Ms.+Ackerman's+2nd+Grade+Class

What the assistant does. . . ||
 * xxxxxxxxxx ||  || xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
 * First Thing in the AM ||  || * There is a plastic tub with the assistant's name on it. Anything that needs to be done is in the tub when the assistant arrives. If there isn't a need that arises that is more important than what is in the tub, the assistant will work on that until it is finished. However, if a student needs help or Ms. Ackerman asks that something else be done, that takes priority.
 * In first grade, putting papers into take-home folders and grading the previous day's homework was "first thing." However, that may change in 2nd grade as the assistant's hours and the schedule are different. Check with Ms. Ackerman. ||
 * Morning Meeting ||  || * Participate in the meeting unless instructed to do something else. ||
 * Writing Workshop ||  || * The assistant is sometimes asked to sit with or pull students who are having a hard time getting started, finishing, or sustaining their writing. This is on an as needed basis, and it varies with the children and the assignment. Ms. Ackerman will let you know who needs to be pulled and what type of assistance they seem to need. Talk with the student about what has already been completed, what the assignment is, and what they plan to do next. Sometimes verbalizing what needs to be done helps them get moving in the right direction.
 * If your help is not needed at this time, doing written observations of the students is helpful. This will help when it is time for Ms. Ackerman to write reports. ||
 * Guided Reading ||  || * Read individually with a student who is not reading with Ms. Ackerman in a "book club" group. It is helpful to write down things you noticed in their fluency, frequently missed words, or patterns you noticed. However, just giving them practice reading aloud is also helpful.
 * If your help is not needed at this time, written observations are helpful. ||
 * Math Activities ||  || * Circulate and assist students who are stuck/don't understand. However, make sure they are not relying on you to guide them through each step. They need to show an appropriate amount of age-appropriate problem solving and struggle before you assist. Try to guide--not show. Help by showing them appropriate tools to use to solve the problem. If they are still stuck, give them good strategies to try with a similar problem you create. If they are still stuck, help them with the problem they are struggling with.
 * If you help is not needed at this time, written observations are helpful. ||
 * Read Alouds ||  || * Ms. Ackerman will do most of these. However, you may occasionally take one over if she needs to prepare something else or speak briefly with a parent. ||
 * Lunch ||  || * Help students get seated. Some days students have assigned seats, and some days are half-and-half days (half boys and half girls). They must sit in that pattern--if a girl sits first, a boy must sit next at that table, then a girl, then a boy, etc. Find out from Ms. Ackerman which kind of day it is before she goes to assist on the lunch line. After she returns from getting her food, get yours and sit at one of the tables.
 * Assist students who need help opening their food containers.
 * When students ask to get dessert, check their trays to see if they've eaten most of their healthy food first.
 * Make sure students stay seated. (They get to get up once per lunch period--assuming no emergencies.)
 * This is a great time to get to know the kids! :o) ||
 * Enrichments ||  || * Sometimes you will take students to or pick them up from enrichments. It depends on what you are doing at the time and what Ms. Ackerman is doing at the time. If she needs to keep working, she'll send you. If she needs for you to finish what you are working on, she'll go. ||
 * Transitions ||  || * Help students make the transition. If they were not listening during the directions for the transition, remind them to look at what others are doing to get clues from their activity. Help them be successful. However, this doesn't always mean saving them when they don't listen to directions by repeating the directions for them. They have to learn to listen to directions, too, and they won't if we save them every time. Strike a balance. This is something you will have to get a feel for. ||
 * Reading Workshop ||  || * Read individually with a student who is not reading with Ms. Ackerman. It is helpful to write down things you noticed in their fluency, frequently missed words, or patterns you noticed. However, just giving them practice reading aloud is also helpful.
 * If your help is not needed at this time, written observations are helpful. ||
 * Snack ||  || * This happened at the beginning of recess in first grade, so ask Ms. Ackerman about the procedure for 2nd graders. ||
 * Whole Group Mini Lessons ||  || * This is a good time to work on anything that was in your basket. (checking papers, cutting out things, sorting, etc.)
 * Try to multi-task and listen for the basic assignment so that you know how to help when the time comes. ||
 * Recess ||  || * This happened (usually) after I left in first grade, so ask Ms. Ackerman what her preferences are for this year. ||
 * Other Information . . . ||  || * I believe that second grade still does Mad Math Minute. That was one of my duties in first grade. I kept track of where the kids were in the progression, pulled new MMMs from the file, put their names on them, checked the completed ones, and recorded the results. I also made more copies as I saw that the files were running low.
 * When you check things, ask Ms. Ackerman if this is something they will need to correct. Some items you will circle when they are wrong and some you will correct. You will see a pattern as the year continues, and you won't have to ask anymore.
 * Reader's Theater may also be an assistant's responsibility. Have the students read through their parts until they can do it fluently with expression. *Then* have them try to act it out. Trying to act it out the first few times through doesn't work as well.
 * Sometimes Ms. Ackerman will have the assistant pull a small group that is behind and work in the atrium. These students may need assistance or prompting to stay on task. As you get to know the students, you will learn what they need from you.
 * Taking pictures during events is another way the assistant can help. Ms. Ackerman has a camera to use for this.
 * Assistants are usually asked to take students to the nurse's room or to take a break in another classroom.
 * If there are spelling cards in second grade for each day, the assistant will probably prepare the next day's cards after the lesson.
 * Occasionally the assistant may be asked to type something (for example, type students' stories) or look something up on the computer while Ms. Ackerman continues with a lesson.
 * Assistant's will also be asked to sub if Ms. Ackerman cannot be present. She will provide lesson plans if this happens. Make sure she has your personal email and phone number so that you can communicate outside of school if need be. ||