Running head: FIELD EXPERIENCE A: STUDENT DEVELOPMENT
Pet vs. Peat
Red vs. Read
The teacher will ask the student if any other words use the short /e/ sound that makes another
word when the short /e/ sound is exchanged for the long /e/ sound.
Differentiate materials for students with special needs:
Students get to choose one of three activities in which they can complete to show the difference
between short /e/ or long /e/ words.
Activity one: game sorting works into the right bucket
Activity two: writing words in proper columns in the journal (using a highlighter to show sounds)
Activity three: use magnet letters to show the difference between the short /e/ and long /e/.
Activity four: you choose.
Interview and Experience
Throughout the interview and full day observation, Ashley was very willing to answer all
questions and give insight of the responsibilities of a 1
grade teacher at a Title 1 school, her role
in special education and collaboration with team members, strategies of consultation, classroom
environment, elements to build a positive, safe and productive learning environment, how
inclusion looks at St. Elizabeth Seton, and collaboration when developing and tracking progress
for her students. This helped me apply information to real life student and school situations to my
vision as a classroom special education teacher in the near future.
What criteria does the mentor teacher use to assess the students’ literacy skill
development and abilities?
Ms. Estes uses a variety of criteria for the students’ literacy skill
development and disabilities. The first two are formative assessments are STAR: Reading and
Early Literacy, and LEXIA. The assessment data is broken down into an overall score and then
broken down into multiple categories of ELA. These help determine students strengths and areas
of concern. In addition, the common core standards help determine where students need to be by
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