CT Routine Blog- read-aloud

CompletedPart 1: CT’s Performance of Routine.

- Describe the chosen routine, how your CT performs the routine, and the impact their
performance has on students. Include an artifact (such as notes from interviewing your
CT about the routine, pictures of your CT performing the routine, etc. Be sure any
student faces are blurred/covered).
- The routine that I chose to do and have my CT observe was a read-aloud. When
my CT did the read aloud she gathered the entire class on the carpet and waited
for calm bodies and listening ears once that was achieved, she moved on to the
book sometimes she'll present it on the board but if the kids all have the book
then she's going to send them to their desk, and they're going to read the at their
desk individually because the books are really big and they don't fit on the laps.
My CT has not always done the routine this way however through trial and error
this is the routine that fits her in her classroom the best which is either carpet
time or desk time depending on which book they're reading. I think that the
developmental levels of the students have impacted how my CT performs the
routine because the developmental decisions means that they have very low
attention spans and that they aren't able to grasp and remember tough Concepts
right now so when we call them to the carpet or when they're sitting at the desk
we always remember to remind them of the expectations and enforce the
classroom rules constantly through correcting misbehavior and peer
reinforcement. While performing this routine my CT My CT sticks to primarily
reading the book as fast as possible so the students don't have to be sitting down
and focusing for that long because they get antsy very fast but when they do get
antsy sometimes we take a break and we do star jumps. After we take breaks to
do star jumps I always see that the students are refreshed and ready to learn. I
also noticed that the students love read alouds they love to learn more about
books and they love stories. Overall through peer reinforcement and calling on
misbehavior and reading the book quickly my CT is able to successfully manage
the classroom and depending on the length of the book it takes anywhere from
15 to 30 minutes.

https://drive.google.com/file/d/133bVfsyhmhes4e0Aw4PaVh__9Xxrla8L/view?usp=sharing
CompletedPart 2: Intern’s Performance of the Routine.
- Describe what happened when you performed the routine. Make connections to your
course texts and what you are learning in class. Include an artifact (such as pictures of
you performing the routine, pictures of student work, planning documents, video clips,
etc. Be sure student faces are blurred/covered.).
- During my read aloud I read the DOT, once I introduced the book and reminded
my students of the expectations I called my students all to the carpet by table
group in random order, then once they were all at the carpet I started my reading
activity. I think that reading the diet helped the students grow on their knowledge
about beginning middle and end as well as having more exposure to books which
can ultimately grow their literacy knowledge. I did achieve the desired results for
half of the lesson which was keeping them all to the high expectations. However
later throughout the lesson as they got antsy it I did have to send them back to
the carpet which would be defined as a lack of success in my book. When
students did not respond appropriately or follow the expectations that were
previously said I did correct them using the hierarchy of interventions.

CompletedPart 3: Learning from the Experience and Connection to Course Concepts.

- Discuss what you learned from observing and performing this task. Make connections to
ideas and readings from any of your courses as you describe your learning and
experience. Provide bibliographic information for text connections using APA format.
- One of the most important things I learned about this reading activity is that it's
hard to multitask doing a learning-based assignment while managing the
classroom. I think that a couple things that went well was my question throughout
the book and the questions after my book I think the students really enjoyed
making an anchor chart with me. I think one of the things I struggled with during
this reading routine was that the students were not able to focus the entire time
and I did have to send them to their desks because they were getting antsy and
talking and I have to repeatedly warning them I sent them back to their desks. I
think that this was an amazing learning activity for the students however I do not
think that Method meet the developmental needs there was no movement there
was no group talking I wish I had Incorporated more turning talks instead of
asking questions out loud more turn and talks would have aloud each student to
talk to each other, maybe if I had them drawing a picture it would have met their
developmental needs because they were able to connect with pencil tasks which
relates to the Clayton Passage “variety of games and provide broad experiences
in the arts, there should be more paper and pencil tasks”

CompletedPart 4: Next Steps in Performing the Routine:

- Discuss what you will continue to do or do differently as you continue to enact this
routine in the future.
- My read-aloud was extremely successful I was able to maintain all the kids
attention have them sit on the carpet read the book out loud and overall I think
 that they really were able to grasp the concept through my end of book reading
questionnaire which was my anchor chart as pictured above.However if there is
one thing I would change it would be to challenge my students attention more
instead of just accepting that they have a low attention span I would be more
patient asking for more attention and not moving on until I have attention and if
they really do get antsy like they did last time I would do more star jumps so that
the students have time to get their energy out before reading. By keeping the
things that were successful and eliminating the things that were unsuccessful I
think that doing this a second time would really allow me to have an amazing
read aloud of another book which hopefully I get a chance to do next semester.
My new questions and wonderings are what do I do if I still can't get to the
student's attention how do I do a punishment that is relatable to the routine that
allows my students to understand that we need to focus on the reading when it's
time for read alouds as well as maintaining my authority and respect in the
classroom.

CompletedPart 5: FEAPs Connections** & Writing/Mechanics

- Describe which of the following FEAP(s) you demonstrated during this routine
enactment, and what you did to demonstrate that FEAP. For example: “During this
routine, I demonstrated FEAP 2B when I... I also demonstrated FEAP 2f by...”

Level 1 FEAPs:
2b. Manages individual and class behaviors through a well-planned management
system: I will meet this FEAP because when students misbehave I will follow the hierarchy of
interventions and start with non-verbal, change to verbal, then punishment. Each technique will
be different based on the student and the circumstance. For example, when the students lost
their focus I tried non-verbal, standing there quietly waiting for attention, when that didn’t work I
moved to verbal, where I reminded them of our expectations, then when that didn’t work I sent
them to their desks.
2c. Conveys high expectations to all students: I will do this by reminding them very
clearly of the expectations at the beginning of the lesson, then reminding them of the
expectations when needed. As I am holding everyone to the same expectations.
2e. Models clear, acceptable oral and written communication skills: I displayed this
FEAP by making an anchor chart, as pictured above. I also used this FEAP when I used
attention getters with my students, as I’m showing my oral communication skills.