Field Observation Evidence Report #4

TC NAME: Ashley Guile
RICA DOMAIN: 3: Fluency
RICA COMPETENCY: 9 : Instruction and Assessment, 1A: Instructional Strategies that will improve all components of fluency: Accuracy, Rate, and Prosody
GRADE LEVEL: 1st.

INSTRUCTION:
I observed Mrs. Burrows start the lesson by introducing the short story, The Big Hit.  She then read the story aloud to the students, which modeled accuracy, rate, and expression.  After she finished the story, she began to make lecture notes with the students to help their comprehension and understanding.  After the lecture notes were finished, she informed the students that they were going to work in their reading rotation groups.  As each small group came to the back table where she was sitting, she read the story again with them, having the students use their tracking fingers to read aloud at their own pace.  By allowing the students to re read the story out loud on their own, she was demonstrating student practice.  As the students were reading, she would help them sound out any words they were having trouble pronouncing.

Another reading rotation that I observed was the listening center in the room.  As students came to this center in their rotation, they would open the book on the table to the story, The Big Hit, and would listen to the story being read on an audio CD.  The students use wireless headphones to listen as the story is read to them, which is an example of tape assisted reading.  Students may read aloud quietly with the audio, or may listen to it quietly as it is played.

INSTRUCTIONAL SETTING
Students are in groups of 5 or 6 and are placed throughout the room in 5 different reading rotation centers.  The students in the reading aloud group meet at the back "U" shaped table with Mrs. Burrows and work independently and in small groups on reading the story out loud.  Students in the listening center are at a table with a CD player, wireless headphones, and a copy of the story to follow along with.  Other students are in the phonics center working on phonics site word games, while some are in the learning leap pad center reading other short stories and books on the leap frog system.  There is also a group of students at their seats reading library books quietly and independently.  Students rotate through each of the centers before the lesson is complete.