TC NAME: Toni Hazlett
RICA
Domain #1: Planning Reading
Instruction based on Assessment
RICA
Competency #1: Planning Reading Instruction
Grade
Level: Second Grade
INSTRUCTION
I observed Mrs. Fanale’s 2nd
grade lesson on the Daily 5, which is a structure that helps students develop
the daily habits of reading, writing, and working independently which leads to
a lifetime of literacy independence. “Read to Self,
Work on
Writing, Read to
Someone, Listen to
Reading, and Word Work”
all make up the Daily 5. In the lesson I
observed, Mrs. Fanale introduced the “Read to Self” part of the Daily 5. She asked the students why we should read to
ourselves, and wrote the students answers up on the board. Answers included “to become a better reader,
to be smart, and to have fun while using your imagination”. Her next question was, “what does ‘Read to
Self’ look like?” The students, with the
guidance of the teacher, answered, “sitting in one spot, not talking, starting
right away, having a voice of 0-1, building stamina, and reading the whole
time.”
Before going to the library, Mrs. Fanale
reminded the students how to pick a book that’s “just right”. In order for a student to pick a book right
for their independent reading level, they use the “Goldilocks Test”. Also, they use the “Five Fingers Test”, where
they count how many words they don’t know on one page and put it back if there
are more than five unknown words. We
then went to the library where the students got to pick two books of their
choice in order to encourage them to read based on their personal
interests.
When we came back to class, Mrs. Fanale
sat the class down on the carpet and explained what was expected during the “Read
to Self” time in class. She modeled to
the classroom the right way to read and the wrong way to read. When it was the classes turn to try, there
were a few failed attempts, because of all the talking, but then the class
finally sat down silently and read their new books. Mrs. Fanale timed how long their “reading
stamina” was, which turned out to be about two minutes because someone stopped
reading. She told this to the class, and
encouraged the class to improve their stamina over the year.
Also, Mrs. Fanale also encourages
at-home reading by making sure students bring a book home from the library and
have parents sign their form that says they read for 20 minutes every day.
INSTRUCTIONAL
SETTING
Mrs. Fanale utilized the
whiteboard, personal demonstrations, posters, and reading centers, and the
library to support teaching and learning for independent reading.
Field Observation #2
The teacher started the lesson by reminding the
class that they have learned homophones, homographs, and now they will lean
about synonyms. She wrote “synonym” up
on the board and asked the class if they knew what it meant. After some guesses such as “the chocolate
circles with an ‘m’ in the middle” and “a cinnamon roll”, the teacher wrote the
correct definition on the board. After
explaining that synonym means “the same thing or almost the same thing”, she
wrote “happy” on the board. She asked
the class to try and come up with a word that meant the same thing as happy. As the students shouted out answers such as,
glad, excited, and jolly, the teacher wrote their answers on the board. She did this for the word “said” as well. The
teacher proceeds to write on the board a test question and explains, “when you
are taking a test and it asks you to ‘find the synonym for this word’, what
would you choose?” The class all put
fingers up for which answer they thought it was. She encourages the class to come up with more
synonyms for certain words that she writes on a poster that she eventually
posts in the classroom for future reference.
The students are then asked to open up their practice book to page 36
where they will practice filling in sentences with synonyms.
Field Observation #3
Grade Level: Second Grade
I
observed instruction based on the “Read Naturally” curriculum during ELD
rotations in my clinical practice, 2nd grade classroom. In this rotation, the students have binders
with non-fiction short stories that pertain to their individual reading
level. They are instructed to first
read the title of the story, then read the key words, then stop and make a
prediction using the title and at least one key word. After that, they flip the cup on their desk so
it says “Cold” on the top, representing a “cold read”. The teacher will come around and time how
many words they are able to correctly read of the story in one minute. They graph their words correct per minute
(wcpm) with the color blue and write down what their reading goal is for
the specific story (ex: read 58 words).
After they graph their words per minute, they listen and follow along on
their individual audio tapes 3 times to the story, and then read the
story 8 times to themselves. There are
multiple choice, short answer, and summarizing questions about the story on
the back of the paper that they will fill in as soon as they are done reading. Once the teacher comes around and approves
their answers, the student will flip his/her cup so that the word “Hot” is on
top, representing a “hot read”. They
will read as much as they can in one minute and graph their new wcpm
with the color red on top of their blue (cold read) graph.
Field Observation #2
TC NAME:
Toni Hazlett
RICA
Domain: Vocabulary, Academic
Language, and Background Knowledge
RICA
Competency #11 Instruction and
Assessment
Grade
Level: Second Grade
INSTRUCTION
The teacher started the lesson by reminding the
class that they have learned homophones, homographs, and now they will lean
about synonyms. She wrote “synonym” up
on the board and asked the class if they knew what it meant. After some guesses such as “the chocolate
circles with an ‘m’ in the middle” and “a cinnamon roll”, the teacher wrote the
correct definition on the board. After
explaining that synonym means “the same thing or almost the same thing”, she
wrote “happy” on the board. She asked
the class to try and come up with a word that meant the same thing as happy. As the students shouted out answers such as,
glad, excited, and jolly, the teacher wrote their answers on the board. She did this for the word “said” as well. The
teacher proceeds to write on the board a test question and explains, “when you
are taking a test and it asks you to ‘find the synonym for this word’, what
would you choose?” The class all put
fingers up for which answer they thought it was. She encourages the class to come up with more
synonyms for certain words that she writes on a poster that she eventually
posts in the classroom for future reference.
The students are then asked to open up their practice book to page 36
where they will practice filling in sentences with synonyms. 
INSTRUCTIONAL SETTING
The teacher provided visuals on the whiteboard
throughout her lesson, and then wrote down the definition and examples of
synonyms on a big poster board that she posted in the classroom next to her
homophones and homographs posters.
Field Observation #3
RICA Domain: #3 Fluency
RICA Competency #9
Instruction and Assessment
INSTRUCTION
I
observed instruction based on the “Read Naturally” curriculum during ELD
rotations in my clinical practice, 2nd grade classroom. In this rotation, the students have binders
with non-fiction short stories that pertain to their individual reading
level. They are instructed to first
read the title of the story, then read the key words, then stop and make a
prediction using the title and at least one key word. After that, they flip the cup on their desk so
it says “Cold” on the top, representing a “cold read”. The teacher will come around and time how
many words they are able to correctly read of the story in one minute. They graph their words correct per minute
(wcpm) with the color blue and write down what their reading goal is for
the specific story (ex: read 58 words).
After they graph their words per minute, they listen and follow along on
their individual audio tapes 3 times to the story, and then read the
story 8 times to themselves. There are
multiple choice, short answer, and summarizing questions about the story on
the back of the paper that they will fill in as soon as they are done reading. Once the teacher comes around and approves
their answers, the student will flip his/her cup so that the word “Hot” is on
top, representing a “hot read”. They
will read as much as they can in one minute and graph their new wcpm
with the color red on top of their blue (cold read) graph.
This
instruction is differentiated for all learners, first because they are grouped
in their homogeneous ELD grouped, and second, they are given an appropriate
text for their individual level.
INSTRUCTIONAL
SETTING
The
instructional setting contained a variety of supports for teaching and learning
related to fluency. Each kid had access
to audio tapes, individual stories, and binders with visual directions.
.JPG)
RICA Domain: #2 Word Analysis
Because students choose
their own books, they can choose according to their independent reading level. Therefore, EL’s will have the chance to read
less complex words in order to finish the assignment.
.JPG)
RICA Domain: #2 Word Analysis
RICA
Competency #6: Phonics and Sight
Words: Instruction and Assessment
Grade Level: Second Grade
INSTRUCTION
In my second grade clinical practice
class the teacher modeled for the students a “Sound Hunt”. We read the story “Billy the Bully” and
hunted for long and short vowel sounds, and consonant digraphs. We wrote the words we found into our “Sound
Hunt” chart, and moved on to the next words.
This is a form of assessment for the students because they take it home
for independent work. They are supposed
to pick a story to read and find words with all the short vowel, long vowel,
and consonant digraphs. The teacher can
then assess their work by checking if they used the correct words for the
correct sounds.
INSTRUCTIONAL SETTING
RICA Domain: #5 Comprehension
RICA Competency #14
Comprehension
Grade Level: Second Grade
INSTRUCTION
I observed
a “Read Aloud” in my 2nd grade clinical practice class. Before the teacher read, she asked the class
what makes a good reader. They answered,
by remembering the previous “Read Alouds,” that making connections and visualizing
the story in your mind makes a good reader.
The teacher had already introduced this concept before; however, she had
the students explain to her what it was to make sure they understood. Together, the students and teachers explained
that making connections is when you relate the a part of the story to something
else. You can make text-to-text
connections, text-to-self connections, and text-to-world connections. The teacher held two postcards, which usually
are up on the wall, that read, “making connections: text-to-text, text-to-self,
text-to-world” and “making pictures and movies in your head”. As
she read the story she would think aloud as she made connections, then she
started asking the students to do the same thing. By the end of the story, the students were
making all sorts of connections. Every
time a student had a connection, the teacher would hold up the appropriate
post-card and ask the other students what that student just did. They would say make “made a connection”.
Now
that I am in charge of “Read Alouds” every Thursday, I make sure to encourage
students to be good readers by making connections and visualizing the story in
their mind.
INSTRUCTIONAL
SETTING
The
instructional setting included post-cards with big text, modeling from the
teacher, and gradual release of responsibility to the students.
(pictures to come...)
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