Amy Roman

Richmond, Virginia

804-301-8713

Objective: I will expand my teacher licensure into the field of elementary education.  I will settle into a job as a primary grade school teacher for the next part of my educational career.  I feel that everything I have done until this point has lead me to elementary education, and I plan to give everything I have to the children that I teach.

Philosophy: I aim to educate and motivate children to work to their potential and beyond.   I encourage setting realistic goals to strive for and achieve.  We are all special and different, and our expectations of ourselves should reflect who we are as individuals.  My job is to assist students in their journey to becoming happy and productive citizens of our world.

Degrees and License:

B.Sc. in Physical Education with Endorsement in Health (k-12)

George Mason University, Fairfax, Virginia 1999

Currently in Teacher Licensure Program at University of Richmond  in Elementary Education

Teaching License, State of Virginia (current)

Certifications:

AFFA Group Exercise

CPR (Adult and Children)

First Aid (Adult and Children)

Educational Teaching Experience:

September 2010-present

Substitute teacher for all subjects and grades

Saint Benedict School, Richmond, Virginia (K-8)

October 2008-June 2010

Physical  Education Teacher

Rudlin Torah Academy, Richmond, Virginia (K-12)

August 2004-June 2007

Physical Education and Health teacher

Saint Benedict School, Richmond, Virginia (K-8)

2002-2003

Developed and instructed Physical Education for a home school network of 300  families.

Fredericksburg, Virginia (K-12)

September 2003-June 2004

Physical Education Teacher

Saint Patrick’s School, Richmond, Virginia (6-8)

1997-1999

Long-term substitute teacher for all subjects and grades

Hugh Mercer Elementary School,Fredericksburg, Virginia (K-4)

1994-1996

Developed and instructed Sports Training class for female athletes.

Episcopal High School, Alexandria, Virginia

Group and Personal Fitness Instruction Experience:

1988-Present

Develop programs and instruct in many aspects of fitness including aerobics, yoga, walking/running, strength-training etc…with a special interest and expertise in instructor training.

Northern and Central Virginia and Washington, D.C

2002-2003

Owner and operator of an adult and child fitness studio and spa, Ah! Spa Fitness

Fredericksburg, Virginia

*Closed due to family relocation to Richmond.

1994-1997

Owned and operated a daycare program in my home according to State of Virginia standards.

Alexandria, Virginia (ages 6 weeks-6 yrs.)

1988-2008

Personal trainer, residential and corporate

Northern and Central Virginia and Washington, D.C.

1993-Present

Mother of three wonderful children!

(ages 10,11, and 17)

*Invented, developed, manufactured, and marketed a fitness and physical education tool with program,manuals, and videos called Tinix Stix.  Performed and lead workshops at conventions and school in-services.  Sold to business partner due to having my second and third child.

Coaching Experience:

2004-2005

Developed and coached cheer leading squad .

Saint Benedict School, Richmond, Virginia

2004-2005

Assisted in coaching  soccer team.

Saint Benedict School, Richmond, Virginia

2004-2007

Coached track team.

Saint Benedict School, Richmond, Virginia

INTRODUCTION

Lesson Topic: Sight and High Frequency Words

Estimated Lesson Length: Weekly Friday Challenge Activity (15-20 mins.)

VIRGINIA STANDARDS OF LEARNING ADDRESSED

English Standards of Learning/Reading

K.5 Th student will understand how print is organized and read.

English Standards of Learning/Writing

K.11 The student will write to communicate ideas.
K.12 The student will explore the uses of available technology for reading and writing.

COGNITIVE OBJECTIVES

The student will be able to identify weekly sight words from a word cloud produced by the teacher and classmates.

The student will be able to recall sight words that they have seen in text that they have read.

The students will be able to recognize the sight words in isolation.

The students will be able to manipulate (turn) the handout to recognize (discover) words.

The student will be able to write the sight words that they identify on the handout provided.

MATERIALS/TECHNOLOGY AND ADVANCED PREPARATION

Smart Board or white board for projection (optional)
Computer with internet capability (optional)
Pointing device for projection
Word Cloud handout (place for name, word cloud, place for sight word list, place for bonus sight word)
Pencils (for students)
Shoe box with as many sight words on cards as students in the class.

TEACHING AND LEARNING SEQUENCE

Introduction/Anticipatory Set

This lesson will be done over the course of 12-25 (depending on number of students in the class) weeks as a challenge at the end of each week for those students who are on this reading and writing level.

Start with a teacher-made word cloud of five word that the students are all very familiar with.

The teacher will work with the students on the first two word clouds.

The teacher will stand next to the projection, and call one student at a time to say a word that they see in the word cloud. When the word is said, the teacher will point to it with a pointing device, and then write the word next to the projection on the white board.

The teacher will explain and model (with an actual handout) that “If I turn this paper in different directions I can discover more words…watch…”. If possible, the teacher should also
manipulate the word cloud to turn on the actual projection as well. But it is more important that the students see the actual handout being turned.

The students will be told to take out their pencil, and the teacher will distribute the handouts.

The students will be told to write the words on their handout in the appropriate place.

All of these steps will be done for the first two Fridays (or whatever day decided).

Use the same words for the second word cloud with a different cloud formation.

Lesson Development

On the third word cloud, the students will still work with the same five words with the same cloud formation as the second week.

The word cloud will be projected on the Smart Board or white board.

The students will be asked to identify the sight words themselves and write them in the appropriate place on their handout. They can use the projection or the word cloud on their paper.

When the students are done, the teacher will collect the papers for assessment.

One student each week (in alphabetic order) will be called up to pick a sight word from the shoe box. This word will be added to next weeks cloud.

Each week will use the same words with the one new student-picked sight word, making the cloud bigger each week.

The teacher should use his/her discretion as to when it is appropriate to change the cloud formation.

There is an optional bonus if the students are able to identify the new word each week and place it on the appropriate bonus line.

Closure:

After all of the students have added their words (as many weeks as there are students), the students will be asked to contribute to the final product, by voting on the cloud formation.

The teacher will show them many choices through the internet.

The final product will be displayed at the end of the year.

Optional things can be made from this cloud: teeshirts, water bottles, pins, puzzles etc.

HOMEWORK

None.

ASSESSMENT

Formative:

During the first two lessons the students will be encouraged to raise their hands if and when they see a word.

During the first two lessons the teacher should try to pick students who have not been called on before. A record of this should be kept near the computer.

Student who are not raising their hands should be encouraged to participate, and possibly assisted in finding the words.

If the students are participating and excited in the first two weeks during the lesson, they will be given a check in language arts for that lesson.

When the students are working on their handouts individually, the teacher should walk around and assist the students who need help.

Summative:

The students will be assessed on how many words they are correctly able to identify on their handout.

The words that are written are expected to be copied with correct spelling.

Full credit will be given for words spelled correctly (even if letters are backward).

Any words that are written incorrectly or missed will be expected to be written again and/or found.

The teacher should assist with the students who are having trouble.

Each student should be held only accountable to their individual reading and writing level.

REFERENCES (SITE TO MAKE WORD CLOUDS):

www.wordle.com

FUN EXTENSIONS!:

As grades progress, the words will get more difficult and word clouds used can become more complex (adding more words and letters to decipher and distinguish).  Student can also become more involved in making word clouds and games as well.

SUPER-SIZED!:

The teacher puts a word on piece of paper (word should cover entire paper), and lays them on the floor in different places and in different directions. (Laminate the paper for protection and future use.)

The teacher calls on different students to stand on a particular word in the direction that the words should be read, and the student reads his/her word out loud.

(Putting the students “in” the actual word cloud.)

TWISTER:

Similar to “Super-Sized!”, the teacher will make the full-size, laminated word sheets and this time color-code them.

The teacher calls on different students to stand on, put a left hand on, or right foot on a particular color word.

COPY-CAT:

The teacher will project a word cloud on the board.

The students will be asked to either copy what the see:

individually on a handout (written)

work in small groups with 1/4 sized-paper words (manipulating like a puzzle) at their group table

in larger groups with the full-size (preferably laminated) word sheets on the floor.

THE POSSIBILITIES ARE ENDLESS! HAVE FUN! I LOVE THESE WORD CLOUDS!

Lesson Topic: Plant (Flower) Growth

Estimated Lesson Length: Approximately 30-45 minutes

Virgina Standards of Learning Addressed:

Earth Patterns, Cycles, and Change

K.8 The student will investigate and understand simple patterns in his/her daily life. Key concepts include
c) animal and plant growth.

Visual Communication and Production

K.10 The student will use motor skills (e.g., pinching…) to create two-dimensional and three dimensional works of art. (A real potted flower in this case.)

English/Reading

K.5 The student will understand how print is organized and read.
c) Follow words from left to right..
d) Match voice with print: syllables, words, and phrases.

English/Oral Language

K.2 The student will use listening and speaking vocabularies.
b) Use words to describe/name people, places, and things.
f) Follow one-step and two-step directions.

English/Writing

K.12 The student will explore the uses of available technology for reading and writing.

COGNITIVE OBJECTIVES

The students will be able to identify the basic needs of plants (flowers) to grow verbally (and physically).

The students will be able to identity the basic needs of plants in the correct sequence verbally (and physically).

The students will read (guided by teacher) the text on the video.

The students will be introduced to technology through a computer-based video.

MATERIALS/TECHNOLOGY AND ADVANCED PREPARATION

Smartboard, screen, or white dry-erase board for projection
Computer and computer hook-up capability (internet if viewing through site, no internet if downloaded or burned to DVD)
Pointing device for teacher
One potted plant with no flower (green varietal), and one potted flower in bloom (gerber daisy) for demonstration
Small plastic or clay flower pots with dish (or plastic cup with hole at bottom with plastic dish) for each student
Potting soil (already put in pots)
Plant/flower seeds (teacher’s choice, already put on dish next to pot) 1-3 each student
Water can (device) with small spout (one for each table, or one for teacher only)
Instructions for parent/guardians for growth at home.

TEACHING AND LEARNING SEQUENCE

Introduction/Anticipatory Set

The students will sit in their seats or other area facing the video screen.
The teacher will talk to the students about plants and flowers: showing a potted plant and a potted flower.
The teacher will explain to the students that Some plants have flowers and some do not.
The teacher will explain to the students that Some plants/flowers grow inside in pots and some grow outside in the ground (or pots).
The teacher will ask the students Do you have plants and flowers inside your house and outside of your house? (Let as many students as possible comment.).
The teacher will ask the students What did this plant/flower grow from? (call on one student).
ANSWER: A seed. (Teacher may hint.)
The teacher will ask the students What does the plant/flower grow in? (call on one student).
ANSWER: Dirt. (Teacher may hint.)
The teacher will ask the students What does the plant/flower need to grow? (call on one student).
ANSWER: Water and sun. (Teacher may hint.)

Lesson Development

The teacher will play the We Love Flowers! video.
The teacher will read the sentences on the video aloud while pointing to each word on the screen.
The teacher will ask the same questions to the class (call on one student for each question) from the anticipatory set of questions above (expecting correct answers).
The teacher will play the video one more time.
The teacher will tell the students to repeat the words on the screen with him/her as he/she points to them.
The teacher will ask the same question to the class again (call on different students, expecting correct answers).

Closure:

The teacher will give each student a soil-filled pot on a dish with 1-3 seeds.
The teacher will model pushing the seed(s) into the soil.
The teacher will model watering the dirt.
The teacher will tell students to put their seed into the dirt as he/she has done (walk around and monitor).
The teacher will monitor children watering the dirt, or choose to water for the student his/herself.
The teacher will ask the students Now what else does the plant/flower need to grow? (call on one student).
ANSWER: Sun.
The teacher will explain to the class that he/she is sending a set of directions home for their parents/guardians to help them make the plant/flower grow at home.
The teacher will send the students home with the pot, dish and instructions for growth.
The teacher and students will shout (at appropriate “indoor” level) We love flowers!

HOMEWORK

Take care of plant/flower.

ASSESSMENT

Formative:

During the repeating portion of this lesson students will be evaluated on how much they participate with the class.

The teacher will monitor the students during this lesson by walking around and guiding them during the planting portion of this lesson. If mistakes are being made, the students will be assisted in corrections.

The students will be expected to stay on task as part of the assessment expectations.

Summative:

The students will be evaluated on completing the in-class task of planting the seed and watering the dirt.
If they do this, they will receive a check.

The students will report back (informally) about the progress of their flower/plant during class discussion.

If the students bring in a picture of the plant/flower (alive or not) they will receive an additional reward (to be determined by the individual teacher).

The students may also choose to “journal” about their plant/flower growth through text and/or drawings for additional rewards as well.

REFERENCES:

None.

Lesson Topic: Listening, writing, coloring, book order

Estimated Lesson Length: Approximately 30-45 minutes

Virgina Standards of Learning Addressed:

English/Oral Language
K.2 The student will use listening and speaking vocabularies.
b) Use words to describe/name people, places, and things.
f) Follow one-step and two-step directions.

English/Reading

K.5 The student will understand how print is organized and read.
a) Hold print materials in the correct position.
c) Follow words from left to right..
d) Match voice with print: syllables, words, and phrases.

K.8 The student will demonstrate comprehension of fiction and nonfiction.
a) Use pictures to make predictions about content.

English/Writing

K.10 The student will print his/her first and last names.
K.11 The student will write to communicate ideas.
a) Draw pictures and/or use letters and phonetically spelled words about
experiences, stories, people, objects, or events.
b) Write left to right and top to bottom.
K.12 The student will explore the uses of available technology for reading and
writing.

COGNITIVE OBJECTIVES

The students will be able to recognize and identify familiar sounds.

The students will be able to write the words drums, truck, teeth, clap, and bus on a pre-lined piece of
paper.

The students will be able to complete a sentence with the above words by saying and writing them.

The students will be able to create and write their own sentence describing their own situation.

The students will be able to identify what a period is and place it correctly at the end of their sentence.

The students will communicate this sentence orally to his/her teacher and classmates.

The students will be able to draw a picture depicting their created sentence.
The students will be able to put the pages in order of first to last according to the order presented on the CD.

The students will be introduced to technology through a computer-based audio presentation.

MATERIALS/TECHNOLOGY AND ADVANCED PREPARATION

Computer hook-up capability, or CD player, or Ipod with speakers
Monster Song CD (previously burned) or Ipod (with Monster Song previously downloaded)
Scary Monster Sheet Set
Pencil (for sheet set)
Crayons (for sheet set)
Stapler (for teacher to assemble sheet sets)

TEACHING AND LEARNING SEQUENCE

Introduction/Anticipatory Set

The students will sit in their seats with pencils and crayons.
The teacher will explain to the students that they will be listening to a fun song about a silly and scary monster that has fun doing all sorts of things.
The teacher will play the song one time without pausing to get the students interested and focused on the music and sound effects.
The teacher will hand out the sheet set with the title page on top and the other seven pages out of
order. (Students will write their name next to the word by on the title page and turn the paper over.)

Lesson Development

After the song has been played one time, the teacher will ask the students to identify (when called on) any familiar sounds that they recognize.
The teacher will play the song again, pausing after each sound effect.
The teacher will ask the students to identify (when called on) the specific sound just played.
The students will find the page that corresponds with the sound, write the appropriate word (first letter is already identified on sheet), and turn that paper over on top of the title page.
The teacher and students will repeat the above steps for the next four sounds and pages.
The teacher will then tell the students to write what their monster likes to do on the last page next to the word to.
The teacher will tell the students to make sure they write a period at the end of their sentence.
The teacher will assist the students with any words they might have trouble spelling by writing the words on the board and/or helping them to sound the words out.
The teacher will tell the students to draw a picture of what their monster likes to do that depicts what they wrote.
The students will turn the last sheet over and place on top of the other sheets.

Closure:

The teacher will staple each student’s sheets in the left hand corner only (The teacher should check the order before stapling.).
The teacher will read the pages aloud to the class in order.
Each student will read their last page aloud to the class (one at a time).
The students will have time to color their pictures immediately (or save for coloring time).

HOMEWORK

None.

ASSESSMENT

Formative:
During the repeating portion of this lesson students will be evaluated on how much they participate with the class.

The teacher will monitor the students during this lesson by walking around and guiding them during the writing portion of this lesson. If mistakes are being made, they will be corrected and encouraged to try again before the next sound is played.

The students will be evaluated on their reading comprehension when they are asked to read their own sentence aloud to the class while pointing to each word. They will be expected to read at their individual level at the time of the lesson (determined by prior assessments).

Summative:
The students’ work will be evaluated and assessed at their individual reading/writing level by analyzing the sheet set after they have been collected.

If the students have written their name, correct words (do not have to be spelled correctly), and drawn a picture to depict their last sentence, they will receive a check.

If the student has errors, he/she will be expected to correct their mistakes when the sheets are handed back. (Guide them in corrections if necessary.)

REFERENCES:

None.