, I would have them try again with Bean. After modeling a
couple of examples together, we’d talk like Bean. I will display a picture, and the student would
say the sounds in the word like Bean did.
Since we are doing intervention virtually, I model for them how to use a sound mat and
counter. Once I see that they are able to understand how the sound mat and counters work, I
then start to show them how to blend the sound of the word together (using the same words we
have been working on). Since Student X is relatively low, I would recommend to keep working
on blending and word segmenting but moving onward with different ways. Such as blending the
first two sounds together, for example: /ca-/ (have student repeat after you). Then show the last
sound of word and have the student say the word. Teaching the skills of segmentation in
isolation or in combination with blending instruction helps with successful reading development
(Reading Rockets, 2019).
Reference:
Blending and Segmenting Games: Classroom Strategy. (2019, December 26). Retrieved from
https://www.readingrockets.org/strategies/blending_games
Clinical Field Experience C — Implementing Small Group Activities
Kathy Chen
Grand Canyon University: ECE-540
September 9, 2020
Due to the pandemic, I was unfortunately unable to present my small group activities to
students. However, I was able to interview my teacher, Ms. Sonya, and she provided a lot of
feedback on the activities that I have designed. She stated that all three phonological and
phonemic awareness activities are very hands-on and engaging. She mentioned that her students
move to improve — meaning that they learn best when learning is active. In her previous
experience, she has also created an activity that is similar to Activity 3: Sound It Out. Her
students really enjoyed being able to move letters around, sounding out the letters and creating
new words. Because the activity is focused on one word family, her students discovered a lot of
words that rhyme with one another. Based on her experience, this is an activity that I would love
to try with my students in my future classroom.
In addition, Ms. Sonya loved the idea of Activity 1: Lego Word Family Sorting. She never
thought of incorporating Lego blocks with a phonological/phonemic awareness activity,
however, she believes that this will be an activity that will be loved by many students. It allows
them to play, but also read and identify word families as they are building with the blocks. As for
Activity 2: Cut & Paste Alphabet Sounds, not only are students working on enhancing their
phonological and phonemic awareness skills, but they are also cultivating hand-eye coordination
as they are pasting images that matches the letter on the page.
Although I was unable to execute these activities with Ms. Sonya’s group of students due
to the pandemic, I hope to present these activities with my future group of students.
Running head: IMPLEMENTATION
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Clinical Field Experience C: Implementation
Heather Engram
Grand Canyon University: REA 510
September 12, 2020
Running Head: IMPLEMENTATION
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Student A scored in the bottom ten percent and currently working at the level 3 of
Blending & Segmenting and Decodable: CVC. She scored below grade level on phonological
awareness and phonics/Word recognition. The scores suggest that Student A would benefit in
phonological awareness with interventional support starting with phonemic manipulation:
phoneme addition/deletion and phoneme substitution. Then practice and reinforcement with
initial sounds: onset-rime blending and initial sound matching. In the area of phonics/word
recognition it is recommended to begin working on decodable: one syllable and practice with
building words with one letter and word families: initial letter.
Student A will complete 20 minutes a day on Lexia Core 5 as part of her intervention. At
school she will work in the Heggerty Phonemic awareness program. She will complete one
lesson a day. These lessons take about 15 minutes and she will need to complete five lessons a
week. After four weeks of intervention, we will progress monitor Student A with the MAP
progress monitoring tool.
Student A has been completing her time on Lexia Core 5. I discussed with her mom her
scores and where she is at currently. Her mom agreed on having her complete the Lexia Core 5
at home to free up time at school for more intense instruction with the reading specialist. This
program has recommended that she complete at least thirty minutes a week on this program
independently. Student A will be working one on one with the reading aide completing a lesson
from Heggerty Phonemic program fifteen minutes a day.
This week I focused on building a relationship with student A. She is a very shy and
quiet little girl. She becomes very embarrassed when asked to read in class. When the students
are working independently, I have been pulling Student A to my desk and working on the
Running Head: IMPLEMENTATION
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recommended lessons from lexia. I also reteach our phonics lesson from the week. This week
we worked on blends. I am noticing that she is becoming more comfortable with me. She does
not seem as embarrassed to make a mistake and has been working very hard on her phonics
skills.
We are now going all remote on Fridays. I have recommended that her and I continue the
lessons on google meets for fifteen minutes on Fridays. She will also have to complete the
Heggerty lesson on google classroom. Our reading specialist has all the lessons posted on her
reading room page. These are all shared to the students in my class. We will be taking the MAP
fall assessment in the next week or two. This will give me more data to analyze on how student
A is doing. Will also will be continuing the progress monitoring with the MAP Fluency.
I think my biggest hurdle will be keeping her motivated to complete Lexia at home. She
did not work on Lexia at home the past few days. The time spent on Lexia was in the mornings
in my room before class had started. I am going to have to add some sort of incentive for her and
my class. I was thinking of doing something every Monday for the students that had completed
their goal for the previous week on Lexia. Due to covid restrictions, this is our main source of
intervention in reading for our school.
We are only doing in person learning one Monday through Thursdays 8-11:15. Student A
rides a later bus. My plan is to have her complete a Heggerty phonemic awareness activity or
Lexia activity during those last fifteen minutes of the day if she was not able to complete one
during the morning or night before at home. If she has then I will be pulling story from Reading
A-Z for her and another struggling student that is also a late bus rider.
This year was my first time using Heggerty. I have learned just how beneficial it is for
my struggling students. Due to Covid, some of my struggling students are so far behind. Using
Running Head: IMPLEMENTATION
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these lessons will hopefully strengthen those skills. I will continue with progress monitoring of
Student A and adjust as we move forward. Once my school gives our universal screening, I will
have more knowledge on Student A and my class. I would like to create some small groups to
work on Heggerty during my google meets times.
Running head: FIELD EXPERIENCE C
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Field Experience C: Behavior Management and Diversity
Kassandra A. Gongora
Grand Canyon University: ELM 510
June 22, 2018
FIELD EXPERIENCE C
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Field Experience C: Behavior Management and Diversity
Evertson and Emmer (2013) give suggestions of steps to take at the beginning of the
school year to have an organized and positive learning environment. As educators we need to
make sure we establish relationships with out students by getting to know them and their
families. When teachers plan and are prepared for any type of potential problems in the
classroom they are one step closer to managing their students (Evertson & Emmer, 2013).
The past few weeks I was able to observe three different classrooms. The first classroom I
observed was at a learning facility which was different from the second two only because it was
the first place to respond back to me within the given time for the assignment. The first
observation was at Wonder Years Child Care and Learning Center and I was placed in a
classroom that had about seven different students and their ages varied. The classroom ranged
from third to fifth grade and there was four male and three female students. Students in this
classroom were expected to follow the rules and be sure to treat their peers nicely and if they had
a problem the teacher emphasized talking about the problem and their feelings as well as what
alternative options they have when handling a situation. The management in this particular
classroom was open since the teacher allowed the students to walk around and decide what area
they wanted to focus on meaning like blocks, writing, art, science, etc. The teacher did have
different expectations form her students because since they ranged in grade levels the higher
aged students needed to set an example and model for the younger aged children. I also noticed
that the behavior expectations for these students differed from my other observations because
since there was not as many students it allowed the teacher more flexibility to split her focus and
pay close attention to all students. One thing I would have probably done different is maybe
include more multicultural books that way students can grasp ideas and facts from other cultures.
FIELD EXPERIENCE C
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My second observation was done at Alpha Academy which is a public charter school and
I observed a third-grade summer school classroom. The teacher had students placed in different
groups of four and was actively engaging about fractions. The behavior expectations in this
classroom were that students remained quiet when teacher was talking and that they raised their
hands if they wanted to respond to the teacher. I automatically realized differences in
expectations since these students needed to be at their seats at all times and request permission if
they wanted to go somewhere as opposed to my first observation where students moved freely
around the classroom. Something I could consider adjusting in this classroom is perhaps let
students come up the board and work out fraction problems just to get them to stand up a little
and not be sitting the entire time.
My third observation also took place at Alpha Academy but this time I was placed in a
sixth-grade summer school classroom. In this classroom the behaviors I witnessed were a bit
over the top. Some of the students were being disrespectful to the teacher and disrupting the
class. The teacher would shush students consistently while she was explaining the math
problems. These students were working on dividing fractions in word problems. The
expectations and management differed in this classroom from the other two since this teacher
seemed to know what she had to teach but had a little difficulty in getting students to keep quiet
while she was teaching. For this particular classroom I witnessed an administrator and the
director come in to talk with one of the students about their behavior in the classroom. The
students in this classroom were expected to work on problems and write down notes as the
teacher spoke or explained something. The classroom set up of the students was different as well
because this teacher had students in groups of three to four and then she had certain students
sitting individually. One thing I would have definitely adjust in this classroom is let students
FIELD EXPERIENCE C
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know they are coming to school to learn and that they need to respect everyone by paying
attention. I would also emphasize the rules and consequences of what happens when they do not
want to listen and have a word in private with misbehaving student if after they continue
disrupting the classroom I would have the director or administrator have a talk with them.
I will use everything I learned from my observations in my future classroom as well as
what not to do. Another important thing I learned is that establishing relationships with parents is
important because it helps us learn more about our diverse students. It is important to see
different learning environments because it helps us develop ideas about what we would do in the
future and how to manage our classroom.
FIELD EXPERIENCE C
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References
Evertson, C. M., & Emmer, E. T. (2013). Classroom Management for Elementary Teachers (9th
ed.). Boston, MA: Pearson. ISBN-13: 9780132693264
Running head: Clinical Field Experience C: Implementing Small Group Activities
Clinical Field Experience C: Implementing Small Group Activities
Tecoyia Harrell
Grand Canyon University: ECE 540
Professor Marcia Burt
May 8, 2020
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Clinical Field Experience C: Implementing Small Group Activities
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Clinical Field Experience C: Implementing Small Group Activities
In Mrs. Rachel’s Preschool class, the students are working on letter sounds. There are
three groups with three students in each group. The groups are beginner, intermediate, and
advanced. “For the beginner group, the activity for letter sounds would be repeat after me.
During this activity, the teacher or group instructor plays a letter sound on a learning device.
The teacher or group instructor then repeats that sound. Finally, the groups repeat that sound.
The intermediate group activity would better letter sound bingo. The teacher or instructor
would say a letter sound and the students must mark off which letter corresponds with the
letter sound. The advanced group activity would be letter sound memory. The teacher or
instructor will put flashcards of letters face down. As they turn the letter over, the students
will say the sound aloud” (Harrell, 2020).
While observing each group and their activity, I was able to see their strengths and
weaknesses. One thing that surprised me, was that when the advanced groups finished with
their activity early, each member went to help the beginner and intermediate groups with
their activities. Seeing preschool students excited to help their peers and give them tips on
how they learned the objective so quickly warmed my heart. It showed Mrs. Rachel and I that
we did a good job with the activities and the grouping but could have mixed the groups by
having one advanced learner in each group. This would have helped with instruction time as
it was only me and Mrs. Rachel. However, it was much easier to assess the students as we
grouped them in same level groups.
I plan to use everything I have learned in the future and I will continue to increase my
knowledge as a teacher. The more I learn about myself and my students, the more I can help
them and better my teaching. I will use both grouping methods in my classroom to see which
is the best for the group of students I have. Every class is different and has different learning
Clinical Field Experience C: Implementing Small Group Activities
experiences. Therefore, I must observe and try both methods of grouping before I can
determine which method is the best way to help the students in my class!
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Clinical Field Experience C: Implementing Small Group Activities
Reference
Harrell, Tecoyia. 2020. Clinical Field Experience B Phonological Phonemic Awareness
Activities. Grand Canyon University.
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