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.