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: 4th
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.
