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.