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Name _Eva Indiana Christoffel___ Observation Date __9/14/16__Observation Time_9:30am__

Experience B-1
Objective: To observe and make note of the whole classrooms learning environment and
its value to students and teacher.
Directions: Observe the classroom environment and respond to the questions that follow. Use
class resources (text, web, articles) to provide support for responses.
1.

What kind of learning environment has the teacher created for learners?

I did notice a bit lack of motivation from her students; I will be interested to see if this is
because Ms. Holloway is still getting to know her students or if it will look like this year around.
I believe that as the school year progresses more of the students work and what the class is
learning will be displayed around the classroom. There is not yet a theme of any kind that could
possibly capture the interest of students.

2.

What are the most important qualities of this environment?

There is a classroom library of good size and organization but nothing in the classroom
seems to grab my attention. This environment is inviting with many educational and inspirational
posters; however these posters I feel to no encourage students creativity like displaying students
work could.

3.

What things appear to be important symbols and sites in this environment, i.e., rocking
chair used for an authors chair, round tables to conduct literature circles, student writing
displayed on the walls, classroom library filled with books available for student checkout? In short, what is most valued in this classroom?

Ms. Holloway has a great sized classroom library that takes up 5 book shelves, almost an
entire wall of books. There is also a rug in the back near the book shelves that appears in could
be a reading spot but I have yet to observe this spot in use. There is also a rug in the front of the
classroom; this one I have seen in use when teaching a lesson to the class. Lastly and the most
valued part of this classroom is the crescent table towards the front of the classroom. I have seen
this table used many times already this semester for many purposes but most importantly this
table serves as a group read area, conducted literature circles, and read alouds.
4.

What does the teacher most value? How do you know?

I know Ms. Holloway values her classroom library the most. I know this because we have
discussed how Ms. Holloway taught 3rd grade last year and now is teaching someone the same
students in 4ths grade. As we were walking down the hall one day she pointed into the classroom
and said see all those books, those are all from my class last year. It is clear that Ms. Holloway

has gone through her library and chosen stories only appropriate for her 4th grades. Ms.
Holloways classroom library is huge and I can only imagine the size library she had last year
before splitting it into two classrooms.

5.

What do students most value? How do you know?

If I were a student in Ms. Holloway I would appreciate the large classroom library as well
as all the spots where I could read my book. I have noticed when Ms. Holloways students look
for books it usually do not take more than 5 minutes because students have such a wide range of
books to choose from but also has stories that capture their attention. I noticed many Caldecott
winner books in Ms. Holloways library; it is apparent these books have been scanned for
quality.
6.

What do teachers and students not value? How do you know?

I dont think it is that Ms. Holloway does not value her students work, but rather has not
yet had a chance to teach a full lesson, complete a product and grade it by the 2nd full week of
school. I will continue to observe this throughout the semester to see if my theory is correct. If
student work is not displayed over the school year it could give the students the impression that
their work is not important. I never want my students to feel like their work was not important so
I will ensure I display as much of my students work as possible.
7.

How has this observation pushed your thinking about the kind of learning environment
you wish to create? Where did you find these links to our course literature?

I believe at the beginning of the year it is so important to have a fun inviting classroom
for students where they feel that their creativity will be valued. I will continue to observe this
semester to see if the amount of students work displayed is increased. Our book explains that
teachers must be able to create, manage, and maintain classroom environments conducive to
learning; I believe this is even more important during the beginning of the year because teachers
many not have students work to display until a month into the semester but students will need to
feel welcomed and like their work is important (P.21).

Name __Eva Indiana Christoffel_ Observation Date _9/14/16__Observation Time_10:15am___


Experience B-2
(1) Objective: To complete a literacy environment checklist of the classroom.
Directions: Observe the classroom and complete the literacy environment checklist that follows.

Part I: Literacy Environment Checklist


YES
1
X

Book Area
1

Is an area set aside just for book reading?

If this area is used for other activities, such as for circle time
or as a block area, score this item NO.
2 Is the area where books are located orderly and inviting?

NO
0

Are the books displayed on a bookshelf or bookcase? Are


they oriented properly (front covers or spines facing out and
right-side up): Are they neatly organized?
3

Does the area where books are located have soft


materials?

Are there pillows, cushions, or comfortable furniture (e.g.,


couch) in the area so that children can look at books
comfortably?

Book Area Total:

2
YES

Book Selection
4

Do the books in the classroom range in difficulty level?

This item refers to all books that are accessible to children,


not only those books in the book area. Do some books have
no words or very few words per page, whereas others have
one or two paragraphs per page? Do some books include
simple language, whereas others incorporate more
sophisticated vocabulary?
5 How many books are easily available to children
Count all books that are accessible to children, not only
those in book area.
6 How many books convey factual (non-fiction)
information?
Count all books that are accessible to children, not only those in

NO

Fewe
r than
15
(1)
0
(0)

1625
(2)

26+
(3)
X

3-5
(2)

6+
(3)
X

book area. Include science- or math-related books and social


studies books or books about other cultures, as well as healthrelated books.
7

1-2
(2)

Are there three or more books related to the current


theme?

The current theme should be evident through classroom


displays, activities, and teacher conversations with children.
If you are unsure about the current theme, ask the classroom
teacher.

Book Selection Total


Book Use:
How many books are easily available for childrens use in the
following areas? Only count books if the area in question is
separate from the book area. For example: if the block area is
also used as the book area, circle 0 for the number of books in
the block area.
8 How many books are available in the science area?
9

How many books are available in the dramatic play area/

0X
0
X

1-3
1

10 How many books are available in the block area?


11 How many books are available in other areas (not
including the book area)?

4+
2
X

List these other areas:


12 Is there place for children to listen to record
books/stories?

YES
(1)

NO
(0)
X

YES
1
X

NO
0

The listening center does not have to be a permanent area in


the classroom. However, it must be in working order and
available to children without adult assistance on the day of
your observation.

Book Use Total


Writing Materials
13 Is an alphabet visible?
This includes but is not limited to alphabet posters, stencils,

and letter shapes. The alphabet must be at childrens eye


level or readily used by children.
14 Are there word cards with names or familiar words?

For example, are there cards with childrens names held


together on a ring or cards with familiar words posted on the
wall next to or above the writing area? Word cards must be
in a place intended to support childrens writing. (Word
cards do not include labels on objects around the room).
15 Are there templates or tools to help children form letters?
For example, are there alphabet stencils, sandpaper letters,
rubber stamps, and so forth?
16 How many varieties of paper are available for writing?
For example, are there construction papers, white lined and
unlined paper, tracing paper, and so forth?
17 How many varieties of writing tools are available?

0
(0)
0
(0)

For example, are there pens, pencils, markers, crayons,


colored pencils, magnetic letters, a chalkboard, a
whiteboard, a typewriter, rubber stamps, and so forth?
18 Is a distinct area set up and functioning for writing?

1-2
kind
s
(1)
1-2
kind
s
(1)

3+
kinds
(2)
X
3+
kinds
(2)
X

YES
(1)

NO
(2)
X

3-5
(2)

6+
(3)

3-5
(2)

6+
(3)

3-5
(2)

6+
(3)

In order to score this item YES, the area must be used only
for writing. It cannot be combined with an art area, book
area, or any other area.

Writing Materials Total

Writing Around The Room

O
(0)

19 How many varieties of teacher dictation are on display in


the classroom?
This item is designed to determine the variety, rather than
the number of dictations. If the display of teacher dictation
consists of work from a one-time teacher-led activity
completed by all children, count it as one example. If a
single display consists of unique or spontaneous work from
each child or the works were completed over a longer period
of time (2+ weeks), count each item as a separate example.
20 How many charts, big books, or other evidence of fullgroup literacy are there in the classroom?

1-2
(1)
O
(0)
X
1-2
(1)

O
(0)

X
Include teacher-created charts that show evidence of group
discussion (e.g., My Favorite Color, Our Trip to the
Aquarium).
21 How many varieties of childrens writing are on display
in the classroom?
This item is designed to determine the variety, rather than
the number of child writing samples on display. If the
display of childrens writing consists of work from a onetime, teacher-led activity completed by all children, count it
as one example. If a single display consists of unique or
spontaneous work from each child, or the works were
completed over a longer period of time (2+ weeks), count
each item as a separate example.
22a. Are there writing tools in the dramatic play or block area?

1-2
(1)
O
(0)
X

3-5
(2)

6+
(3)

YES
(1)
X

NO
(0)

1-2
(1)

For example, are there papers, pens/pencils, a chalkboard, a


typewriter, a computer, and so forth?
22b. Are there props that prompt children to write in the dramatic
play or block area?

NO

If there are not writing tools in the dramatic play or block area
(e.g. you scored 22a NO), then mark this item NO. Props
include items such as clipboards, telephones, menus, and so
forth.
23 Are there alphabet puzzles available for childrens use?

Alphabet puzzles, must include all letters of the alphabet.


Puzzles must be available without adult assistance.
24 Are there puzzles with words available for childrens
use?

Puzzles words must include several short words, and


meanings must be clearly indicated by pictures. Puzzles
must be available without adult assistance.

Writing Around the Room Total

Part II:
Literacy Environment Checklist
Students Name: Eva Indiana Christoffel
Grade Level of Classroom:

4th grade

Area
Book Area
Book Selection
Book Use
Writing Materials
Writing Around the Room

Score
2
7
2
6
4

Grand Total

21

I. Summarize your findings. What did you see? Initial feedback. What stood out to you as good
or bad?
I noticed that Ms. Holloway has a very strong book selection. I believe this is very
important because for me as a student I struggled with reading and did not like to practice
reading because I could never find anything that interested me. I understand that in order for me
and my students to be successful I have to provide them with the most opportunity.
II. What are your reflections about what you discovered?
I was surprised to see that Ms. Holloways book use was so low. I believe this may be due
to the fact that this is a new classroom to Ms. Holloway and that it is still early in the semester, I
hope to see more involvement with books throughout the semester. From this I see that there is
more to a good literacy environment that book choices. While book choice is very important if
we do not put those books to the more good use they the wide selection of books is no good.
Students will benefit students the most when they are used and explored in every way possible.
III. What aspects of the literary environment would you develop differently?
I would like to use this environmental checklist at the beginning of each school year in
my classroom so I can ask myself what can I do to improve the literacy environment? I noticed
some of these requirements are simply having supplies ready and available in certain areas. In
my opinion these are the easiest to check off because I will already be providing my students
with materials but I now see it is very important where I put these materials. The closer these

materials are to the students as they are learning the more likely they are to actually use the
materials.

Name __Eva Indiana Christoffel___ Observation Date _10/19/16_Observation Time__9:30__


(B-3) Objective: To observe connections between learning language and learning to read
and write.
Directions: Observe how the teacher makes the connections between learning language and
learning to read and write.
1. What concepts about written language are students learning?
Over the last few weeks Ms. Holloway has been teaching abut person narratives and what
makes up a personal narrative. Students are practicing responding to a writing prompt by
creating a five paragraph essay that begins with an introduction, has 3 body paragraph, and ends
with a conclusion. Recently students have also focused on ending punctuation and understanding
when it is appropriate to use punctuation other than a period.
2. Describe how the teacher makes connections between learning language and learning to
read and write.
Ms. Holloway uses stories and writing prompts to teach her students language skills. Ms.
Holloway will lead the class in read aloud and ask questions along the way for understanding.
After she has captured students attention with a good read she will encourage students to
verbally share what they gathered from the story and write something in connection with the
story. These Writing activities can assess ones understanding while also making a connection.
3. Describe how the teacher makes connections between learning language and learning to
read and write for students whose first language is not English.
To assist students whose first language is not English Ms. Holloway constantly asks
comprehension questions but also vocabulary questions as they read. This not only points out
words that these students might struggle with but can also make a connection between language
and words and a story. Students will be more likely to use the word when they speak if they can
see the word properly being used in a sentence that means something to them.
4. How much time is spent on reading (in minutes)?
Every day is different and some days Ms. Holloway may have to be flexible, however she
does have her ELA block broken down to where she focuses on reading for 30-45 minutes.
5. How much time is spent on writing (in minutes)?

Generally after reading Ms. Holloway has an additional 30 minutes set aside for students
to practice writing or working with words. Some times what the students just previously read is
connected to what they are about to write about.
6. During the teaching of reading, what kind of feedback did the teacher give to students
during reading activities? How did the students respond?
Like I have mentioned Ms. Holloway constantly asks questions for understand while
reading. This is beneficial to both Ms. Holloway and her students. This acts as an informal
assessment that can help her distinguish how her students are doing and if they understand the
topic being taught. In return students are also able to get instant feedback and will know if they
comprehend correctly or not. This allows students to continue on with the reading activities
knowing they are doing it correctly.
7. During the teaching of writing, what kind of feedback did the teacher give to students
during writing activities? How did the students?
When Ms. Holloway has her students write she constantly is walking around giving her
students ideas, suggestions, and reminders of writing skills that they are to be practicing. Again
Ms. Holloway uses questions like As an author what kinds of things can you do to make the
reader feel scared? The constant questions Ms. Holloway asks for the understanding of every
subject/concept starts discussions between her students and everyone ends up building on others
ideas to discover new concepts and skills.

Name _Eva Indiana Christoffel_ Observation Date _10/19/16__Observation Time__10:00___


(B-4) Objective: To observe teachers use of computer-assisted instruction (CAI) during
reading and writing instruction.
Directions: Observe teachers use of computer-assisted instruction (CAI) during reading and
writing instruction.
1. Does the teacher use computer-assisted instruction (CAI) during reading and writing
instruction?
Ms. Holloway uses many computer assisted programs when teaching. Many of these
programs have students access from home. From what I have observed students in Ms.
Holloways class generally always have access to the laptops in her class. Since Ms. Holloway
and Ms. Russ to team teaching, (Ms. Holloway- ELA & Social Studies/Ms. Russ Math &
Science) and Ms. Russ does not need the computers as much teaching math I believe for the most
part the computers stay in Ms. Holloways classroom. Because Ms. Holloway has access to the
computers she takes advantage of them on a weekly basis.

2. If the teacher does use CAI, describe the types of computer programs used.
One program that I have observed being used the most this semester is Discovery Kids.
Ms. Holloway explained that the school has a subscription to Discovery Education and is used by
most students. I have also observed Scholastic Kids being used. I remember using Scholastic
NEWS when I was in grade school however we received the paper version of the magazine full
of articles ranging in topics from planets to planes. Now students have access to this in e-book
version still with a wide variety of topics like the 2016 election.
3. If the teacher does not use CAI, describe ways you think the teacher could utilize
computer programs in the literacy program.
Without a doubt Ms. Holloway utilizes the computer programs in the literacy program as
well as other resources like the ELL teacher, Mrs. Flores

Name __Eva Indiana Christoffel_ Observation Date _10/26/16___Observation Time_11:00__


(C-5) Objective: To observe teacher doing a read aloud with students.
Directions: Observe teacher sharing a read aloud with students.
1. How did the teacher determine the book to read during the read aloud?
Ms. Holloway was reading Hoot by: Carl Hiaasen. Ms. Holloway explained to me when she
chooses book the main thing she looks for is appropriateness. She explained to me if the book is
too hard they will struggle with the vocabulary and context so much that they do not comprehend
the story, if the book is too easy and predictable they will lose interest.
2. What did the teacher do during the read aloud to engage students? How did the students react?
As Ms. Holloway read aloud she changed her tone according, for example if someone was
speaking she would read it just like someone would say it. Other times when she was reading
parts not spoken she would speak like a narrator. Ms. Holloway explained that punctuation
can change how we read things and the meaning. For example, if a character was asking a
question she would read it as if she was actually asking a question. If there was an
exclamation mark she would read excitedly or angry depending on the context. Students not
only found her voices funny at times but they also were attentive and able to answer
understanding questions as she read.
3. Describe the behaviors the teacher exhibited during the read aloud.
Prior to reading the chapter Ms. Holloway explained the purpose of reading and told students
what types of questions and things they will be expected to know after reading. As she read aloud
she would pause for understanding questions. I think it was helpful to her students to know the
questions ahead of time because it kept them attentive.

4. What types of extension activities did the teacher incorporate either before, during, or after the
read aloud? How did the students react?
The questions that Ms. Holloway asked prior to reading are similar if not the same to the
questions she will ask while reading. Upon completion of the read aloud the students were asked
a few questions to make sure they understand everything before Ms. Holloway asked them to fill
out a graphic organizer that asked students to list the story details organized by beginning,
middle, and end.

Name __Eva Indiana Christoffel__ Observation Date _10/26/16___Observation Time___10:00_


(C-6) Objective: To observe a teacher teaching a guided reading group.
Directions: Observe a teacher teaching a guided reading group.
# of Students: ___5___Reading Level: ___U__ System used to Level: __ Fountas &Pinnell___
1. What does the teacher do at the beginning of the guided reading group?
Ms. Holloways students were reading The Secret Garden By: Frances Hodgson Burnett. Ms.
Holloway had students write questions they had about the book prior to reading. Students shared
questions like why did the author write this book? Was this book written for a specific
person? What is the Secret Garden? Where is the Secret Garden? Ms. Holloways students
seemed to have a fun time when it came time to share their questions with the class. This activity
not only got students brains working but also gave students a purpose for reading.

2. What does the teacher do during the guided reading session?


Ms. Holloway always asks questions for understanding with everything she teaches; I knew
this read aloud would be the same. After almost every page Ms. Hallway would stop and ask
a question like how do you think this character felt when that happened? or What do we
know about the character?.
3. What does the teacher do to conclude the guided reading session?
Ms. Holloway will review the questions that were asked as the students read but then would also
ask student what else we learned. What characters did we meet? What do we know about the
characters? Ms. Holloway also asked students if any of the questions they came up with prior to
reading were answered.

4. How does the teacher handle new vocabulary students encounter during the guided
reading session?
Ms. Holloway would read a sentence entirely first the stop and ask has anyone heard this word
before? Ms. Holloway gave students a chance to guess what they thought it meant then would
read the sentence again so that students could try to use context clues to help understand the
meaning of the word.
5. How does the teacher assess students comprehension during the guided reading session?
The questions Ms. Holloway was asked while reading not only helped students understand the
story better but also gave Ms. Holloway a chance to see who was paying attention, who was not

paying attention, who comprehends, and /does not comprehend. This is a quick informal
assessment to help her understand if she needed to go back and reread a certain part of the story.
6. What resources/system/guides did the teacher use?
Ms. Holloway has a guide that she had put together with a list of questions that she was going to
ask prior to reading and while reading. She also had written by each questions when to ask each
question.
7. What were the remaining students doing during the guided reading group?
Students were working of Discovery Education where Ms. Holloway has their weekly board set
up with about 4 stations. Each station generally includes a story followed by comprehension
questions.

8. What was the instructional assistant (if present) doing while there?
No assistant is present

Name _Eva Indiana Christoffel_ Observation Date _11/2/16__Observation Time_9:30______


C-7) Objective: To tutor one student or a small group of students needing scaffolding in
reading and/or writing
Student Race/Ethnicity: _Hispanic____

Gender ___Female______ Age__9______

Reading Level ___K_______________ Leveling System_Fountas &Pinnell__________


Length of Session ____15 __X__30
____40
____45
____1 hour
Directions: Tutor students or a small group of students needing scaffolding in reading or writing.

1. Did you tutor students individually or in small groups?


I worked with an individual student, Yuridia. She was the absolute sweetest Hispanic girl
who seemed to be shy at first.

2. What reading or writing strategies did you use in tutoring the student?
Yuridia and I worked on the computer with Starfall where she practiced rhyming words. For
example, she studied og where she had to choose the first letter. She was given 4 letters to put
in front of og. A picture would appear, like a dog, the software pronounced the word and then
gave Yuridia a chance to choose the d to put in front of -og to make the word. At all times
we were able to click on things and hear what sounds they make or what words she made. I
encouraged her to repeat the sounds and words she made as we went along. After she studied
about 8 words she would read a book with the words she had just practiced. The first page of the
first book she clicked on the spot where it would read the sentence to her, then I encouraged her
to try and read the sentence first on her own and if she needed help or didnt know a word I could
help her or she could have the computer read it to her. I often stopped and asked her what sound
letters make. I focused on letters that are very different in Spanish like h and j.
3. Did the students accept your help or were they reluctant?
Prior to tutoring Yuridia, Ms. Holloway explained to me that while Yuridia English is broken
she believed that she does not speak/ use her English skill as much as she really can. I soon
realized that Ms. Holloway was correct! Once Yuridia got used to me and understood that I was
here to help her. I was also able to use my Spanish skills to help explain things or ask her
understanding questions.

4. After tutoring the student(s), did they have a better understanding of the assignment? How
do you know?
I believe Yuridia did have a better understanding of the assignment after I tutoring because
after we practiced the method of adding different letters (one at a time) to the beginning of
different sounds like an to make can, fan, man, and pan. As I tutored her we discovered that the
picture of the fan, for example, could be clicked on and pronounced as many times as she
needed. This was very important because for Yuridia she is not only learning phonics but also
vocabulary. A none ELL student may have already known what the picture of the fan was but
Yuridia was able to click on the picture, hear the word, and use her sounding out skills to get the
cord correct. After she got the word correct I would ask questions like, do you know what that
(fan) is? or have you ever seen one of those (can)? Where? These types of questions
reinforced her understanding.
5. What CCSS ELA Standards did you cover during your time with the student?
Although Yuridia is in 4th grade I would not feel comfortable saying I covered a 4th grade
ELA standard. Yuridia was reading on a 2.4 AR Level so I felt most appropriate to say I
covered this 2nd grade standard because that is the level of work she was reading and
decoding.
CCSS ELA Literacy. RF. 2.3 Know and apply grade-level phonics and word analysis skills
in decoding words.

Name __Eva Indiana Christoffel__ Observation Date _10/26/16__Observation Time__9:00____


(D-8) Objective: To observe teachers use of assessments (informal and formal) of students
literacy development.
Directions: Observe teachers use of assessments (informal and formal) of students literacy
development.
1.

Describe the types of informal literacy assessments used by the teacher (i.e., reading
checklist, reading inventory, portfolio, response journals, running records, rubrics,
anecdotal records).
Through Discovery Education students have the ability to complete the work at school
and at home. Students and parents can review their work at home. This is an online
portfolio that stores a good portion of students work every week.

2. Describe the types of formal literacy assessments used by the teacher (i.e., criterionreferenced tests, diagnostic tests, norm-referenced tests)
In addition to the EOG testing and beginning of the school year assessments students
complete Midyear iReady Test (grades 3-5). This test sorts students by level and also
gives suggestions for reading activities you can do even with the higher level students.
Ms. Holloway explained that she waits to regroup students at the end of the quarter
because students who score a 3 or the test can easily go to a two or four within days.
Regrouping students too often found to be distracting for students.
3. Does the teacher assess students prior knowledge as an informal assessment tool? If so,
describe what the teacher does. If not, how the teacher builds on what students already
knew?
Ms. Holloway most certainly uses prior knowledge as an informal assessment. Ms.
Holloway always asks questions prior to starting a lesson so that students have some sort
of idea what they will be learning and how they can connect that to what they already
know. She also constantly asks questions for understanding while teaching so that
students can constantly stay focused and make those connections to what they already
know.
4. Does the teacher use technology to administer the assessment? If so, what do they sue and
how do they use the system to help them to understand the students results.
Yes, the iReady test is administered on the computer. Students have access to laptops;
their test scores are calculated through this test. This technology also sorts students by
their respective reading levels.

Name __Eva Indiana Christoffel___ Observation Date __11/2/16___Observation Time_10:00__


(D-9) Objective: To determine how the school is structured to meet and assess the literacy
needs of students.
Directions: Interview the principal, assistant principal, literacy specialist, or curriculum literacy
lead. The questions below are guidelines; you may use them or use your own.
1. What guidelines are in place to meet the literacy needs of students?

Ms. Sanchez explained to me that the state requires the use of mClass tests which
tests K-5 for Text Reading Comprehension (TRC) and Dynamic Indicators of
Basic Early Literacy Skills (DIBELS)

Professional Learning Community (PLC) meetings are held weekly to plan for
and review students needs, adaptions, and interventions.

Reading interventionist are also used throughout the schools. Some students are
periodically pulled out of classrooms and taught specific reading skills they are
struggling with in order to bring them up to level.

2. How is it determined that the guidelines are effective for students?

MClass tests also provide progress reports that can be monitored to ensure
students growth is substantial.

Informal assessments like questioning are used every day all the time. Mrs.
Sanchez explained that asking questions related to the material at hand can not
only deepen student understanding but also can provide immediate feedback to
teachers so they can tell if students missed a crucial part of the lesson or if they
understand what is being taught.

Students are also placed in flex groups based on reading level Phonic needs.

3. What happens if the guidelines are not effective?

Interventionists start pulling students on 11/17 that may need help. These
interventionists will watch their progress, retest, and look for improvements and
what skills may have not improved.

The Literacy Committee looks at all EOG scores and data to create and plan how
as a school we can implement different methods.

Stop Drop and Read is a school requirement that is supposed to encourage


students to read and build stamina. Over the schools intercom an announcement
tells everyone to Stop, Drop, and Read, everyone in the school stops to read for
a specific period of time. The required amount of time will increase every day.
This activity/method will be implemented the beginning of next quarter.

iReady or Lexile data is used to track upper and lower level kids. This information
can be used as a resource that specifies what skills students need work on

4. What would you suggest beginning teachers to do to help them become a better reading
teacher?

Mrs. Sanchez explained to me that Durham County does not have a specific
literacy program that all their teachers use; each teacher uses different teaching
reading methods. Mrs. Sanchez explained this causes struggles when it comes to
moving students from one grade level to another grade level.

Literacy First is a Florida reading center that has helped Mrs. Sanchez build a
Literacy program with structure and methods.

Ms. Sanchez said the best suggestion for beginning teachers is to have their own
collaborative, balanced literacy program. This balanced program needs to have
ways beginning teachers can teach Phonics, how to teach students with different
needs and a how to for everything.

Are parents involved in the process? Explain.

Yes, teachers send home in class reports and monitor their students progress. This also
means it is our jobs as teacher to teach parents what the progress reports translate to.
They may not understand the scoring or what skills exactly are covered by which
subjects.

Meetings are also a way parents are involved. Some are parents are part of the volunteer
club, these parents work with student who are struggling with a variety of skills.

For the most part parents and volunteers are kept up to date on how to use the reading
softwares offered though the school and how/ where to check out books and other
needed material.

5. What systems of support do beginning teachers receive for literacy instruction?

I was informed on half day/ early release days they have beginning teacher
training days. Beginning teachers have three levels of support:
1. District
2. School
3. In house (another teacher)

According to Mrs. Sanchez, feedback is highly important, and not just for
beginning teachers. Feedback can be from tests, students, parents, and other
teacher/faculty members.

6. What are the reading instruction mandates from the school, district, state or federal
programs implemented within your school?

MClass is mandated by state for all students

3rd grade Read To Archive (RTA) 3rd graders must meet all of the 3 different
requirements to not be considered reading retained.

Students must passes their EOGs with a 3, 4, or 5.

Name ___Eva Indiana Christoffel___ Observation Date 9/28/16__Observation Time_11:15__


Experience D-10
(D-10) Objective: To observe approaches teachers use to teach literacy to culturally and
linguistically diverse students. (This observation may take place in an ELL classroom)
Directions: Interview a teacher. The questions below are guidelines; you may use them or use
your own. If you use your own, please provide the questions.

What do you do in the classroom to meet the literacy needs of culturally and
linguistically diverse students?
Interactive PowerPoints
Asks higher order questions that check for understanding
Mrs. Alma Flores conducts beginning of year assessments that guide her lesson
plans and determine how students are grouped.

How do you determine if the action taken meets the needs of students?
Assess regularly
Quick checks are informal assessments that Mrs. Flores performs often while
teaching
o Student responses or lack of response and body language will show
whether her students understand or not
Assessment of other subjects is important so that she may determine if what the
student is struggling with is a linguistic issue or not.
Mrs. Flores meets with teachers weekly so that everyone is one the same page and
can support each other when needed.

What happens if the literacy approaches are not effective?


Trial and Error. If one approach does not work, try another.
Weekly meetings with teachers:
o Ask for suggestions from teachers
o Study other teaching methods that may work
o Study different children learning methods
Ask ourselves why did this not work?
o Lack of background knowledge?
o Lack of exposure?
o How can we make sure this does not happen again
Is this literacy approach ineffective or was this just not the correct literacy
approach or method for this student.

Are parents involved in the process? Explain.


Workshops offered to parents throughout the year
o Parents will learn basic info like best ways to help with literacy
homework and writing homework
Parent technology nights.
Communication with parents is very big for Mrs. Flores
o She stands in office in the mornings (7:15am 8:00am) and afternoons
(2:15pm - 2:45pm) to offer assistance, reminders, or translate as needed.
Mrs. Flores motivates parents and students to come get help if needed there are
no silly questions
Mrs. Flores also helps parents and students get help and find services or requests
that they may need to accommodate their learning needs.
Mrs. Flores conducts parent/teacher conferences at least twice a year
o Once at end of first quarter and once end of 3rd quarter
o Interpreter for teacher and families
o During this conference Mrs. Flores helps parents understand the standards
being taught, reading levels, and resources to supplement learning.
Phone calls conferences
Translations for PTA. Mrs. Flores explained that Durham Public Schools does
have a translator but because of the high demand for translators it is sometimes
hard to get a translator for PTA meetings so she volunteers to be a translator for
these meeting because she understands how important it is for parents to
understand and be involved as much as possible.

What support do you receive from the following entities for help with literacy
instruction? Ideas could be Teachers, Reading coach, Curriculum leader, Assistant
Principal/Principal, School District, State Department of Public Instruction, Professional
organization(s)
Support from many schools personnels - administration is always willing to
help her or students if it is availably
Ongoing professional development everything offered to regular teachers is
offered to ELL materials photo copy machines
Mrs. Flores receives priority just like other teachers to participate in workshops

Read to win (Read program Mrs. Flores created) printing out books at certain reading level
Students must read book at least 20 times
Once students read 20 times and have it signed by parents they will get up in front of the
class they will get up and read the book to their classmates.
Students will also read comprehension questions (main idea, summarize the book)
If they do it perfectly they get a prize (good prizes!).

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