Evidence Report #3
TC Name: Jamie Harris
RICA Domain:Domain 3:
Fluency
RICA
Competency: Competency 9-Fluency: Instruction and Assessment
Grade
level: First Grade
Additional Descriptors: SEI class
INSTRUCTION:
Throughout
these last few weeks I have observed Mrs. R practicing Fluency. The students begin the fluency lesson at their tables with
the story projected on the screen and they have the story in front of them as
well. The story came from a printed out fluency book that each students has at
their desk. At the bottom of the story is where the days of each week are that
they will be practicing fluency and it has a column for; number of words and
parent signature. The teacher implements this lesson by Teacher Model; reading the story out loud to the students so the
students can hear the model of proficient fluent reading. Then the teacher asks
the students on Tuesday to point out their High
Frequency Words and they highlight them in yellow while reading through the
text. Next the Students Practice;
students turn to read the same text out loud.
On
Wednesday the students go over Word
Pattern #1 and they highlight these patterns in pink. The word they cover on
this day is “it” and the students read through the story and find words with
the “it” pattern like hit, it and bit. On Thursday they go over word pattern
“ig” highlighting words like pig and big. Reading through the text everyday and
highlighting specific frequency words and word patterns allows the students to
practice Repeated Readings which
improves reading fluency. Each day they read the story 4 to 5 times and each
day they see how many numbers of words they can read within the time frame of 1
minute. Timed is an instructional
strategy that allows the students to see their progress of reading specific
words and provides a challenge for the students. Highlighting the word patterns
gives students a visual to base their knowledge off of; allowing them to
visually see the difference in the word patterns and make use of the frequency
words in real text.
Timing
the readings allows the students to reach an incentive and beat their amount of
words that they can read in a minute. In their Fluency books, they record the
words the reach for each day and record the amount of words they read in a
minute at home and they have to have their parent sign it, keeping the parents
involved and allowing them to be a part of their students learning.
INSTRUCTIONAL SETTING:
I
observed that they students really enjoyed this lesson. I like that the teacher
visually highlights each specific pattern in different colors because it
permits the student to make a connections and remember the patterns. I also
enjoyed the student involvement in the lesson. All students were very engaged,
whether they were being called to tell a word pattern or if they were reading
out loud the sentences. They also really like being timed and having a
challenge to meet. The students were constantly repeating the word patterns and
their high frequency words and this repetition is a great tool for learning.
The student’s engagement and interaction to the lesson and to one another was
very beneficial. I really enjoyed observing this lesson and I can’t wait to use
it next week when I teach it to the students.
