Observation Report #3

TC Name: Katie Schmucker

RICA Domain: Planning Reading Instruction Based on Assessment

RICA Competency: Planning Reading Instruction-Engaging and Motivating Students

Grade Level: First

Any Additional Descriptors: Class contains no ELL students or students with disabilities

INSTRUCTION:

                I observed Mrs. G reading aloud to her students. She began the day with a morning meeting where she discussed important classroom and school updates. She performed housekeeping duties like taking attendance and then the children said the pledge and sang a patriotic song. After singing, Mrs. G read a story to her students for enjoyment. By reading aloud, Mrs. G exposed her students to an example of great children’s literature. This type of activity promotes a love for reading in young children. Mrs. G chose an appropriate book choice for her student’s age level and she made reading fun and engaging by changing her voice including: altering her pace, volume and adding animation.

                Mrs. G has also provided a stimulating learning environment that promotes success. She has built a beautiful library that is full of books and comfy chairs for reading in. The library is in a nook of the classroom with many windows to provide enough reading light for students. The class has been taught that the library is a quiet place for reading. Mrs. G modeled an excited and upbeat attitude about reading for her students. Students learn to be excited about reading by having someone they look up to present reading in a fun and positive light. Mrs. G planned classroom library time into her lesson so that she could cultivate her young student’s love for reading.

                Mrs. G provided appropriate reading material for her first grade students in their library. She carefully designed her library around the needs of her student’s grade level. She has been teaching first grade for over a decade so she has accumulated a large amount of developmentally appropriate books.  Children should only be asked and invited to read materials that they can read. For self-paced, silent reading, teachers must give children books that they are able to read with ease so that they can come to enjoy reading and not get bogged down by trying to decode too many unfamiliar words.

INSTRUCTIONAL SETTING:

                Within the instructional setting I observed many things that helped to create a stimulating learning environment. The library, of course, is the main component of this learning piece. In addition to the library, Mrs. G displays student work throughout the room related to their reading instruction. She also provides students with visual aids on the walls that highlight components of reading such as the alphabet and high frequency words.