Evidence Report #2

TC NAME: Bree Land

RICA Domain: Domain 1: Planning, Organizing, and Managing Reading Instruction Based on Ongoing Assessmet
RICA Competency: Managing Reading Instruction
Grade Level: First Grade
Any Additional Descriptors: Main Stream Classroom

Instruction:


I observe planning, organizing and managing reading in room 406 on a daily basis. Students read appropriate reading materials once finished with work, and also bring a book of their choice home each night. They use the star system, 1 silver star being a begining level reading, 2 silver stars  more advance and red stars advanced. They have a classroom library with each book organized by levels.  They are challenged to pick outside of their comfort zone, yet still within their grasp. The self paced students are proviede with books they can read and grow from. The frustration level is elimated with a daily check up, in a reading log.
After lunch there is a read aloud where the students listen and participate. They then can chose to read a book in front of the class, about two a day. The read aloud by Miss. B is always engertic and enthuastic, promoting students want to read. They are also intrduced to Acelerateor Reading (AR) testing, which they can choose what book to take a test on and the teacher gets an update of how each student is doing. 

Instructional Setting:

 

Promoting independent reading, each night the students take home a book of their choice. They know how to chose what is good for their comfort and challenge level. Everyone has a role when teaching a child how to read. Parent and guardians are infromed with the reading system in the calss. Each night when the child brings home a book they are to read it aloud to a gaurdian. The garduian then writes the title of the book, they sign it, and write if it was just right or too hard for the student. This is all recoded in a reading long and put in the book bag for the student to bring back each morning. We then check each students book back, seeing if they read at home and if the book was right or too hard. They then go and pick a new book from the classroom library, according on how they did the night before. We also ask casual questions about the book. Room 406 has a positive attitude about reading and promotes independent growth.  

Observation Evidence Report #1

FIELD OBSERVATION EVIDENCE REPORT #1

Bree Land

RICA Domain: Word Analysis
RICA Competency: Phonemic Awareness
Grade Level: First Grade

INSTRUCTION

                I observed room 406, Miss. B's first grade learning phonemic awareness. Miss. B. was introducing rhyming words to the students, stressing words with the same ending sound. She played a Brain Pop Jr. interactive video on the smart board. The video was interactive with songs and guessing games. It explained how words rhyme when they have the same ending sounding. It also pointed out how not all rhyming words are spelt the same.

                As a class they then discussed different words and letters that make rhymes.  They explained where rhyming words are used, ie. songs, poems and literature. Miss. B gave them a word such as "cat" and had them find as many rhyming words. To help them out she taught them to look at each letter of the alphabet to see if the ending sound works with each letter. Rime or phonogram at is a word family, she explained and models with a word family activity.

                Back at their seats the students were given an activity to do, relating to sounding out words and finding word families that rhyme. For the EL students she had me play a rhyming game with them. Helping them see visual cards with pictures on them. We went over each picture learning the word, then by sounding out each sound they had to match the pictures that rhyme and repeat it back. This game was successful capturing their information while others worked on the activity. While learning the words that rhyme together they were also going over each letters sound, and improving on sounding out. The visuals were helpful, giving them the confidence to learn it because they were familiar with the image.

INSTRUCTIONL SETTING

            I observed around room 406 there was many letter images along with a picture representing it. Once the rhyming activity was done the class hung up each one showing the different rhyming words. She has the rhyming word games incorporated in centers for the week, to review for everyone.