field experience A
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Dec 6, 2023
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Field Experience: Practitioner Observation and Interviews
1
Field Experience A: Practitioner Observation and Interviews
Lauren Stuckey
Grand Canyon University
ELM-315: Foundational Literacy Skills: Phonics and the Science or Reading
Dr. Kelly Roberts
August 13, 2023
Field Experience: Practitioner Observation and Interviews
2
Part 1: Mentor Interview.
1.
Describe the reading needs and abilities of the students you typically teach in your classroom.
a.
In 4th grade our reading needs are still very diverse. Students range from non- readers to above grade level readers.
2.
Describe the relationship between cognitive processes and reading instruction and discuss
how you apply your knowledge of brain-based learning, the Science of Reading, and Scarborough’s Reading Rope when designing instructional activities for your students.
a.
Knowing that each student learns differently, I try to incorporate multi-modal instruction based on the science of reading.
3.
Explain some of the student engagement and instructional strategies you have used to successfully meet the needs of students with exceptionalities, including dyslexia, English language learners, above and below grade level readers, and reluctant, struggling, and striving readers.
a.
Previewing guided reading and vocabulary daily has proved to be beneficial. Student grouping based on students’ needs. Praise all that try and provide reluctant readers praise and encouragement in a one-on-one setting if needed.
4.
Discuss the data you typically review and collect related to student literacy skills and describe how you use this data as part of the instructional planning process.
Field Experience: Practitioner Observation and Interviews
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a.
Weekly conferring one on one with students has been very beneficial. We discuss weekly and long-term goals. We also review the domain strengths and weaknesses
from triannual summative assessments (Beacon).
5.
Explain how you align your teaching to state standards to ensure students are receiving instruction and support in all grade-level relevant areas of literacy.
a.
I follow our county pacing guide. Although, standards may have been not mastered in that time frame. I utilize a spiral review and pull small groups daily to
reinforce learning.
6.
Describe how you collaborate with special education and resource teachers as well as a reading/literacy specialist to meet the needs of the students in your classroom.
a.
We plan weekly with Sped teachers and our team. I attend professional development meetings and classes.
7.
Describe how you differentiate lessons and use a variety of instructional methods, student
grouping, informal and formal assessments, and a variety of reading materials in your classroom to meet student needs.
a.
I use explicit reading instruction based on Lexile data daily. I provide audio to those who need it during independent reading. I use peer tutors to help those that struggle with reading. 8.
Discuss the greatest challenges you face in teaching literacy skills and describe how you use support resources, including technology, to overcome these challenges.
a.
The greatest challenge in teaching literacy skills is the range of reading levels. I have to teach grade-level standards. Therefore, skills are given importance and
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Field Experience: Practitioner Observation and Interviews
4
times are selected for each skill. I may keep struggling with phonics an assignment tattered to their needs on the computer. I also do this to enhance advanced learners.
9.
Describe the action steps you take when you determine that a student is struggling with literacy skills and meeting the expected grade level milestones. Include a discussion of intervention strategies you employ before seeking additional help from a reading specialist.
a.
Conferring with the child is my first step as probes and tests do not always reveal the real struggle. I discuss possible other issues with the child’s guardian for more
insight. I begin with fluency, then word work, repetition, picture clues, overlays, one on one instruction also to name a few. 10.
Describe how you engage the families of students in literacy activities that can help students reach the grade level milestones and move toward reading proficiency. a.
I have constant communication with the parents I CAN REACH. These cases are the most successful. I often send home homework if the parent agrees on the students independent reading level and some above. Scaffolding assignment as needed.
While observing Mrs. Eiland during a lesson, I noticed the following:
o
Student engagement strategies: praising students whenever possible. The students responded exceptionally well to this. She made the writing lesson hands-on by incorporating movement.
Field Experience: Practitioner Observation and Interviews
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o
Instructional strategies: She stated that she works with her team teacher and the Sped teacher to ensure that they are reaching each student the best they can.
o
Differentiating instruction: Mrs. Eiland talked about using multi-model approaches and how she adjusts reading lessons on the level her class reads at, which is different for her gifted class and her sped class.
o
Student grouping during instruction: She used heterogeneous groups during grade level instruction allowing everyone to feel comfortable, while using homogeneous
groups with explicit instruction for 30 minutes each day.
o
Reading materials: She has an entire library in her classroom ranging from well below grade level to some above grade level. She also stated that if a student has an interest in a series that is not in our library, she looks into purchasing it for her room.
o
Informal and formal assessments: She did a lot of question-and-answer sessions and then stated that once she believes her students are successful, she does a formal assessment such as a reading passage and questions alone. o
Collaboration with other teachers or paraprofessionals: She talks with her team teacher and both myself and the other paraprofessional that works with her daily. She sends us emails of the lesson plans that she will be doing for two weeks at a time. The team teachers also meet every Wednesday to discuss any issues that they may have as well as how they can help one another.
Part 2: Reading Specialist Interview
1.
Explain the role and responsibilities of the reading/literacy specialist.
Field Experience: Practitioner Observation and Interviews
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i.
Professionals specializing in the field of literacy and education are responsible for the development, delivery, and evaluation of instructional programs tailored to address the needs of students encountering difficulties
in reading or writing. Starting in elementary school, educators engage with
students in both small group settings and traditional classrooms.
2.
Describe how you collaborate with classroom teachers to support the needs of all students, including those with exceptionalities, dyslexia, English language learners, above and below grade level readers, and reluctant, struggling, and striving readers.
i.
As a member of the county's literacy team, I collaborate with other instructors to determine what must be taught and learned in order to meet the needs of all students. This clarifies the spiral of standards for grades below and above grade level for me. I am also a member of the school's literacy committee. Together with other teachers, I devise plans for assisting children most effectively, which include providing differentiated instruction to all students. In my role as an interventionist at our school, I meet with teachers once a week to discuss students with literacy learning gaps and to clarify how I assist with closing those gaps. Throughout my specialty degree, I also conducted research on reading programs and shared helpful resources with my school's reading instructors. For example, a program that modifies the Lexile of passages for students has been beneficial to our students who perform below grade level with an emphasis on comprehension.
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Field Experience: Practitioner Observation and Interviews
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3.
Describe the relationship between cognitive process and reading instruction and discuss how you apply your knowledge of brain-based learning, the Science of Reading, and Scarborough’s Reading Rope when collaborating with teachers to meet the diverse needs of students.
i.
I utilize a variety of reading strategies to aid students' cognitive processing
for long-term retention. I evaluate student knowledge using a variety of data points, including Beacon and the Lexia Reading Program. The Lexia Reading Program identifies the specific skills in which the student struggles or is deficient. I then provide direct instruction from the program
until the student has mastered the skill. The student also works autonomously within the program, simultaneously developing all abilities. The effectiveness of the Lexia program is founded on the Science of Reading research. 4.
Discuss the greatest challenges you face in supporting students who are struggling with literacy skills and describe how you use support resources, including technology, to overcome these challenges.
i.
Time is the primary obstacle I face when assisting students who struggle with literacy abilities. Students need more time to learn to read, particularly if they require additional assistance. To surmount this obstacle, students are designated Lexia computer time during computer lab
hours.
Field Experience: Practitioner Observation and Interviews
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5.
Describe the types of data that must be collected by classroom teachers and the strategies they should employ before seeking the support of a reading/literacy specialist to assist in meeting the needs of students in their classroom.
i.
Teachers are able to compile a collection of data elements from each student's individual STAR reading report that indicate the student's Lexile level and grade equivalent. Depending on this knowledge, my recommendations to teachers vary. Before reading, I would suggest vocabulary-based activities for students who are marginally below grade level. Occasionally, rewards are effective if a student's lack of reading is due to a lack of desire. If the data indicates that a student is significantly below grade level in reading, I would inquire about the student's background before making any judgments or recommendations. 6.
Discuss the role you play in providing professional development opportunities and individual coaching for teachers.
i.
Our fourth grade classes implemented the Lexia literacy program. I was the support person from my school who was trained in the program, and I have administrative authority over it. I have conducted a number of professional development workshops for fourth-grade teachers. I have also
created Google presentations and documents within a Lexia-specific folder
containing instructions, labels, and numerous beneficial resources.
Field Experience: Practitioner Observation and Interviews
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7.
Describe how you engage the families of students in literacy activities that can help students reach grade level milestones and move toward reading proficiency.
i.
As a requirement for my master's degree, I coordinated our school's first Family Literacy Night. I collaborated with a group of educators to develop
a plan, which we then successfully implemented. We invited families to come paint pumpkins as book characters. In addition, we demonstrated literacy strategies so that parents could see what they could do with their children at home. Reflection:
For this field experience, I interviewed the ELA teacher that I work with, Mrs. Eiland, and our RTI/Reading Literacy Sped teacher, Miss Sarah Thompson. During these interviews, I learned a lot about things that could help me in the future once I have my own classroom. We discussed the relationship between cognitive processes and reading instruction, how research on the Science of Reading and Scarborough’s Reading Rope could be applied when designing instructional activities, as well as challenges that I may experience planning lessons to meet the diverse needs of the students in the classroom.
Reading is a cognitively demanding activity that entails the integration of multiple skills, such as phonological processing, working memory, and visual processing. When reading instruction is provided to students with specific deficits, such as phonological awareness, the learning process as a whole is enhanced. Each component is essential for a student’s ability to read, and the student will learn to read if instruction focuses on that specific need while also addressing other components.
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Field Experience: Practitioner Observation and Interviews
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When designing instructional activities and supports for all students, the research on the Science of Reading and Scarborough’s Reading Rope can be applied by dividing students into smaller groups to assist those who may need assistance with specific skills, such as decoding. Lessons could be designed to address every aspect, including foundation knowledge development, vocabulary acquisition, small-group direct instruction, classroom discussion, and comprehension. A teacher who understands all the components necessary for successful literacy will be in a better position to determine what should be taught.
As I plan courses to meet the diverse literacy requirements of my students, I may encounter two obstacles: a student with a disability who requires extra assistance or time to grasp
a concept, and a student who requires extra time to learn a concept. Therefore, planning will be difficult. Having an additional teacher or resource is useful for meeting these requirements. Another difficulty is that the prior knowledge of each student will vary. I may not be able to identify equivalent prior knowledge for children, which will make it difficult to determine where to begin my lessons.
Mrs. Eiland has been a teacher several years and her homeroom is mainly sped with IEP and 504 plans. Miss Sarah Thompson just finished her master’s degree and works with students of all disabilities. She also was just nominated as our teacher of the year. Interviewing both teachers gave me insight on what to do and what to expect when I finish my degree. I am looking
forward to working with both teachers more as we continue this school year.