Field Observation Evidence Report 5

Field Observation Evidence Report 5

TC NAME: Nhu Y Nguyen

RICA Domain: Planning, organizing, and managing, reading instruction based on ongoing assessment

RICA Competency: Planning, organizing, and managing, reading instruction

Grade Level: 4^th Grade

Any Additional Descriptors: ELL

INSTRUCTION:

                I observed Mrs. R. organizing instruction to meet the needs of all students. Mrs. R. formed homogeneous groups to teach comprehension. She organized students who have the same instructional reading level (same ability) into the homogeneous groups. Mrs. R. also organized some groups that are heterogeneous, composed of students who have different reading abilities. For the group with higher levels of reading, Mrs. R. taught about how to make a complete sentence using subjects, predicates, and verbs. For her lower reading groups, Mrs. R. gave examples of verbs and subjects. Most students volunteered by raising their hands and answering questions.

                After Mrs. R. reviewed the five step process of writing a complete sentence, she used Guided Practice to observe students learning process. Mrs. R. passed out sentences for her students to work on. Their task is to figure out whether sentences are complete or incomplete sentences. If it is an incomplete sentence, the students need to turn them into complete sentences. While the students work on their sentences, Mrs. R. walked around and helped her students. One of the things that Mrs. R. did was to reinforce what they learned by restating what a complete sentence needs to have. Another time, she asked her students if they can explain to her what they are doing. Mrs. R. provided feedback by pointing out students’ mistakes. After the student saw the mistake(s), s/he corrected them.

INSTRUCTIONAL SETTING:

                I observed that the instructional setting is surrounded by a variety of supports for teaching and learning. There are charts that relate to the students’ learning progress. One of the charts is titled “predicate and subject.” The chart stated “I can identify the subject and predicate in a sentence using nouns and verbs.” Other places in the classroom are for students’ work. The classroom is decorated nicely with medium tone colors and organized supplies. This classroom is a ready-to-learn environment setting.

Field Observation Evidence Report 4

Field Observation Evidence Report 4

TC NAME: Nhu Y Nguyen

RICA Domain: Comprehension

RICA Competency: Comprehension: Instruction and Assessment—Before Children Read, While Children Read, and After Children Read

Grade Level: 4^th Grade

Any Additional Descriptors: ELL

INSTRUCTION:

                I observed Mrs. R. teaching comprehension. She used graphic features to preview the text on features such as: the title, subtitles, and illustrations. The students identified the graphic features well. Later, Mrs. R. used the “Before Children Read” strategy and asked her students a few questions: what does the title means, what kinds of predictions can we make from reading the title, and what does the picture on the cover suggests. One of her students responded by raising her hands and said “I think Tam is going on an adventure.”  While the students read, Mrs. R. asked for them to visualize the actions of the story in their heads. Later, the students are asked to paraphrase something that happened in the story in their writing journals. After the students are finished reading the story, they are asked to summarize and retell what they just read. After the summary, students are to draw a picture of what happened in the story and share their summary report with the class.

                The 2^nd half of the class is English Language Development. During ELDs, students are spread into different classrooms. I believe they are grouped according to their ELD level. Mrs. R. began ELD by explaining the meaning of verbs. Her students know verbs very well because they raised they hands many times and answer Mrs. R. questions. Mrs. R. went over past-tense and present-tense verbs. After her students wrote down on their journals what they see on the big notepad, they sat quietly to listen to Mrs. R. giving examples and sentences of each verbs.

INSTRUCTIONAL SETTING:

                I observed that the instructional setting surrounded by a variety of supports for teaching and learning related to comprehension. There are charts that relate to the students’ learning progress. One of the charts is titled “Writing.” The chart states “First person narrative: a first person narrative uses rich, colorful words to create pictures in the reader’s mind. Tell a story from 1^st person point of view.” Other places in the classroom are for students’ work. The classroom is decorated nicely with medium tone colors and organized supplies. This classroom is a ready-to-learn environment setting.

Field Observation Evidence Report #3

Field Observation Evidence Report #3

TC NAME: Nhu Y Nguyen

RICA Domain: Fluency

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

Grade Level: 4^th

Any Additional Descriptors: English Learner

INSTRUCTION:

                I observed Mrs. R. utilizing fluency in her lesson plan. She sat down with a student named Joy and asked Joy to read a short book titled “Life of Prairie Dogs.” Before reading the book, she builds on background knowledge by asking Joy about Prairie Dogs. Joy answered and said that she does not know what Prairie Dogs are. Mrs. R. explained to Joy that Prairie Dogs are in the rodent family just like squirrels. When Prairie Dogs stand up on its rear feet, its size is very similar to squirrels and guinea pigs. While Joy read, Mrs. R. took notes on her accuracy, rate of reading, and prosody. Joy lacks prosody. She does not emphasize much on question sentence or exclamation marks. Joy reads well and comprehends most of what she read. Her accuracy and rate of reading is very good. Joy does not read too fast or too slow.

INSTRUCTIONAL SETTING:

                I observed that the instructional setting is surrounded by a variety of supports for teaching and learning related to English Language Development. Near the entrance of the door, on the wall are two posters of contractions: informal and formal greetings/departures. The students have been practicing how to say formal and informal greetings/departures. The school’s word of the month is courteous. All teachers have to teach their students what it means to be courteous, therefore proper greeting and departures are a must in being courteous.