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CS: Anne Holt

by: Micah Haji-Sheikh

CS: Anne Holt EDU 202-2001

Micah Haji-Sheikh

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About this Document

The notes on the Anne Holt case study.
Introduction to Secondary Education
Robert Shkorupa
Class Notes
Teaching, Education
25 ?




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This 2 page Class Notes was uploaded by Micah Haji-Sheikh on Thursday September 22, 2016. The Class Notes belongs to EDU 202-2001 at College of Southern Nevada taught by Robert Shkorupa in Summer 2016. Since its upload, it has received 7 views. For similar materials see Introduction to Secondary Education in Education at College of Southern Nevada.

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Date Created: 09/22/16
“The case follows an experienced teacher through her morning routine with a diverse group of first grade  children.”    Anne Holt ​- First Grade teacher  Marcus Washington ​- Grad student, working on a master's degree, observing Anne’s  class for five mornings.    While Anne writes on the board, Marcus starts to walk around the classroom. The  classroom has lots of student-written books in it. Marcus observed Anne’s class followed  a constant routine.     First the children read with a partner. The tow assistance (regular, and special ed)  meet Marcus. At 8:50am, the morning announcements come on. After Anne introduces  Marcus to the class, she goes over the plan for the day with her students. She combines  both math and vocabulary lessons as she speaks. Marcus notices that all the children  are engaged in Anne’s lesson.    The reading teacher and her assistant come into the classroom, and work with a  couple groups of children one-on-one. At 10:15, the reading teachers leave.    Marcus asks Anne about the children’s reading levels. She explains her basal  reading program, where she brings children into the program as their reading literature  skills develop.    Just like any classroom, Anne has some students that are further behind for  various reasons. She explains she has the children keep journals to help track their  development. She names a handful of children for Marcus to watch.    Anne reminds the children they’re going to be reading from their journals, so if  they haven’t written a new entry, then then need to do so.    At 11:00am, the children read from their journals. One by one, the kids go up to  Anne, and she helps each of them read their journal entry aloud. Anne makes sure to  give each student the individualized attention they need. Marcus notices while the  children are engaged, a good portion of them are in and out of their seats. Anne only  quiets them when the noise level has become too loud to converse over.    When every child has read, Anne goes over what the afternoon schedule will be.  Some children ask if they can eat their lunches in Anne’s classroom, to which she  agrees.     After she takes the kids to the lunchroom, Anne returns and asks Marcus if he  has any questions. Marcus only asks about  Anne not making the children sit quietly.  Anne explains it’s hard for little ones to sit still for long periods of time.     Marcus leaves, excited to return the next day. 


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