Eastham- TWS Practicum II
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School
Montana State University *
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Course
EDU-395
Subject
English
Date
Jan 9, 2024
Type
docx
Pages
8
Uploaded by MinisterSardine3803
Natalie Eastham
TWS II
Explicit Reading Instruction: With an Emphasis on Comprehension, Vocabulary, and Fluency
English Language Arts
Second Grade
October 31
st
2016
1
Table of Contents
Section 1: Preparation…………………………………………………………….3-6
Section 2: Planning…………………………………………………………….…7-
Section 3: Instruction…………………………………………………………….
Section 4: Using Assessment…………………………………………………….
Section 5: Professional Responsibilities………………………………………
....
Appendix A: Lesson Assessments……………………………………………….
References………………………………………………………………………...
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Section One
Field Notes: Contextual Information
Source of Information
Useful Contextual Factor
How can I best use this factor
to help students learn?
http://www.therapyanimals.org/Montana.html
Gallatin Gateway School supports the Intermountain Therapy Animals and the R.E.A.D- Reading Education Assistance Dogs program to allow the kindergarten, first, and second grade classrooms read to a R.E.A.D dog every Tuesday. Since I will be teaching small group reading instruction for one of the TWS lessons in my sequence, I make it my goal to support strong reading skills and confidence when reading to
the R.E.A.D dog. My lessons will include explicit vocabulary
instruction and reviewing basic
print awareness and decoding skills. Interview with Mr. Mohr (Music Teacher, Physical Education/ Coach, and Title I) “I have known most of the students before they were even born. This is a small community where people know one another.
I have been at the school for 25 years and I will be in and out of the class helping where I am needed. I give reading intervention on occasion This information is useful because it tells me that when I give my instruction I must pay a
good amount of attention to these students and make mental
notes about the concepts they know well and the concepts they need more scaffolding with. Additionally, I plan to focus my small group lesson on lower struggling readers.
3
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and I can tell you that while most students are on target for targeted instruction
, there are at least three students in Ms. Tysse’s class that are
reading at an end of kindergarten or first grade level.
Field Notes: Knowledge of Resources
Resource
How can I best use this resource to help students learn
Classroom Layout
Each student has their own desk in the classroom and each row has six desks with three desks for each group within a row. There are a total of
six groups. While one of my lessons will be small group instruction at the back kidney table, it is necessary to keep this layout in mind because I will be teaching one of my lessons to the entire class. Technology
While they physically attend a technology class on (fill in day of the week). The classroom also has a document camera and two computers that the students alternate using. The computers are primarily used for AR reading quizzes for independent reading practice and the document camera can aide me when reading or explaining what students will be doing in steps when I teach my lessons. Field Notes: Knowledge of Diverse Students Students (Coded-no student names please)
Description of Factor/Source
(
Reading Scores for Fall:
Source: DIBELS*
)
How can I best use this data to help
students learn?
Student B
41*
…Student will continue to participate 4
in small group instruction; I will, carefully monitor formative assessments (Appendix A, p.) for concepts that need to be readdressed, and respond with explicit instruction and one-on-one teacher time if appropriate. Student IL
56*
…Student will continue to participate in small group instruction with “benchmark” group. I will continue to monitor formative assessments (Appendix A, p.) for concepts that need
to be solidified, if any. *Key:
Fall
Winter
<26 at risk- intensive <52 at risk- intensive
26<44 some risk-strategic
52<68 some risk- strategic
>44 benchmark
>68 benchmark
Spring
Intensive= need substantial intervention
<70 at risk-intensive
Strategic= needs additional intervention
70<90 some risk- strategic Benchmark= at grade level
>90 benchmark
Field Notes: Self-Knowledge
Personal Characteristic
Brief Description
How can I use or strengthen my
personal characteristic to best instruct
my TWS sequence?
Content Knowledge Strength:
My strongest subject area has always been in ELA and reading. While I note that reading is a difficult subject, I make it my goal to use my own confidence and strengths to support student instruction and make it understandable and enjoyable to I can strengthen my content knowledge
by administering reading assessments before/after my small group reading lesson and using the data to give ideas for where I would go next with my instruction for my TWS sequence. I also make it my goal to always screen 5
learn/participate in.
developmentally appropriate text before giving them to the students. Conclusion
After reviewing the resources and field notes provided above, I have learned that most
students are able to read but more explicit instruction is necessary to ensure that students are at
least making progress and moving toward the goal of reaching the benchmark standards listed
above. While the DIBELs scores provide me with great insight into how I will instruct the class
during my lessons, I make it my goal to focus on student strengths and using the skills my CT
has taught me in the last few weeks when teaching small group and whole group reading
instruction. Additionally, I plan to use the formative assessments I will implement (Appendix A,
p.) in order to direct my instruction throughout my two-lesson sequence. I plan to focus 60% of my energy on the lower achieving students while scaffolding and
guiding the benchmark and strategic students as well. I make it my personal goal to work with
one low-achieving student a day during my scheduled time and focus on explicit reading
instruction so that when I teach my last lesson, I see major improvements from where they
started. While this may lead to extra work, I take it with a grain of salt as I will one day be a
licensed teacher who has to not only assess one student but an entire class of pupils. In conclusion, after researching my school, I found that while it is a small rural
community, they have a wealth of resources that will guide me when planning for my
instructional sequence and assessing progress throughout my time at Gallatin Gateway School. 6
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Section Two
7
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