Blog 14: Independent Component 1

Content:

• LITERAL
• (a) "I, Kimberly Gallardo, affirm that I completed my independent component which represents 30 hours of work."
• (b) Cite your source regarding who or what article or book helped you complete the independent component.
• Valeria.DeLaPena@pomona.k12.ca.us (Ms. De La Pena)
• Developing minds (site)
• The Autism Helper (Sasha; blogger)
• ʺIEP/Treatment Plan Objective Ideas" article
• (c) Provide a digital spreadsheet (aka log of 30 hours). Post it next to your mentorship log.
• (d) Explanation of what you completed
• During the 30 hours I've done a lot of the paper work the teacher would usually do and organizing the paper work. Recently I'm doing more than just that. For example, for Valentines Day each student brought to school a cereal box for their 'Valentine's Mail', and I had to wrap up the boxes in gift wrapping paper that was red, decorated with white polka dots with their name tag on top of the box. Also, I'm helping students with their writing when they need to write a paragraph about someone or something. 

• INTERPRETIVE
• Defend your work and explain how the significant parts of your component and how it demonstrates 30 hours of work. *Provide evidence (photos, transcript, art work, videos, etc) of 30 hours of work.

Putting up classwork on the walls.

Helping students in their writing.

 

 Checking vocabulary and grammar errors. For example, writing about Martin Luther King Jr. since it was MLK day and writing about his history.

 After they wrote about MLK, they created him by using construction paper and crayons.

 

 

• APPLIED
• How did the component help you understand the foundation of your topic better? Please include specific examples to illustrate how it helped.
• It helped me understand that, first of all being a first grade teacher can be stressful on the paperwork, but it really comes a long ways. Also, there are a couple of students in class who don't really know how to write and so I am working on helping the students understand how to write. For example if a student does not know how to spell out a word, let's say "with", and they had originally written "wit" on their paper, then all I could say to them is to sound it out since saying to sound out the word is better than telling them how to spell it, it wouldn't really help  if I had done that.