RICA Domain: Planning Reading Instruction based on Assessment
RICA Competency: Planning organizing and managing reading instruction; Reading Assessment
Grade level: Kindergarten
Classroom Description: Mainstream/All day
INSTRUCTION:
I observed Mrs. McDonald during reading/writing instruction and witnessed planning, organization and management of her lesson design. The teacher used balanced instruction by recognizing what skill level the majority of her students are at to reinforce that material throughout reading. She picked out the sight words the students were supposed to have learned, used repetition, and provided word recognition techniques. The teacher read-aloud a book with vivid illustrations, provided magnetic sight words on the board, had students find the letter of the day in the daily news she writes on the board, and slowed her pace for differentiated instruction.
The reading activities given after the anticipatory set are modeled on the board as examples. English learners must finish at least two, if not more. This goes along with pacing of instruction and differentiation. Advanced learners must color inside the lines, write neatly and be able to read the sentences to the teacher. This is NOT more work, it is more challenging and is the correct way the assignments should be turned in.
The beginning of the class includes reading, sight word recognition, sentence building, and more. She begins with whole class instruction, moves to guided practice in centers, and ends with individual work on activities in their table groups. Mrs. McDonald is scaffolding throughout the lesson, in order to help her students reach the end goal. I witnessed an English leaner ask the teacher for help and the teacher was able speak some Spanish words to her and provide clarity.
I was able to witness a trip to the library where the students picked out books for independent reading. These books will be read during "silent-reading-time" (or SSR) after lunch. These self-selected books will help in the recognition of language patterns, increase reading fluency, expand vocabulary, broaden knowledge and encourage students to read more often.
An assessment was given to each student, as the first test-like format for the children. It was not all reading-based, but recognition of letters, reading colors with the provided balloons and shape recognition. This was my first look into assessment, so I decided to to reflect upon it. Some students were able to identify each letter quickly, and knew every color and shape. Those children are the students who are writing and reading independently. The children struggling in reading and writing took longer to identify the letters, shapes ad colors and/or completely did not know them. These children need help constructing words and sentences and struggle with reading. We work to blend phonemes and increase phonological awareness with those students.
INSTRUCTIONAL SETTING:
I observed Mrs. McDonald read aloud to the students on the color-carpet, point to words in the book and reference learned sight words on the board (magnetic). She used tone and repetition to enhance the sight words and context. The letter of the day was emphasized in the story. Students in each table group read to the teacher in a center, while the rest of the class worked on the modeled activities.
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