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.