I currently teach kindergarten at Golden Gate Elementary in Naples, Florida. This is my fourth year as a teacher and I have enjoyed every minute of my journey. Teaching in a title one school my students are very diverse. Culturally I have students who are from places all over the world. Some of my students are from Naples while others have traveled from as far as France. They also speak a variety of languages from English, Spanish, Creole and French.
I have 21 students, 12 boys and 9 girls. 76% of my class are labeled as English Language Learners and 86% of them are economically needy.
This classroom is at Golden Gate Elementary school located in Collier County, Florida. Golden Gate Elementary earned a D grade last year. GGE is part of the Positive Behavior Support (PBS) program. PBS is a project funded by the state of Florida to provide training and technical assistance to school districts in the development and implementation of positive behavior supports at the school-wide, classroom, and individual student levels. The program aims to build effective environments in which positive behavior is more effective than problem behavior. 951 students are enrolled at GGE. 504 of those students are males which leaves 447 as females. Out of the 951 students, 909 or 95.58% of the students are considered economically needy. As far as home languages, 17% speak English, 69% speak Spanish, 13% speak Creole, and .5% speak another language. When looking at race 4% of the students are White, 18% are Black, 76% are Hispanic, and 2% are of other races. 46% of the students enrolled at Golden Gate are labeled with Limited English Proficient, and 10% of students are labeled ESE.
In kindergarten you receive students with varying abilities when it comes to reading and writing. Most of my students do not know how to read or write. I do have a handful of students who are starting to read and are working on spelling phonetically. In my classroom I use a variety of ELL strategies to reach all of my students. Some common strategies I use are reading aloud to students which motivated them to read for pleasure and acquire knowledge about books. As well I use songs to introduce new topics and use pictures to teach new words. My students also have very diverse experiences and backgrounds. Some students have never been to the beach or to the movies. At first I found this odd, how could a 5 year old have never gone to the beach before? I build on their experiences in my instruction by taking them on virtual field trips and reading lots of stories that will expand their background knowledge.
This year I am finding many of my students are not excited about reading. They do not think critically about what they read because they have never had someone stop and ask them questions to get them thinking. I model with students how to discuss important issues and ideas in literature because most of them look at me with a blank stare when I ask them higher order questions. I always give my students time to practice using reading strategies. I usually teach a new strategy in guided reading that students will practice for 1-2 weeks before moving onto another strategy.
My students use wiki sticks to help keep track of their thinking when they read. I use an observation sheet to keep track of their thinking and questioning. As a small group students talk about their thinking. The evidence of using a comprehension rubric allows me to know if my students are learning and understanding their reading. Students use response journals to record their thinking.
In my classroom I have plenty of materials for comprehension instruction. We have a set of guided reading books that go along with our reading series as well as a whole room in the library dedicated to guided reading books. I use sticky notes and wiki sticks with students. Our reading series allows students to be exposed to a variety of series from fantasy to informational texts. We also use short stories and poems with students to build of the variety.
In the classroom students feel open to share their ideas and thinking because I make it very clear from day one that no answer is wrong. I also teach my students that we do not laugh when someone gives an answer or thought. My students learn to work as a classroom community where they know their thoughts are welcome. In the classroom students are always working in groups which ensures an environment that promotes thinking and working together. We have an hour every day of reader’s workshop in the classroom. 15 minutes is spent with the teacher for small group instruction and the remainder of the time is used for students to practice and deepen their reading skills.
I have 21 students, 12 boys and 9 girls. 76% of my class are labeled as English Language Learners and 86% of them are economically needy.
This classroom is at Golden Gate Elementary school located in Collier County, Florida. Golden Gate Elementary earned a D grade last year. GGE is part of the Positive Behavior Support (PBS) program. PBS is a project funded by the state of Florida to provide training and technical assistance to school districts in the development and implementation of positive behavior supports at the school-wide, classroom, and individual student levels. The program aims to build effective environments in which positive behavior is more effective than problem behavior. 951 students are enrolled at GGE. 504 of those students are males which leaves 447 as females. Out of the 951 students, 909 or 95.58% of the students are considered economically needy. As far as home languages, 17% speak English, 69% speak Spanish, 13% speak Creole, and .5% speak another language. When looking at race 4% of the students are White, 18% are Black, 76% are Hispanic, and 2% are of other races. 46% of the students enrolled at Golden Gate are labeled with Limited English Proficient, and 10% of students are labeled ESE.
In kindergarten you receive students with varying abilities when it comes to reading and writing. Most of my students do not know how to read or write. I do have a handful of students who are starting to read and are working on spelling phonetically. In my classroom I use a variety of ELL strategies to reach all of my students. Some common strategies I use are reading aloud to students which motivated them to read for pleasure and acquire knowledge about books. As well I use songs to introduce new topics and use pictures to teach new words. My students also have very diverse experiences and backgrounds. Some students have never been to the beach or to the movies. At first I found this odd, how could a 5 year old have never gone to the beach before? I build on their experiences in my instruction by taking them on virtual field trips and reading lots of stories that will expand their background knowledge.
This year I am finding many of my students are not excited about reading. They do not think critically about what they read because they have never had someone stop and ask them questions to get them thinking. I model with students how to discuss important issues and ideas in literature because most of them look at me with a blank stare when I ask them higher order questions. I always give my students time to practice using reading strategies. I usually teach a new strategy in guided reading that students will practice for 1-2 weeks before moving onto another strategy.
My students use wiki sticks to help keep track of their thinking when they read. I use an observation sheet to keep track of their thinking and questioning. As a small group students talk about their thinking. The evidence of using a comprehension rubric allows me to know if my students are learning and understanding their reading. Students use response journals to record their thinking.
In my classroom I have plenty of materials for comprehension instruction. We have a set of guided reading books that go along with our reading series as well as a whole room in the library dedicated to guided reading books. I use sticky notes and wiki sticks with students. Our reading series allows students to be exposed to a variety of series from fantasy to informational texts. We also use short stories and poems with students to build of the variety.
In the classroom students feel open to share their ideas and thinking because I make it very clear from day one that no answer is wrong. I also teach my students that we do not laugh when someone gives an answer or thought. My students learn to work as a classroom community where they know their thoughts are welcome. In the classroom students are always working in groups which ensures an environment that promotes thinking and working together. We have an hour every day of reader’s workshop in the classroom. 15 minutes is spent with the teacher for small group instruction and the remainder of the time is used for students to practice and deepen their reading skills.