Instruction paper

Kidwatching Part A: Children’s Background Information

Documentation/Assessment of Children’s Learning Project: This project will be turned in in 3 parts: A, B, & C For this assignment I am looking for high quality data/information and I am expecting that you take initiative to collect as much rich data on each child as possible.. “I don’t know” is not an acceptable answer for any question concerning any aspect of the students background information; development across the domains; and/or content area knowledge. You must know each student as an individual. You are to refer to the students using this very specific terminology- highly capable—average—struggling; student. Use pseudonyms for the children.
• I have to observe and interact with these three children in the class during math and literacy class and lunch.
• I have to interact with them while they do center plan activates for the math and literacy class.
• I can also see them while they parents drop them off AND pick up.
• For some information that may the child could not know it, I will ask the teacher.
• The children’s’ name are (highly capable = M; average= R; struggling= S) All of them in the 3rd grade.
• I had collected some information just a little, so you have to complete them and add details, add new things if it is needed

Part A: Children’s Background Information:

A. How I collected the data ( describe what are the ways that use it to collect the information whether from child or teacher) OR You can write like that:
• I do this highly with capable student M
• I do this for average student R
• I do this for the struggling student S

B. The Struggling Student I observed S (pseudonym) 3rd Grade.
1. What I learned about S
a. Family (In paragraph form answer the points below and describe how and when are you get it like anecdote) one baby brother – mom.
• Who the student lives with “her mother”
• Extended family members
• Pets ‘Cat- dog- used to have hamster but not anymore.
• Who helps with homework
• Family Funds of knowledge. Painting from her mother.

b. Culture (at least 3 paragraphs)

• Ethnicity African American
• Religion go to church on Sundays with mom.
• Parent’s employment mom work on Walmart
• Socioeconomic status poverty
• Neighborhood Ohio, Cleveland. Cleveland metropolitan school District. On Jo Ann Dr.
• Anything else I didn’t list

c. Interests (at least 3 paragraphs)
• ii. Hobbies playing soccer
• iii. Favorite TV show/movies . Barbie TV shows etc..
• iv. What s/he likes to play? Games on PC
• v. Games
• vi. Travel?
• vii. Read? Draw? Paint? Use clay? Etc.

d. School Interactions (at least 3 paragraphs)

• Who are her/his friends Casy from lunchroom+ Alahna, and Ryanah from class.
• What are her/his favorite subjects none. School is boring
• behavior

2. How knowing S’s interests will help me plan lessons and activities for her.
(Based on the above data; describe how you will use this information to help you plan lessons and activities for S; at least 3 paragraphs of at least 4 sentences each.)

C. The Average Student I observed is R (pseudonym) 3rd grade.
1. What I learned about R
a. Family (In paragraph forms answer the points below and describe how and when are you get it like anecdote)
• Who the student lives with Mom and grandma
• Extended family members 4 sisters + 1 brother
• Pets Cat –Dog
• Who helps with homework
• Family Funds of knowledge Painting and photography from mom

b. Culture (at least 3 paragraphs)

• Ethnicity African American
• Religion go to church on Sundays with grandma + sisters
• Parent’s employment mom work in Police office + Dad fix buildings
• Socioeconomic status Poverty
• Neighborhood Cleveland, Windy Dr.
• Anything else I didn’t list

c. Interests (at least 3 paragraphs)
• ii. Hobbies photography
• iii. Favorite TV show/movies Robots
• iv. What s/he likes to play? gymnastic
• v. Games Ipad games
• vi. Travel?
• vii. Read? Draw? Paint? Use clay? Etc

d. School Interactions (at least 3 paragraphs)

• Who are her/his friends April
• What are her/his favorite subjects Math
• behavior

2. How knowing R’s interests will help me plan lessons and activities for her.
(Based on the above data; describe how you will use this information to help you plan lessons and activities for C; at least 3 paragraphs of at least 4 sentences each.)

D. The Highly Capable Student I observed is M (pseudonym) 3rd Grade
1. What I learned about M
a. Family (In paragraph forms answer the points below and describe how and when are you get it like anecdote)
• Who the student lives with Mom + dad + uncle
• Extended family members 3 brothers 1 Sister
• Pets Dog + hamster
• Who helps with homework
• Family Funds of knowledge Boxing from dad

b. Culture (at least 3 paragraphs)

• Ethnicity African American
• Religion go to church on Sundays with his family
• Parent’s employment mom work in daycare center + dad work on gym
• Socioeconomic status poverty
• Neighborhood Cleveland, Windy Dr.
• Anything else I didn’t list

c. Interests (at least 3 paragraphs)
• ii. Hobbies
• iii. Favorite TV show/movies national geographic about animals + robots
• iv. What s/he likes to play? Xbox
• v. Games
• vi. Travel?
• vii. Read? Draw? Paint? Use clay? Etc.

d. School Interactions (at least 3 paragraphs)

• Who are her/his friends Mikal
• What are her/his favorite subjects Math
• behavior

2. How knowing M’s interests will help me plan lessons and activities for him.

(Based on the above data; describe how you will use this information to help you plan lessons and activities for M; at least 3 paragraphs of at least 4 sentences each.)

D. What I learned ( write this part as essay without headings)
1. What I learned about the process of getting to know children:
2. What I learned about Kidwatching:
3. What I learned about myself as a teacher:
4. My perspectives on teaching, learning, and children:
5. Reflections on my learning and perspectives to understand the potential for prejudice:
6. Connections to relevant research and theory:( for this point you have to link some information that you write it about the children and then connecting with the cognitive / social / emotional domains for the kindergarten stage Or connect them with the developmentally appropriate practice in the 3rd Grade from 8 to 9 age – You have to use journal article do not use websites)

Read the rubric sheet in the following page to follow it.

ECE 402/502 Taskstream Rubric: Kidwatching Assignment Part A Monday Tuesday-Thursday Name: _______________________________________________________

Kidwatching A and B are two separate but related assignments, the first focusing on two children and their sociocultural contexts and the second focusing on the same two children’s actions and talk in developmental domains and content areas. (See Field Experience Guide for detailed descriptions.)

Teacher Competencies for Kidwatching A & B Unacceptable
(0) Emerging
(1) Proficient
(2) Exemplary
(3) CEHS Outcomes* Revised NAEYC Standards+
Observes & records children’s actions and talk;
– using anecdotal notes (A&B)
and checklists (B) appropriately
– focusing on strengths in 3 developmental domains and 3 content areas (B)
– using positive, descriptive language that is as objective as possible (A&B) Demonstrates few or none of the listed competencies, focusing primarily on children’s weaknesses and needs. Demonstrates some of the listed competencies. Demonstrates all of the listed competencies. Demonstrates all of the listed competencies consistently, in rich detail, using multiple tools. 3,4,9 1,3,5
Collects additional data , primarily by talking informally with children (also by chatting with teacher) including:
– demographic data (pseudonym, age, ability level, race, language(s)) (A&B)
– data on sociocultural contexts including family configuration, home culture,
interests and activities (A) Demonstrates few or none of the listed competencies. Information obtained primarily through written records. Demonstrates some of the listed competencies. Demonstrates all of the listed competencies. Demonstrates all of the listed competencies consistently, in rich detail. Includes data on children’s community contexts. 2,5 2
Interprets children’s actions and talk (A&B):
– using data collected, knowledge of development & individuals;
– separating tentative interpretations from descriptions
– providing evidence for interpretations Demonstrates few or none of the listed competencies, mixing description and interpretation. Demonstrates some of the listed competencies. Demonstrates all of the listed competencies. Demonstrates all of the listed competencies consistently, in rich detail, interpreting actions and talk in using knowledge of individuals and their families. 4,5,9 1,2,3
Develops classroom activities for children (A&B) that
– are developmentally appropriate
– provide for active learning
– build on children’s strengths and/or resources Demonstrates few or none of the listed competencies, focusing on weaknesses or needs and activities that are teacher-centered. Demonstrates some of the listed competencies.

Demonstrates all of the listed competencies. Demonstrates all of the listed competencies consistently, in rich detail. Integrates family participation 8 4,5

Reflects (A&B) on
– own learning about kidwatching
– own perspectives on teaching, learning, and children
-connectio9ns to relevant research/theory Demonstrates few or none of the listed competencies, focusing something other than self. Demonstrates some of the listed competencies.
Demonstrates all of the listed competencies. Demonstrates all of the listed competencies consistently, in rich detail. Reflects on own learning and perspectives to understand the potential for prejudice. 11 6
Criteria for “meeting requirements” on these 2 assignments: Candidate must achieve an overall total of 9 points or more, with no “Unacceptable” ratings.
*CSU Outcomes are located at: http://www.csuohio.edu/cehs/students/eportfolio/docs/Expected_Outcomes_for_Initial_Teaching_License_Candidates.pdf
+ 2009 NAEYC Standards for Early childhood Professional Preparation Programs are located at: http://www.naeyc.org/positionstatements/ppp