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.