Fieldwork Binder

Bridget Bender
Reading 17 Program
Viterbo University
Fall 2015

Table of Contents

Introduction3
Practicum Log4
Artifact # 1..8
Artifact # 2..9
Artifact # 3.13
Reflection...14
References15

Introduction

My name is Bridget Bender. My 17 Reading Specialist Practicum was

completed September 2015- November 2015 at Boscobel Elementary
School, a 4K-6th grade school in Boscobel, WI. My on-site mentor was
Sandy Klug, Title I coordinator, and my university supervisor was Tom
Lueschow.

Date
August 2015

Activity/Experience

Set up a display of old

books from classrooms
and libraries for students
to take during open
house.
August 2015
Professional research and
reading of journal articles
on best practice in sight
word instruction
September 1, 2015 Leveled classroom library:
Present
sorted, leveled, and
labeled books by genre
and guided reading level.
September Tuesdays Team meetings to discuss
2015
our guided reading PLC
and work together toward
common goals for our
students
September 8-11
Assessed Sight words for
research project
September 9, 2015
Administered MAP Math
Test
September 10, 2015
Administered MAP
Reading Test
September 14, 2015
Met with Title staff to
discuss benchmark
assessment and
beginning of year
screening results
September 14-17 AM Administered PALS test

Hours

Standard(s
Addressed

INTASC 10

Administrative Stan
4, 5

INTASC 9

12

INTASC 2, 5

Administrative Stand

INTASC 9, 10

Administrative Stan
2, 4, 6

INTASC 1, 6, 7

1.5

INTASC 6

1.5

INTASC 6

INTASC 2, 9, 10

Administrative Stan
2, 3, 4, 6, 7

INTASC 6

10
4

September 18, 2015

September 21-25
September 22, 2015

September 23, 2015

September 23, 2015

September 29, 2013

October Tuesdays
2015

October 2, 2015

October 2, 2015

October 1, 2015
October 5, 2015

PBIS Training at CESA 3

Administered Number
Development Assessment
Met with 1st grade team to
discuss guided reading
stations.
Made guided reading and
math station rotation
board for 1st grade team
Met with Title I director to
discuss family fun nights

INTASC 9, 10

Administrative Stand
INTASC 6

INTASC 2, 7,9, 1

1.5

Administrative Stan
6, 7
INTASC 1, 2, 3, 7

INSTASC 10

.5

Met with K-2 teachers to

discuss family literacy
night stations
Team meetings to discuss
our guided reading PLC
and work together toward
common goals for our
students
PBIS coaches network
meeting at CESA 3

Administrative Stan
2, 5, 6, 7
INSTASC 10

Administrative Stan
2, 5, 6, 7
INTASC 9, 10

PBIS Administrative
Meeting

2.5

Administrative Stan
6, 7
INTASC 9, 10

Organized school wide

PBIS assembly

Administrative Stan
6, 7
INTASC 3, 5

Met with 3-6 teachers to

discuss family literacy
night

Administrative Stand
INSTASC 10

Administrative Stan
2, 4, 6

INTASC 9, 10

Administrative Stan
2, 5, 6, 7
5

October 7, 2015
October 8, 2015

October 13, 2015

October 15, 2015

October 21, 2015

November Tuesdays
2015

November 2, 2015
November 2, 2015

November 3, 2015
November 4, 2015
November 4, 2015

November 6, 2015

INTASC 9, 10

Lead the PBIS team

meeting at school

Made copies and

laminated materials for
both family literacy nights
Setup K-2 family literacy
night and worked at it

Administrative Stand
INTASC 8, 10

Administrative Stan
2, 5
INTASC 8, 10

Setup 3-6 family literacy

night and worked at it

Administrative Stan
2, 5
INTASC 8, 10

Led the PBIS team

meeting at school

Administrative Stan
2, 5
INTASC 9, 10

Team meetings to discuss

our guided reading PLC
and work together toward
common goals for our
students
Reading Racetrack
intervention 2 students
PBIS Administrative
Meeting

Administrative Stand
INTASC 9, 10

Administrative Stan
2, 4, 6

.5

INTASC 1, 5, 6

1.5

INTASC 9, 10

Organized school wide

PBIS assembly

Administrative Stan
6, 7
INTASC 3, 5

Reading Racetrack
intervention 2 students

.5

Administrative Stand
INTASC 1, 5, 6

Staff advisory committee

meeting

Administrative Stand
INTASC 9, 10

Reading Racetrack
intervention 2 students

.5

Administrative Stan
6, 7
INTASC 1, 5, 6

Administrative Stand

November 9, 2015
November 11, 2015
November 11, 2015

November 13, 2015

November 16, 2015
November 16, 2015

November 18, 2015

November 18, 2015
November 20, 2015

Reading Racetrack
intervention 2 students

.5

INTASC 1, 5, 6

Reading Racetrack
intervention 2 students

.5

Administrative Stand
INTASC 1, 5, 6

Data wall and analysis of

1st quarter Fountas &
Pinnell benchmark
assessment. Discussed
and regrouped for guided
reading and title groups
Reading Racetrack
intervention 2 students

Administrative Stand
INTASC 2, 3, 7, 8,

Administrative Stan
2, 3, 6

.5

INTASC 1, 5, 6

Reading Racetrack
intervention 2 students

.5

Administrative Stand
INTASC 1, 5, 6

Staff advisory committee

meeting

Administrative Stand
INTASC 9, 10

Reading Racetrack
intervention 2 students

.5

Administrative Stan
6, 7
INTASC 1, 5, 6

Led the PBIS team

meeting at school

Administrative Stand
INTASC 9, 10

Reading Racetrack
intervention 2 students

.5

Administrative Stand
INTASC 1, 5, 6

Administrative Stand

Artifact # 1
Leveled classroom Library

INTASC 2, 5
Administrative Standard 4
Artifact # 2
Title I Informational Meeting and Family Fun Night
October 15, 2015
Purpose: The purpose of this event is to help improve parent involvement. This event
provided teacher made ideas for families to enjoy together. Families came to school
and enjoyed some stations together. When each family checked in, children received a
snack ticket. Families rotated through the stations. The event took place in the school
gym for 90 minutes.
Rationale: Expectations for parent involvement in childrens education is perhaps
greater today than it has ever been, as parents are increasingly held accountable for
their childrens school success (Wepner, Strickland, and Quatroche, 2014 p. 215). It is
important to create open door environments and establish relationships with parents.
One way to accomplish this is by making parents feel welcome and answer questions
they may have. Many parents are not sure how to help their children, so this is one way
to ease into those conversations.
Budget: I estimate the costs of this event to be around $50. Money will be needed to
supply the snack and other materials. The paper and copies will come out the regular
school budget. The Parent/Teacher group donated the additional costs. If there is extra
money, books can be provided to each child or book door-prizes will be given away.
Most teachers will donate their time if the district wont pay.
Personnel: Kindergarten and 1st grade teachers helped with the planning and
preparation of the night. Teachers ran the stations during the event. The reading
department was available to answer any questions and provide tips to parents.

Super Stations
Super Words
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Build words out of sentence strip letters

Materials Needed:
- sentence strips
- markers (or pencils to write the words with)
- scissors for cutting the sentence strips into letter cards
-recording sheet
Super Words - Directions
Building Words!
1. Take one sentence strip. Write the letters super heroes read on the strip.
2. Cut between the letters to make cards.
3. Use the letters to make as many words as you can!
4. Record them on your sheet.
We Need a Hero!
Create your own superhero and illustrate him or her!
Materials Needed:
- pencils
- white paper
- coloring tools: crayons or colored pencils
- sample superhero drawing books or drawing pages from online
We need a hero! - Creating a Superhero Directions
1. Choose a letter of the alphabet.
2. Brainstorm words to describe your superhero that start with that letter.
3. Write a sentence about your superhero using your words.
-What does he/she look like?
-What does he/she sound like?
-What does he/she do?
-What does he/she want?
4. Illustrate your superhero on the white paper.
This Looks Like a Job For
Make your own comic strip!
Materials Needed:
- sentence strips
- pencils
- coloring tools: crayons or colored pencils
This Looks Like a Job For - Directions
Take a sentence strip and fold it into six equal parts to make a comic strip.
Part 1: The title of your comic strip!
Part 2: Create your superhero and introduce him or her.
Part 3: What does your superhero want?
Part 4: Decide what your superheros problem is.
Part 5: How does your superhero solve the problem?
Part 6: What is the happy ending?

10

Secret Identities
Make a super hero mask to conceal your identity!
Materials Needed:
- colored cardstock
- yarn
- hole punchers
- glue
- scissors
- stickers, sequins, foam shapes, and other crafty supplies
- mask templates cut out of cardstock
Secret Identities - Directions
Create your own superhero mask to wear!
1. Choose one of the mask shapes and cut it out.
2. Decorate it using the materials on the table!
3. Punch holes in each side of the mask.
4. Tie a piece of yarn through each hole.
5. Put your mask on and tie it in the back!
Reading Headquarters
Find a spot and read, read, read!
Materials Needed:
- comfy seating
- a rug
- capes use plastic table cloths from a dollar store
Reading Headquarters Directions
1. Grab a book from the basket
2. Put on a cape
3. Read!
Super Snack!
Decorate a cookie to look like a superhero symbol!
Materials Needed:
-butcher paper or tablecloths to cover the tables
- bowls of the following materials:
white and blue frosting, starlight mints, licorice rope in red and green,
pretzels and M&Ms
- sandwich baggies for each child with a popsicle stick (for spreading frosting), a napkin,
and a small cookie.
Super Snack! Directions
11

Super Snack!
Make a tasty treat!
1. Get one bag of materials.
2. Use the frosting and items on the table to decorate your cookie to look like a
superhero symbol!
3. Eat and enjoy!
Smack Attack
Slap rhyming words.
Materials Needed:
- flyswatters with images of superheroes glued on to them.
- cut-outs of villains with rhyming word cards
- stack of rhyming word cards
- optional: a butcher paper scene with a city background
Smack Attack Directions
1. Listen to the word the teacher reads.
2. Use the super flyswatter to smack the rhyming word and save the city!

Pictures from the K-2 Family Fun Night

Impact on Student Achievement: Student learning and achievement was

directly impacted by collaborating with parents. Parents were able to ask
questions about their children. They were also taught some basic reading
strategies to help their children at home. This was a great way to improve
relationships with families.

12

INTASC 8, 10
Administrative Standard 2, 5

Artifact # 3
1st Grade Data Wall Analysis and Discussion

Purpose: To analyze and discuss data collected from Fountas & Pinnell
Benchmark Assessment. To discuss and regroup guided reading and title
groups.
Who: 1st grade teachers and title coordinator
Procedure: Following the Pountas and Pinnell Benchmark Assessment for
the end of o1st quarter, we met to discuss and analyze the data. Each
teacher wrote their students names on a different colored post-it. We then
put each student under their current level. We also put a small pink post-it
on the students currently receiving title intervention.
Reflection: This was a great way to see exactly where students are. We
had great discussion about how to change groups of students based on the
data collected. It was very easy to clearly see which students needed more
intervention. We plan to do this after each quarter to help guided our
groups and instruction to meet the needs of all students.

13

Impact on Student Achievement: Student learning and achievement is

directly impacted this discussion. Through this discussion, we made plans
and decisions on how we can best move forward and meet the needs of
our diverse learners.
INTASC 2, 3, 7, 8, 10
Administrative Standard 2, 3, 6
Reflection
Celebrations:
Giving away books to students was so rewarding because they are
serving a much better purpose in the hands of students than getting
dusty on a shelf!
Working together with other staff members gave me lots of ideas to
better my teaching and student learning.
Successes:
Family Fun Night it was great to have parents come in and learn
new ideas to help their children at home. I think it is great when we
can all work together for a common goal.
Data Wall and Analysis we had great discussion on how to meet the
needs of the diverse learners. It was great collaborating and finding
creative way to help all students. We discussed the importance of
flexible grouping.
Professional reading sight word intervention and guided reading
was the main focus
Challenges:
Finding time to meet is sometimes hard, but we decided to meet even
if someone cant be present.
Working in a PLC can sometimes be difficult for some. It was very
important that I listened to everyones opinion and offer suggestions
in a respectful manner.
It is often hard to come up with time to help the students who are
excelling in reading and help meet their needs too. We are working
together to come up with ideas so that those students can receive a
little extra attention as well.

14

References
Wepner, S. B., Strickland, D. S., & Quatroche, D. J. (2014). The administration and
supervision of reading programs (5th ed.). New York: Teachers College Press.

15