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Total Participation Techniques (TPT's are techniques that teachers use…

- - - - Receptive (taking it in):
        Listening, Reading, Viewing
        Productive (Composing):
        Talking, Writing, Visually Representing
    - - Learning to Read
        -Takes place during literacy time
        -Mainly focused in younger students,
        but should continue up until high school
        -Students in older grades know how to read, but they will need guidance in reading informational texts.
        Reading to Learn
        -Takes place in all content areas
        -Begins around 4th grade, but sometimes earlier
    - - Phonemic Awareness & Phonics
        -Listeners are able to identify, hear, and manipulate the smallest unit of sounds (Phonemes)
        -Phonics are the relationship between written letters and the sounds those letters make
        Comprehension
        Fluency
        Vocabulary
    - - Windows: A book that offers a view of the world that is either familiar or strange
        Sliding Glass Doors: Being able to imagine yourself in a part of the story
        Mirrors: Seeing your own life be reflected in a book
    - - StudyIsland.com
        Students begin by taking a diagnostic test to find their level. The teacher can then assign assignments and activities to practice the concepts the students need more work on.
      - myOn.com
        Somehow students are able to pick from a long list of books they can read or have read to them while they follow along.
      - Storylineonline.net
        Books read by celebrities on video and students are able to listen and look at the pictures while being read to.
      - Websites for reading:
        -Kids Discover
        -Read words
        -Time for kids
        -Newsela
        -myOn
    - - Similarities:
        -Has facts and information
        -Employs imagination
        -Provides pleasure
        
        Nonfiction:
        -Writing about reality where nothing is made up
        -Most times we focus on the story elements
        
        Fiction
        -Writing Where anything can be made up
        -Provides factual information and use text structures and features (Captions, headings, bolded words, etc.)
  - - - Tier time is a time for students to work on literacy assignments that are made just for them. Their work comes from Study Island, an online program, they first take a test and then the teacher can create assignments based on the results. While the students are working individually, Miss Spearman will work with a smaller group of students.
      - At South View, success time is for the whole school. In 4th grade every student switches classrooms and has a different teacher for 30 minutes. On Monday's students take a pretest to determine which teacher they go to. The next 3 days are spent learning the math topic. On Friday they have a short quiz to show what they have learned.
        
        In a two week time period, the group Miss Spearman had changed, but they were working on the same packet of math story problems. In a small group she let me assist and help some of the students needed more help than the others. She claimed that her group was not the "dumb" group but just randomly assigned.
      - Miss. Spearman's class is very well behaved and not like a lot of other classes at South View. (According to one of the aides that comes into her room during the afternoon)
        That same aide described Miss Spearman as more of a leader instead of a teacher. She does manage her classroom extremely well and there have not been any behavior issues at all since we have been at the school.
    - - Icebreaker
        Description: Students are asked this or that questions and they pick 1 side of the room to go to based on what they chose. One student from each side debate why one is better than the other, hoping to maybe change their classmates answer.
        Reflection: The students loved participating and so did the teachers! The questions that were asked were perfect for the students. The only problem was that the students would talk in between each one which made it hard to get their attention, but Miss Spearman gave us some things we could do to get the talking to a minimum.
        
        Lesson 1
        Description: Sydney led this lesson with a small powerpoint about Indiana becoming a state and how the Northwest Territory was split into 4 smaller territories. A small activity followed where students colored the territories on a map using their textbook.
        Reflection: The information was appropriate, but if some pictures were added to the slides so they could see the territories and the other things the students probably would have grasped the content better. The activity worked extremely well and I think the students liked it.
        
        Lesson 2
        Description: The class was split into three equal groups, each co-teacher led a small group. The focus was on rivers, roads, canals, and safe houses of the Underground Railroad in Indiana. The students were creating their own maps with rivers, roads, canals and safe houses on them.
        Reflection: Only about 25 minutes were given for this lesson to be completed, so we were not able to complete the lesson. Some of the students struggled knowing where to place the rivers on the map based on the reading but were able to copy the river from the teachers paper. More time and a better explanation of directions should be given next time.
        
        Lesson 3
        Description: Destiny led this lesson and taught about the inventions in Indiana during the Civil War. The Ironclad battleship, mines, and the telegraph were the main inventions discussed. Also , the Civil War was discussed the role Abraham Lincoln played during the war.
        Reflection: At the end of the lesson, students completed a quick write and quick draw about their own invention during the Civil War. The students enjoyed creating something new and explaining the invention to their partner. While Destiny was teaching, they could have benefited from some pictures or a short video or something more to get their attention and focused on what she was teaching.
        
        Lesson 4
        Description: This lesson was all about the Civil Right's Movement, Civil Rights in Indiana, and Dr. MLK Jr. Students were split into 3 groups with each group rotating every 15 minutes. Each group read a short reading and completed a writing activity after.
        Reflection: I think the students enjoyed rotating between groups. The lesson could have been better if each group taught the content in a different way. One student said "Are we doing the same thing as before?" I liked the students rotating, after the first group I was able to change what didn't work the first time or add something in.
        
        Lesson 5
        Description: I planned this lesson. Students used ducksters.com to learn about events from the Cold War. Students filled out a graphic organizer. Students were sitting in groups and then moved to a new groups to tell their other classmates what they learned.
        Reflection: This lesson did not go well. Students were not writing anything down. They were talking with their classmates and not behaving. Only about 5 people completed the entire graphic organizers the way I intended.
        
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