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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.
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.
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.
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.
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).
Book Area
1
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
2
YES
Book Selection
4
NO
Fewe
r than
15
(1)
0
(0)
1625
(2)
26+
(3)
X
3-5
(2)
6+
(3)
X
1-2
(2)
0X
0
X
1-3
1
4+
2
X
YES
(1)
NO
(0)
X
YES
1
X
NO
0
0
(0)
0
(0)
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.
O
(0)
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)
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?
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.
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.
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
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.
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
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.
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.
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.
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.
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.
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.
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.
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?
3rd grade Read To Archive (RTA) 3rd graders must meet all of the 3 different
requirements to not be considered reading retained.
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 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!).