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.