Kerry


 * ﻿ ﻿﻿ Part 1 - Goal Setting **

These reflections are meant as a way to help document the progress and successes you have as a bilingual teacher and to provide a context through which you can receive support. Through these reflections you will be able to focus on the goals you have established, you’ll be able to document your work on these goals, and I will in turn be able to provide you with feedback, suggestions, and resources. Thank you for taking the time to reflect.

Name: Kerry School: Henking Grade Level: 2nd o Initial Goal:Implementing the Bridge Hi, Kerry, it's Karen. I really like your goal!!!! I think it's great for any bilingual classroom, but especially for 2nd grade. I like the fact that you are using the community helpers unit (I can send you the power point and anything else you would like). The fact that you are using TPR and relating the content from Spanish to English will increase learning in both languages, and your students will be thrilled at what they can do in English. I can't wait to hear about how this goes. I know I will be seeing you on November 30. In the meantime, I wonder if these materials may be helpful (I may have given you some already). Hi Karen. Thank you for the power point and other information. Things have been going really well and we did some bridging last week. It was great because Cecilia had a whole set of community workers (toys) at home that her kids play with. We were able to have the kids "build" a community. I have a question for you: How do you think that Spanish grammar should be taught? How do we know what skills should be taught and when? Thank you. Hi, Kerry (November 20, 2010). Your question is excellent. The way I would approach grammar is to teach it in context (in an LEA the kids have created, a text you know they know really well) and I would focus on what the students are ready for developmentally. Though all kids may be ready for some parts of grammar, you will most likely end up differentiating this piece of your teaching as well. The scope and sequence you have from your new program should give a you a sense of what to focus on and what to look for in your students writing. After analyzing their writing, you'll have a better sense of what to teach grammar wise. I have been developing rubrics to share with you on November 30 and I think they will really help in identifying the different components of what to teach to whom, including grammar. I am really looking forward to seeing you!

Why have you selected this particular goal?I have always struggled with how and when to use English in my instruction. Since my students will be taking ACCESS next year, I want to make sure that I am preparing them as best as I can.

How will you know that your goal is successful? What evidence do you hope to see in your students? I will use oral language rubrics, writing rubrics and english cbms.

What support or resources will you need to meet this goal?Some English books (leveled and read alouds)

How can I support you in reaching this goal?Observe me and/or continue in dialogue over how I am doing.

How do you feel about this endeavor? (You could feel excited, supported, anxious, overwhelmed…)I feel excited and anxious

Please add anything else you’d like to share:

** Part 2 - Reflection **

I'll bet they are using lots of academic language in Spanish. Let me know how the LEA works out and how the bridge to English goes. I'll bet it will be highly successful! ||
 * Description of Activity Communities || Reflection What is going well? What has surprised you? What do you wish to improve? I am doing Karen's community unit. I plan to do an extension of it in the spring when we talk about Glenview, past and present. It will tie in nicely. The kids really enjoyed the TPR and making their community maps. They have been talking a lot orally about communities. We talked and wrote about what their parents do as members of the community. I plan to do an LEA tomorrow and then bridge to English later in the week.