anchor video

WEb Quest Pre-assessment

https://spreadsheets.google.com/viewform?hl=en&formkey=dElUVTBRbDhyZS1xaWxoeV9yZU5TeEE6MQ#gid=0

Power Standards

Power Standard 3
Science Kindergarten

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Power Standard:	Students will observe and record the changes that occur in the environment, then create and present the information with drawings, weather calendars, and graphs.
Objectives Addressed in the Power Standard:
Objective ID Objectives SC.O.K.1.7 collect and record information in a variety of ways (e.g., drawings, weather calendar, or graphs). SC.O.K.2.10 observe and record daily changes in weather (e.g., clouds or air temperature). SC.O.K.3.2 observe and point out that change occurs gradually, repetitively, or randomly within the environment.

http://www.nationalgeographic.com/xpeditions/lessons/07/gk2/weathertoday.html  Link to the lesson plan. The struggling student I think would be very engaged in this lesson plan.  Students are asked about their own environment so, therefor it is interesting to them.

My Multiple Intellingences

Intelligence	Score (5.0 is highest)	Description
	4.29	Nature: You are sensitive to nature and environment. You probably know the names of rocks, flowers, birds, and trees. You love to be outdoors. Here are some ways to use your nature intelligence in your learning: Work in the garden. Read about plants and/or animals. Study habits of fish or birds. Read nature magazines. Go hiking. Take photographs of what you find on your hike. Write a story describing the photographs.
	3.71	Spatial: You remember things visually, including exact sizes and shapes of objects. You like posters, charts, and graphics. You like any kind of visual clues. You enjoy drawing. Effective techniques of enhancing your learning using your spatial intelligence include creating and/or using pictures, maps, diagrams, and graphs as you learn things. Other suggestions: Write a language experience story and then illustrate it. Color code words so each syllable is a different color. Write a word on the blackboard with a wet finger. Visualize the word as it disappears. See if you can spell it afterwards. Take a survey. Put the information in a chart. Write words vertically. Cut out words from a magazine and use them in a letter. Visualize spelling words. Use colorful newspapers like USA Today. Use crossword puzzles.
	3.14	Body Movement: You like to move, dance, wiggle, walk, and swim. You are likely good at sports, and you have good fine motor skills. You may enjoy taking things apart and putting them back together. Incorporating body movement into your learning will help you process and retain information better. Here are some ideas. Trace letters and words on each other's back. Use magnetic letters, letter blocks, or letters on index cards to spell words. Take a walk while discussing a story or gathering ideas for a story. Make pipe cleaner letters. Form letters out of bread dough. After you shape your letters, bake them and eat them! Use your whole arm (extend without bending your elbow) to write letters and words in the air. Change the place where you write and use different kinds of tools to write, ie., typewriter, computer, blackboard, or large pieces of paper. Write on a mirror with lipstick or soap. Take a walk and read all the words you find during the walk. Handle a Koosh ball or a worry stone during a study session. Take a break and do a cross-lateral walk.

Struggling Student

In my clinical classroom I feel that there could be several students who can be considered as struggling. There is one student that I have worked with several times.  The student's main problem is keeping on task.  When I am sitting next to them and giving encouragement they have very little difficulty staying on task and completing work. The student seems to want to move on with the other students at the table but because their head was down or they were drifting off and looking around the room, the work was not completed and they must stay behind and finish.  I try to get the student to focus on the work to be completed and walk away and a few moments later reengage the student.