Field Observation Evidence Report

Field Observation Evidence Report

TC NAME: Nhu Y Nguyen

RICA Domain: Word Analysis

RICA Competency: Letter Recognition

Grade Level: Kindergarten

Any Additional Descriptors:

INSTRUCTION:

                I observed Ms. Moss teaching letter recognition. She used multisensory methods to help her students recognize the color “red” by displaying the worksheet in front of the classroom and drawing pictures of the things that can be red: apple, paint bucket, and ladybugs. The worksheet has the word Red on it. On the worksheet, there are also ladybugs to be colored in and spaces to draw red things/animals. Her drawings provided visual support for all of her students to relate to. She pointed to each letter of the color “red” and pronounced each letter carefully to her students. They practiced by saying it out loud with Ms. Moss. When her students can see that apples and ladybugs are red, they understood more about the color “red” and have a better idea of how it is spelled.

Afterwards, Ms. Moss passed out the same worksheet for students to work on in groups. She used tactile and kinesthetic methods to allow students to touch a pencil and a crayon and trace the word red. After a group has finished coloring, writing, and drawing red things, they took turns working in different centers: computer, audio tapes, manipulative, or read. Besides practicing writing red and coloring red, the students also wrote their names. The majority of kindergarteners are new at writing their names. It is hard to read but each student put a lot of effort into writing their names and completing their worksheet by tracing the word red and drawing pictures of the things that are red using red crayons.

INSTRUCTIONAL SETTING:

                I observed that the instructional setting surrounded by a variety of supports for teaching and learning related to letter recognition: Alphabets on the wall, sight words, and picture cards for each material that are places on each box.