Evidence
Report #5
TC
Name: Jamie Harris
RICA
Domain: Domain 1 Planning reading instruction based on
Assessment
RICA
Competency: Competency 2 Planning Reading Instruction
Grade
level: Third Grade
Additional
Descriptors: Majority ELL, 4 EO students
INSTRUCTION
I
observed Mrs. S practicing Word
Recognition Lists in her third grade classroom. The students are involved
in WORD CLUB in her class. At the
beginning of the year, the students start out in the 100’s club and begin at
the 10’s words. For example, on, for, who, what…etc, Mrs. S puts together her
word recognition list in a ring binder of flash cars with 10 words on each card
and each card containing a different level and word club. Each word club is color coated and is a great visual for
the students.
During
my tutor hours, I am the person who administers the word club assessments. One
piece of paper I have in front of me is the student log containing where they are at on their levels in the
word club. The second thing I have in front of me is the word club cards that contain the level of the card and the ten
words on them. I call over each student one at a time and turn to the card that
they last stopped on. In order for students to pass that one card, they must be
able to recognize the word quickly
and be able to correctly identify
the word. In many cases this is where students begin to practice their
knowledge of decoding words and use sound symbols in order to verbally state the correct word. Just
recently Mrs. S added a third piece of paper to this activity and that paper is
a sheet for the students. The paper has each card group of the word club that
they are in and are trying to get passed. For example, if a student is in the
300’s club, the sheet has a section of the 210 words, the 220 words, the 230
words all the way up to 300, because this student is working on trying to pass
the 300 words.
While
I am instructing the word club words I am listening for the knowledge of the
child’s sight vocabulary and I am
also listening to the child’s ability to use
phonics in order to decode words. While they are reading each word, I am
pointing at the word and listening for the correct word to be said. If the
student struggles I remind them to look at the letters in the word and sound it
out. I also remind them to use their background knowledge on specific words
they might recognize inside the big word. For example, the student is trying to
say the word “sometimes” so I remind them to break the word up some…times, activating back ground knowledge and allowing
students to make connections through
learning. Wherever a student gets stuck and has trouble with a word, we
stop and make connections with that word, sound it out and repeat it, using repetition, and then we practice all of
the words on that same card one more time and I cross off the specific cards
they knew all of and hand them back that page in order for them to be able to
practice the card they struggled on and the previous cards that they will be
seeing next time I call them and I log it into my word club log. When a student
completely passes I record PASS on their section off the log and they are done
with word club.
INSTRUCTIONAL SETTING
The
setting where this activity takes place is on a one to one basis with me and
the student. We are in a section of the classroom at our very own table with
the tools in front of us and the student reads out loud to me during this time
while either I or the student are pointing at the words for the student to
read. The other part of the class, the students are still working and doing
other work, so sometime it can be kind of distracting, however I am pulling
kids aside and it is quick and fast assessment and learning time. I assess the
kids and help them decode the word, record where they got that session and let
them know what they need to work on for the next session. I really like the
idea of word club and the word club cards, especially now that Mrs. S has
provided the students a take home sheet of the words for them to be able to
study the upcoming words with. This makes the students aware of the words that
are coming up and allows them time to practice. I think the students really
enjoy this activity too; the like when I call them over and they enjoy being
able to pass a specific section and especially being able to pass a word club
level, in hopes that they are almost ready to pass level 500. I believe this is
something I will implement into my class someday.
