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.