ITL510 Read Aloud Observation Form (1)

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National University College *

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510

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English

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Apr 3, 2024

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ITL510 Read Aloud Observation Form Adapted from Project ELITE Read-Aloud Routine: Self-Observation Form, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin. Instructions After recording your Read Aloud lesson, watch your recording and take notes in the spaces provided in this form. Submit your completed form to the assignment dropbox. Notes Before Reading Prompt Field Notes Teacher introduces/previews the story and three new vocabulary words:  Previews the text, activating students’ prior knowledge  Engages students in making predictions about the text and in brief discussions about concepts related to story  Selects 3-4 words that students do not know that have high utility and are used across contexts  Has students say and repeat target vocabulary and provides student-friendly definitions  Displays words in written form, and uses a form of nonlinguistic representation  Sets explicit instructional goals for read- aloud (e.g., listen for vocabulary and prepare for comprehension questions) Prior to the video: I activated students’ prior knowledge by asking children to look at the front cover illustration and make a prediction of what the book was going to be about. Their responses were: “the book is about kids making tamales”, One said that maybe its about something hiding in the tamales because the kids faces look surprised.  Kneaded – To press down firmly, repeatedly.  Tamales – a traditional food in the Hispanic culture.  Masa – a type of dough to make tamales. During Reading Prompt Field Notes Teacher reads a passage from a narrative or informational text out loud, focusing on literal  Read entire book multiple times, then focused and reread a few pages to explain vocabulary and ask questions.

Prompt Field Notes and inferential comprehension:  Reads passage aloud without stopping, emphasizing concepts through prosody  During guided discussion, teacher encourages students’ use of new vocabulary  Teacher uses two probes effectively for literal comprehension  Teacher uses one probe effectively for inferential comprehension  Continuously reread pages to demonstrate fluency and how reading with intonation sounds like.  Reread story to learn vocabulary.  Asked several questions for feedback and understanding of sequence of story. Teacher reads passage, drawing attention to the new vocabulary:  Reviews words and meanings with students  Asks students to repeat a word they recognize and provide an explanation  Guide/Scaffolds students in creating their own original sentences using vocabulary words encountered in the text  Students have the opportunity to t urn and talk during vocabulary activities  During the reading I introduced the word “Kneaded” asked if the students ever heard the word and then proceeded to explain the word. I did catch a mistake when introducing this word. I stated it was a homonym instead of homophone. I confused the term.  I also introduced the word “masa” and “tamales” which are words that will frequently be seen in the story.  Activity: made “masa” in advance to show realia to students as they may not have known what masa is or feels like. After Reading Prompt Field Notes Teacher extends comprehension, focusing on deep processing of vocabulary knowledge:  Provides opportunities for students to discuss the story in relation to their own experiences  Facilitates discussion using minimal teacher talk  Went back to objective of lesson and asked students “If they have ever experienced a situation where they had to be truthful and honest like Maria and how they felt about it.  Asked them to share their ideas with their partner and then with the with me. Teacher summarizes what was read on any content knowledge that was learned:  Briefly reviews the name and author of the story  Briefly reviews main events and ideas from text  Briefly reviews the new vocabulary words  Challenges students to listen for and use the new vocabulary word throughout the day Not in video: Finished lesson with students reviewing the following points  Briefly went over new words we learned.  Summarized a little about what we read on our focus pages.  Reviewed objective of lesson.  Reviewed main characters.

Prompt Field Notes CCSS Standards Associated with the Lesson List all standards : those being assessed and those being reinforced . Supporting Multilingual Students; Encouraging Types of Thinking Prompt List of CCSS Standards Locate and recall: locate specific facts or details; identify important information and supporting details; find story elements such as characters and setting. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Integrate and interpret: Make connections across parts of a text (text to text); compare and contrast information or story elements; use mental images; consider alternative ideas or explanations for what’s in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Critique and evaluate: Assess a text from various perspectives; synthesize what’s in one text; decide on what’s significant within a text; judge whether a text and its features effectively accomplish a purpose. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Assessments Prompt Field Notes Reading Diversity Lite: A Tool for Selecting Diverse Texts  Analyze the test to determine if the text will enhance reading diversity in the classroom. Write a brief summary of results. Analyzing the program, I do believe this story will encourage classroom inclusion. It reflects lived experiences, it connects with the students background and it allows student to connect with Maria’s situation of struggling to tell the truth. Those who are new to the theme of the

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Prompt Field Notes story can easily understand and be culturally involved by sharing their own experiences and open a discussion on how different cultures can be. This text can also build upon lessons and teach lessons such as “honesty is the always the best choice.” Peer-Assessment  Describe any peer assessment and suggest peer assessments that could be used. Peer assessment is when a student provides feedback to another student. The purpose of peer assessment is to help students learn from each other and improve learning. Some types of peer assessment include:  Think pair share  Elbow partners Self-Assessment  Describe any self-assessment and suggest self-assessments that could be used. Self-assessment provides the opportunity for students to self-evaluate themselves and make their own judgements about how they are learning based on what they have agreed on with the teacher. Self-assessments that can be used here are: They can ask themselves questions after the story.  What did I learn from this story?  Why is the lesson in the story important?  Have I ever been in a situation like Maria’s?

ITL510 Read Aloud Observation Form (1)

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