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    Instruction Reading

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    The classroom observation took place in a 4th grade reading class. The teacher began with a mini lesson on the carpet, then students worked independently at their seats. While students worked, the teacher conducted small group interventions. Reading instruction focused on the book Bud, Not Buddy and integrating social studies topics like the Great Depression. Students used annotation strategies while reading and completed activities on vocabulary and story elements. Spelling instruction followed the Words Their Way program. For writing, students finished informational pieces and began researching topics for historical fiction stories.

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    Instruction Reading

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    api-316710295
    63 views2 pages
    The classroom observation took place in a 4th grade reading class. The teacher began with a mini lesson on the carpet, then students worked independently at their seats. While students worked, the teacher conducted small group interventions. Reading instruction focused on the book Bud, Not Buddy and integrating social studies topics like the Great Depression. Students used annotation strategies while reading and completed activities on vocabulary and story elements. Spelling instruction followed the Words Their Way program. For writing, students finished informational pieces and began researching topics for historical fiction stories.

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    The classroom observation took place in a 4th grade reading class. The teacher began with a mini lesson on the carpet, then students worked independently at their seats. While students worked, the teacher conducted small group interventions. Reading instruction focused on the book Bud, Not Buddy and integrating social studies topics like the Great Depression. Students used annotation strategies while reading and completed activities on vocabulary and story elements. Spelling instruction followed the Words Their Way program. For writing, students finished informational pieces and began researching topics for historical fiction stories.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    63 views2 pages

    Instruction Reading

    Uploaded by

    api-316710295
    The classroom observation took place in a 4th grade reading class. The teacher began with a mini lesson on the carpet, then students worked independently at their seats. While students worked, the teacher conducted small group interventions. Reading instruction focused on the book Bud, Not Buddy and integrating social studies topics like the Great Depression. Students used annotation strategies while reading and completed activities on vocabulary and story elements. Spelling instruction followed the Words Their Way program. For writing, students finished informational pieces and began researching topics for historical fiction stories.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Observation

    Instructional Observation

    Classroom: Mrs. Amato Observer: Alexandra Irvin


    Grade: 4th grade Date: 3/12/18
    Curriculum Area: Reading Time: 8:45-11:00 am

    What I notice Thoughts, Questions, Connections to Methods


    Classes
    The teacher had the students meet at the A connection to the methods class is seeing the
    carpet in order to do the mini lesson. The annotation strategies when working with a
    teacher starts out by asking a question and reading passage. When given a passage the
    having the students respond. After the mini students were expected to annotate while
    lesson the students are given an assignment or reading to help with comprehension and
    question to answer in Google classroom. This is answering the questions. Another connection is
    to be done at their seats and independently. starting off the mini lesson by asking a
    While the students are working independently question in order to activate students prior
    the teacher pulls students to meet for small knowledge. The teacher also conducted writers
    group intervention. During reading instruction workshop in the last portion of the reading
    the current read aloud was Bud, Not Buddy. block. The teacher constantly told the students
    The teacher integrated social studies by that their “pencils were never to stop moving
    introducing the Great Depression and the topic during this time”.
    of Hoovervilles. They also discussed how the During this time I saw that the students
    Great Depression affected Bud’s decisions. The struggled with reading with stamina. This was
    kids also chose historical fiction topics to evident during independent reading and
    research. The kids chose a topic to research through their reading passages.
    and completed an outline with questions to What are ways to increase students reading
    guide them. with stamina?
    Objectives:
    ● discuss how 5 story elements
    (character, setting, plot, problem,
    resolution) contribute to historical
    fiction
    ● sort vocabulary words according to
    tenses, vowel patterns, and suffixes
    ● plan and organize own historical fiction
    story
    Reflection:
    Each mini lesson is conducted by the teacher with the students sitting on the carpet in front of
    the SMART board. The students worked a lot with talking about character traits with Cat in the Hat
    and Bud, Not Buddy. After reading the book or chapter, the teacher would ask students to list the
    character(s) character traits and examples of why. For Bud, Not Buddy the teacher wrote each character
    on an anchor chart and they discussed that characters traits. While reading, the teacher would clarify
    certain vocabulary words and stop to ask comprehension questions. The teacher also focused on the 5
    story elements ( character, setting, plot, problem, and resolution) while teaching historical fiction.
    The teacher taught the students the RUNNERS strategy to use while reading a passage and
    answering questions. This mnemonic device stands for read the title, underline important words in
    questions, number paragraphs, now read, eliminate wrong answers, reread text, select answers. The
    students also had different ways to annotate while reading a passage. They put “?” for “I wonder”, “!”
    for “Wow!”, a circle for a “new word”, a star for “important”, “S” for “summary statement”, and “C”
    for “connection”.
    The spelling instruction was based off the Words Their Way program. The students were placed
    into groups based off the pattern of spelling they demonstrated and completed different activities based
    off their spelling lists during the week. The schedule during the week consisted of meeting with the
    teacher, sort & write in workbook, sort & write in notebook, rainbow/pyramid/story/search, and then a
    quiz.
    Social Studies was easily integrated into the reading instruction. In reading the students were
    reading Bud, Not Buddy. The teacher introduced the Great Depression-the setting, time period, and the
    effects. Also, introducing the topic of “Hoovervilles”. The teacher also discussed how the Great
    Depression affected Bud’s decisions throughout the book. There was discussion about the stock market
    crash, people losing jobs, people with jobs losing money, the dust bowl (drought, several states
    affected, farmers), hungry, poor, most of America.
    For writing the students finished up their informational piece by adding an introduction and
    conclusion. The students were given a writing rubric once they were finished with their informational
    piece in order to check that they had everything before it was graded. They then moved into researching
    historical fiction topics. The students could choose from the Halifax explosion, Civil Rights Movement,
    Hurricane Katrina, Pearl Harbor, or the sinking of the Titanic. The students received an outline that had
    questions in order to guide their research. The questions included; when the event took place, where the
    event took place, who was affected, how people involved felt, describe setting, and what the days,
    months, and years were like following the event. It was very interesting to see the students engaged in
    writers workshop and applying all of the skills that I have been learning about in the language arts
    methods class.
    At the beginning of the year the students were given a “Genre challenge”. This challenge
    includes students reading 20 different genres by the end of the year. The students were given a sheet
    with 17 genres to choose from and space to record their books.

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