TC Name: Marissa Carney

RICA Domain: Fluency

RICA Competency: Fluency Instruction and Assessment

Grade Level: 2nd

INSTRUCTION:

I observed Mrs. W. teaching fluency while the students were sitting at the carpet in large group (as a whole class). After reviewing the definition of fluency ("I can read accurately with expression and understand what I read"), she reminded them that fluency is an important skill in reading that involves more than just getting through each page quickly. She then had one student come up to read with her in front of the class. She demonstrated choral reading with him and, while they both read, she used proper intonation. After she modeled it, she had the student practice on his own. He read through it without any effect in his tone but read through the words that he fumbled over before. She had him read it a second time but offered suggestions for how he could improve his fluency (i.e. pausing after a period, raising or lowering his voice depending on the punctuation, etc.). He read it a second time and read it faster pausing after the periods. She asked the class if they heard a difference in his reading and they all responded positively. She then asked him to read it a third time, practicing another fluency technique. The third time he read the passage, it was like he was a completely different reader! He used intonation, correct pausing, and read through every word fluently. The class was very impressed!

After this demonstration, she gave instruction that the students would Read to Someone and practice fluency. They were to read the story out of their Reader twice and work on improving their fluency each time. The first time they read through, they worked on pronunciation of the words they were not completely familiar with and then, the second time through, they were able to focus on their intonation. It was amazing how much they improved just in this simple exercise!

INSTRUCTIONAL SETTING
In Mrs. W.'s class, she has a CAFE wall which is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary. Every time a new aspect of one of these categories is taught and practiced, a flashcard is placed in the appropriate column to help the students remember. This quick reference guide helps students remember their goals in reading.

TC Name: Marissa Carney

RICA Domain: Planning Reading Instruction based on Assessment

RICA Competency: Planning, Organizing, and Managing Reading Instruction

Grade Level: 2nd Grade

INSTRUCTION:

I observed Mrs. W. managing independent reading and instructing how to select the right book to read. First, she explained that choosing the right book is like choosing the right shoes to wear. They cannot be too big or too small and they have to fit the purpose of the occasion. Just like shoes, books that they choose to read should not be too hard or too easy and they should fit the purpose for their reading.

She then used the guidelines in the IPICK Chart, a resource taken from the Daily 5 Program, which enables students to refer to the acronym of PICK (purpose, interest, comprehension, and knowledge of the vocabulary)to choose the book that is just right for them. She also modeled how she would select a book, practiced reading it, and had students rate her choices. As they were going to be dismissed to choose their books and read silently, she referenced the Read to Self chart and the expectations for this sustained silent reading (SSR) time. To provide consistency, Mrs. W. sets aside Read to Self time everyday so that the students have built stamina in reading for longer periods of time. The students were then released by color to select some books from the class library that would be added to their personalized reading folders. While students were selecting books, the rest of the class was busy reading their IPICK books.

INSTRUCTIONAL SETTING:
I observed that the classroom library has a variety of books to choose from. Mrs. W. has made sure that every reading level is represented and that the range covers a multitude of interests. The IPICK and Read to Self charts are also clearly displayed on the walls for the students to reference.

TC Name: Marissa Carney

RICA Domain: Comprehension

RICA Competency: Comprehension

Grade Level: 2nd

INSTRUCTION:

I observed Ms. W. teaching Comprehension. She addressed the iRead to Someone Chart, part of the Daily Five program, and reviewed the expectations that were clearly written on it. She then had a student bring a “Check for Understanding” visual aid and demonstrated how it worked. She had one student come up to stand beside her and read a page of a book they were sharing. While the student read, she held onto the check mark. After the student finished the page, she would hold out the check mark and say, “Okay, let me check for understanding. What I heard you read was that Bobby felt left out because he could not throw a baseball.” She then asked the student if her summary of the page was correct. If it was not, the student would re-read the page and then ask for a “Check for Understanding” again. If it was correct, they would switch roles and Ms. W. would read the next page while the student would hold the check mark and would provide the unaided retelling or summary of the page. By demonstrating her expectations, and having a visual aid with some directions on it, all of the learners were able to see what they were supposed to do.

Ms. W. then had the students choose their reading buddy (after warning them to choose someone who would be good to work with), and dismissed them to get their personalized reading folders, each with individual reading level appropriate books inside. The students then chose a place around the room to sit and read with their partner. As I walked around the room observing this technique in practice, students were very motivated by the check marks and were excited to tell their partner what they heard read. This technique made sure that both partners were comprehending the material that was being read because the listener had to give a summary at the end of the page and the reader had to make sure that the summary was correct.

INSTRUCTIONAL SETTING
I observed that one corner of the room is devoted to reading. There is a remarkable library filled with all levels of books and folders with personalized mini “libraries” for each student. With the help of her class, Ms. W. has created large iCharts with explanations of the different ways to read (including to Self and to Someone) and these are displayed on the walls. It is apparent that reading is very important in Ms. W.’s class.