Field Observation Report #1

Rachel Ross

RICA Domain: 1- Planning Reading Instruction Based on Assessment

RICA Competency: Reading Assessment

Grade Level: 4^th and 5^th Grade

Any Additional Descriptions: Combination class

Instruction

I observed Mr. Serafin giving students a reading assessment on the second day of school.  He reminded of a few test-taking tips because there was a time limit.  He reminded students to read the directions carefully and not spend too much time on a single problem; skipping a problem was okay if students didn’t know the answer.  As he passed out the assessment packets, he told students to do their best because they would be graded on their work.  He told them not to stress because the results would not entered into the grade book.  The assessment was for reading and comprehension abilities.  Some of the problems gave a paragraph with some of the words missing.  An example of a sentence with a missing word was similar to; “The boy had been playing in the park all day.  When the sun started to set, he walked home to _____ dinner.  He was very tired so he on _____ pajamas, got into bed, and went to _____.”  Students were instructed to write in the missing words.  Mr. Serafin announced when students had only 5 minutes left and collected the assessments when the timer went off.  I got the chance to grade them, which was a great learning opportunity.  I observed the answer key and the grading scale that determines the reading level of each student.  Based on the students’ assessment score, I recorded their reading level on a chart that Mr. Serafin uses to monitor the students’ reading progress.

Instructional Setting

The reading assessment supports Mr. Serafin’s teaching because it allows him to gather and interpret data about his students’ current reading level and abilities.  Based on the different reading levels, Mr. Serafin can create and plan lessons that cater to the needs of his students.  This assessment was an Entry-Level Assessment that shows different skills each student either needs to acquire, already posses, or has mastered.  The assessment supports students’ learning because the instruction is based on the students and their academic levels.  The assessment also helps Mr. Serafin monitor the progress of students’ learning.

Field Observation Report #2

Rachel Ross 
RICA Domain: 2- Word Analysis
RICA Competency: Phonological and Phonemic Awareness
Grade Level: 1^st Grade
Any Additional Descriptions: Lesson took place during several ELD sessions

Instruction
I observed Ms. Glavis-Funk teaching phonemic awareness. Ms. G had a poster with 2 columns posted on an easel and each column had pictures of various objects. The students sat facing the easel. Ms. G explained new rhyme sounds each day so the students learned to identify rhymes over a couple days. She started each rhyming lesson with a reminder of how to identify rhyming sounds. She pointed to the different picture pairs under each column, reading the words out loud to the class and asking whether or not the 2 words rhymed. One day, students were learning about rhyme sounds ending in the /ag/ sound.  For the first part of the lesson, Ms. G started to read the 2 words out loud, “flag,” and “tag.” As she pointed to each word, she read the words out loud and then had the students read the words out loud with her. She discussed the phonetic sound each word made by explaining how the mouth is shaped when the words are spoken. She then placed 2 pictures (1 of a flag and 1 of a tag) under the “Yes” column on the poster, since the 2 words rhymed.  For the second part of the lesson, Ms. G said pairs of words out loud to the class and the students jumped up and reached their arms up if the 2 words rhymed. If the 2 words did not rhyme, the students were to stay seated. As she stated 2 words that rhymed, the students would jump up and Mrs. G would ask individual students why they jumped.  As she stated 2 words that didn't rhyme, Mrs. G would ask the class why no one jumped.

Instructional Setting 
Mrs. G's lesson supports the learning of phonemic awareness because she was teaching rhyming through the concept of sound identity.  The students learned that certain pairs of words rhymed because the words shared the same ending sound.  Mrs. G was effective in engaging different types of learners.  The first part of the lesson appealed to the visual and auditory learners because they could see the pictures and written words, and watch as Mrs. G placed them into the organized chart.  Mrs. G also said the different words out loud so students could hear the word, identify the ending sound, and determine if the words shared the same ending sound or not.  The second part of the lesson appealed to the kinesthetic learners of the class.  Students were engaged when they had to determine if the words rhymed, and decide if they needed to quickly jump up or stay seated.

Field Observation Report #3

Rachel Ross 

RICA Domain: 3- Fluency

RICA Competency: Role in Reading Development and Factors That Affect Their Development

Grade Level: 4^th and 5^th Grade

Any Additional Descriptions: Combination class

Instruction

Mr. Serafin spends 20 minutes everyday reading aloud to the students.  The Read Aloud usually takes place right after lunch.  He reads different novels throughout the year and the students do not follow along in their own book, they only listen.  The class started the school year reading the book, Maniac McGee.  He chooses high-quality novels that are the appropriate academic level.  As he reads, Mr. Serafin demonstrates enthusiasm, expression, and volume to transmit the message of the story.  He also demonstrates proper pacing for the students by reading at a consistent pace and pausing at the appropriate places.  During the reading, he stops sometimes to ask the class a comprehension question to make sure they understand what they are hearing.  He asks questions like, “Why didn’t he want to go back to the park?” to keep students engaged and make them think about the story.  Mr. Serafin also takes an occasional break when he comes across a vocabulary word.  He’ll tell the students about the context cues and the definition of the word. 

Instructional Setting

The daily Read Aloud time supports the teaching of the concepts about print. The students learn the relationship between written and spoken language; that the printed words transmit meaning and tell a story.  Students learn concepts about word boundaries and expressions when they listen to a reading because the teacher pauses after each sentence and expresses the ending punctuation of each sentence.

Field Observation Report #4

Rachel Ross 

RICA Domain: 4- Vocabulary, Academic Language, and Background Knowledge

RICA Competency: Role in Reading Development and Factors That Affect Their Development

Grade Level: 4^th and 5^th Grade

Any Additional Descriptions: Combination class

Instruction

The Language Arts lessons were centered on novels the class read together.  The 4^th Grade students read, “Island of the Blue Dolphins,” and the 5^th Grade students read, “The Sign of the Beaver.”  The students read through the chapters together, Mr. S worked with each grade level and the students took turns to read out loud.  As the class read their novels, students were completing assignments and creating a binder.  For each chapter, they defined the vocabulary words, wrote a short summary, answered comprehension questions, and drew a picture of an important event.  The students are given a list of vocabulary words and they use dictionaries to look up the definition.  During the reading, Mr. S will stop when they come across some of the vocabulary words.

Instructional Setting

Defining the vocabulary words of the novels contributes to the students’ background knowledge and learning of reading comprehension.  For example, the main characters of both novels are living off of the land and use different tools to complete their daily tasks.  When the students first learn the terms that define different tools or environmental factors, they are able to better the things the characters are doing and experiencing.  

Field Observation Report #5

Rachel Ross 

RICA Domain: 5- Comprehension

RICA Competency: Instruction and Assessment- Understanding and Analyzing Narrative/Literary Texts

Grade Level: 1^st Grade

Any Additional Descriptions: Lesson took place during ELD session

Instruction

Ms. G read the story, “Charles Tiger,” aloud to the students as they sat on the rainbow mat.  They listened to the story and looked at the pictures as she read through the story.  After the story, she completed the Story Map by writing the words and drawing pictures of the elements of the story. She asked the students questions and referenced to the story and its pictures to identify the story’s Setting, Character, Plot, and Sequence of events.  As she filled out each box, she made up a hand gesture to go along with a sentence.  The students mirrored her gestures and repeated the statements after each box so they would remember it better at the end.  When the Story Map was complete, the students had a routine that gave the summary of the story.

Instructional Setting

The students learned to understand the narrative text by defining each literary element and giving examples from the story.  Ms. G used a chart that outlined each element and gave a visual representation of the different literary elements.  Teaching students to define and understand the different elements helps them remember the details with better accuracy.  The students are engaged when they are looking at the pictures and answering questions about the story.  The hand gestures and spoken summary also keeps students engaged and helps the kinesthetic learners better understand the different elements.