521 - Field Observation #6

TC NAME: Melisa Finney

RICA Domain: 2 – Word Analysis

RICA Competency: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge

Grade Level: Third Grade

Ms. X had asked if I could conduct a lesson on compound words. Since she had introduced the concept of compound words to her students a day before my lesson, I started my lesson with an activity to activate prior knowledge from their last lesson. Each student received a part of a compound word. Students were instructed to find their word partner. Once the students found their word partner, they had to walk to the white board and find the picture that matched their word. For example, student A had “rain”, student B had “bow”, and they had to find the picture of a “rainbow”. Finally, they had to glue the two words together with the image glued next to the two combined words. Once everyone was done gluing their words and picture together, I asked if someone could tell me what we just did. I had students say, “We combined two words” and “We combined two words to make one word”.  I had acknowledged their great answers and introduced an extension to Ms. X’s prior compound lesson from the day before.

                After the activity, students were provided a worksheet relating to the activity. Again, the concept of placing two words coming together to make one word is illustrated in the worksheet. For example, straw + berry = strawberry . For differentiation, I provided visuals for the students who I knew would benefit from it. It was great because I noticed a majority of the students were walking to the board to use the visuals I provided. Once the students were done with their worksheet, I had the students tell their elbow partner one new compound word they learned today. Also, I had the students share the definition of a compound word with each other.

Instructional Setting:

                The instructional setting included glue, paper, prepped compound words, and a worksheet.

 

 

  

 

 

521- Field Observation #5

TC NAME: Melisa Finney

RICA Domain: 1 – Planning, Organizing, and Managing Reading Instruction Based on Ongoing Assessment

RICA Competency: Planning, Organizing, and Managing Reading Instruction

Grade Level: Third Grade

                In Ms. X’s classroom D.E.A.R. (Drop Everything and Read) occurs every day after recess. Before starting D.E.A.R. Ms. X encourages students about reading. She reminds her students that if they need help with the reading, they should raise their hand and she will come by to help. The classroom is silent. Students are spread throughout the classroom, on the floor, under their desk or on a bean bag reading. Ms. X has a wide selection of books available for her students. Students will utilize books from Ms. X’s library if they’ve finished reading their book(s) from the school library. For some students Ms. X provides a graphic organizer to help students take notes. As the students read Ms. X walks around the classroom to ensure that students are on track. D.E.A.R. lasted for 25 minutes.

                Throughout the year students will be presenting book reports. Ms. X’s class just completed their first book presentation for the year. The students selected from the following genre: Animal, Biography, Sports, Mystery, Travel, Fantasy, Non-Fiction, and Adventure. The activities vary for each genre.   For example, student A read Ferdinand the Bull, By: Munro Leaf. Student A’s activity is a “book box”. Student A  illustrated their favorite part of the book, provide ten words in an envelope, and wrote a summary that is glued on the back of the book box. Each student will have their chance to present their project to the class.  This year long Book Share activity is a great reading project because students reflect on important characters, the plot, the theme, the setting, the moral, and the mood.  Also, book share helps acquaint readers with the book.

Instructional Setting:

              The instructional setting includes the student’s book, project supplies such as: crayons, glue, scissors, construction paper, shoebox, and a pencil.

 

 

521 - Field Observation #4

TC NAME: Melisa Finney

RICA Domain: 3 – Fluency

RICA Competency: 8 – Fluency: Role in Reading Development and Factors That Affect the Development and Factors That Affect the Development of Fluency

Grade Level: Third Grade

Any Additional Description: Regroup Class – Students reading level are low.

            Last week I observed Ms. X work with a group of students to provide a positive role in developing students’ reading fluency. Before diving into the text and front loading the students with information, Ms. X asked questions to acquire student background knowledge. Questions asked: "What do you think this story is about? What does the front page picture tell us? Who likes candy? If so, have you gotten sick from eating too much candy?" I found her questions helpful for our ELLs and students with learning disabilities. She had asked questions that related students to the text. As a visual support she brought a few images to illustrate the new words that students will be encountering during the reading. By using these images, students are able to connect images with the words they are reading. The images are a great support to the students' reading and vocabulary development.

        Ms. X read first then followed individual reading. Ms. X indicated the appropriate pitch and tone when pointing out new words to students. The students enjoyed Ms. X's tone used for each character's dialogue. It brought the personality of the characters to life for the students. She too illustrated the images that went along with the new words. When she was done reading to the students, she had them read independently. As the students read, some used fluency phones and other whispered quietly.

        Then Ms. X passed out a work sheet for to assess student's understanding of the book. The worksheet was a graphic organizer. The graphic organizer asked for the main facts, supporting details, and illustration in each section of the story. Students were assigned to work in partners and Ms. X walked around helping the students. Ms. X then had the students share their answers with the entire group. As students shared their answers, Ms. X modeled on a big post-it paper. This was very helpful for our girl who is struggling academically.

Instructional Setting:

        The instructional setting included the proper text for students, activity sheet, and images that illustrate new words for your readers.