ELED 455 Level 2 Field Experience

Student Name: Ashley Molisee

Semester(s)/Year: Spring ‘23

Placement Information

School: Chester Community School District

Grade: Kindergarten

Dates of Attendance -

Date Time Activity

02/09/2023– Thursday 8:30-10:10 A.M- When they first come in they do a

bellringer of tracing letters. They
did centers afterward. Then they
did Jack Hartmen dances to let
their wiggles out (toe touches and
crutches while saying words).
Then they played clap noodles.
They sat on the floor and talked
about spelling words. They went
over their sight words. Then they
played a quick cherry bomb game
for their spelling test. They then
had circle time and read Curious
George.
Ashley molisee Choice 2: Center
Preparation

02/16/2023 Thursday 8:30-10:10 A.M They had a spelling test right

when they got to class. the
teacher reminded the students
that some have tails and some
letters go all the way to the top.
They went over the ONE book that
was placed on their desk at the
beginning of class. They
highlighted the book (punctuation
and sight words). Then they read
 it aloud together. We got into
groups and read a blue Journey
reading book (-op words). They go
over words to know before getting
in groups. Then they make a
sentence from those words. They
listened to a few songs (heads,
shoulders, knees and toes) to let
wiggles out. I worked with the
student one on one since he
needed more help than others on
the worksheet they worked on
next (going over words like d-ad).
Ashley Molisee - Copy of Student
Support Summary and Reflection

03/02/2023 Thursday 8:30-10:10 A.M Today the students started off in

centers. There were three centers:
working on simple addition,
reading fluently, and vocabulary
words. During this time, I was in
one of the centers. Then they
watched three videos to get their
wiggles out. Next, they played
cherry pie with vocabulary words
they were going over that week.
Then they went over to circle time
and a student pointed to sight
words on their word wall. Then
they went over their spelling words
again; this time actually seeing
them written down. Then they
went over the alphabet, the letter,
and the letter sounds. The teacher
had a Magic ‘e’ game where the
students and her practiced making
short vowels long vowels. Then,
The teacher read a book called,
“What can a baby animal do?”.
She asked students appropriate
questions. Lastly, they went back
to their seats and read a book
which they already filled in the
blanks of. The teacher had me
work with a student one on one
during thai time since they were
not there the previous day to fill in
the blanks.
Copy of Choice 2: Center
Preparation

03/09/2023 Thursday 8:30-10:10 A.M The students started off the day
with a bell ringer; practicing their
This was also during the intervention vowel sounds. They looked for the
time which I attended. middle sound by looking at the
picture. I helped Hattie understand
why the web was colored yellow
(because of the middle sound /e/).
 They read by themselves while
others finished the bellringer.
Then, as a whole group, we read
in the big blue journey book about
the story that included puppies.
During the reading, The teacher
asked a variety of questions. Then
I leave for intervention time with
specific students. After
intervention, the students are
working on playing games that
practice different things like
rhyming and finding the middle
sound. The teacher had the
students doing this while
conferencing. After, the students
got their wiggles out and I helped
the student during that time since
he did not get his bellringer done
since he arrived late. After wiggle
is out, the students go over the
alphabet and play around the
world. The last practice they had
was changing one letter in a word
and trying to figure it out. This time
The teacher said that they have
no picture to relate to.
Copy of Student Support
Summary and Reflection

03/09/2023 Intervention time The intervention teacher told the

students the plan then got to it.
They are working on letters and
sounds. They warm up going over
the sounding of words. Goes over
whole body sounds and she
shows them the directions for the
game they are going to play. She
went around the table making sure
everyone did it correctly. They
then read a book they have read
before but today they were going
to illustrate it. While they illustrate
she conference at her desk going
over what each students knows
about the sounds of letters.

Observation 1: Ashley molisee Choice 2: Center Preparation

Summary-

What did you observe the teacher doing?

○ At first, the teacher introduced me and said hi to the students coming in. The teacher told them
to get started on their tracing and writing their name. In centers, I saw the teacher reading with
the students as a group to practice saying different words. They were definitely practicing their
phonemic awareness in these groups. While the students were letting out their “wiggles”, the
 teacher walked around moving her arms and saying the words that were on the screen. This
ensured that students would say them as well. The students then were asked if they knew the
spelling words for the week and what family they came from. She answered students with a
“yes” or “nice try”. While listening to the -ot family, she sang along and made sure students were
paying attention. During this time, she did pull a student to the side to talk to him about his
inappropriate behavior. She did tell students to sit on their bottoms one more time since they
didn’t listen the first time. Throughout this, she still continued to sing the song and focus on the
learning aspect. Next, they all played Cherry Bomb which is when the students formed a circle
and the teacher was a part of it and she asked them to spell a word. Each student says a letter
to the word, the last one says cherry bomb and the next student sits down (so they can’t win).
[c-a-t-cherry bomb- sits down]. During this game, the teacher had to hold onto one of the
students so he would keep his hands to himself. He was also not playing the game. The teacher
constantly had to be reminding the students to make sure they were listening to the words and
letters. Next they went to circle time, They went over the alphabet and the sounds the letters
make. She purposely said to one of the students to not add the -uh to the end of the d /d/. At
circle time, the teacher also had to remind the students that it was serious time and no more
sillys. While reading, she made sure students would focus on the story and the pictures. She
also asked them about some words they may not understand. She also went over the title page
and what the author and illustrator means and where they are located in the book.
○ What did you observe students doing?
■ The students were, most of the time, focussing on their teacher. Some of the time they
would want to get off topic with me and start telling me about their birthday coming up or
their lost tooth. The students were dancing very aggressively to let their wiggles out. It
was very entertaining for them and had them focusing on the words as well. The
students would answer the questions the teacher asked. Some students were not as
focussed and the teacher had to talk to one of them about their behavior fast. The
students were excited to play games, but they would constantly get off-topic. In my
group, I had to bring the focus back onto the game and find what words they were on or
had in their hand.
■ The students often listened to their teacher and behaved fairly well. They listened to her
when she was reading the Curious George book along with answering their questions.
● What did you do?
○ In the beginning after the students wrote their name and traced the letters as a bellringer, I went
around and helped students read the books they were provided to read after they finished. I
helped some of the students sound out the words in the books. I noticed some of the students
reading words they already knew and skipped the words they didn’t. I tried to have them sound
out the word to figure it out. The students sometimes would not get the word right away so I
would sound it out with them and then have them repeat it. I would then read the word fluently
and have them repeat it.
○ The next thing I did was observe the teacher and what she was doing throughout the rest of the
activities for the reading period.
○ The last thing I did was assist in the centers where you can read about here : Ashley molisee
Choice 2: Center Preparation

Reflection -

Big 5 connection:

● Phonemic Awareness,
○ A lot of phonemic awareness was happening in my center. I had the students sound out the
word then blend it together to figure out what the word was.
● Phonics,
 ○ I constantly had them connect the letters with the words because they were having issues
reading the word in their head. When I noticed them struggling, I had them read the word letter
by letter out loud to me.
● Fluency,
○ After the students read the words letter by letter, I would help them blend the word together and
make them repeat it, so it became easier for them. I made them repeat it by themselves as well
so they became more fluent.
● Vocabulary,
○ With The Easy Words game, I noticed the students learning new words and what they looked
liked. Words the cub and bib were new to some of the students. In the Word Building activity,
many of the students did not know what a picture of a vest was. I had to let them know what it
was in order for them to complete the word.
● Comprehension
○ One of the puzzle pieces from the Easy Words game sticks out to me when I think about
comprehension. The students were trying to find the word bear when they were looking at a
picture of a bear. After all research, none of them could find the word bear, but one of them
found the word cub. All the students looking for the piece became excited explaining that it was
a baby bear.
● What you learned about yourself as a teacher and/or person- professionalism
○ I used to work at a preschool in my hometown back in Iowa. I realized that Kindergarten was a
lot like that preschool. Kindergarten was one step up from preschool, so I can definitely see the
resemblance. While I was watching the teacher, I thought I could teach the classroom
somewhat the same way after some practice. This was the first time I felt like I could actually
teach a classroom confidently.
● What you learned about children and reading at this level- knowledge
○ Learned that the children have difficulty reading words as in they have difficulty sounding out the
words and blending the letters.
○ I learned that the students are very good at completing a three to four letter word if they have a
picture that goes along with it (in the Word Building game).
○ I learned the students learn about their sight words in this grade level. These are important
since you can’t exactly sound them out.
○ I learned that they learn their spelling words based on families such as the -ot family (cot, bot,
tot).
■ The teacher aloud made up words as well.
● What you learned about developmentally appropriate practice at this level regarding planning,
preparation, management, instruction, assessment, technology in a reading classroom
○ I learned that a lot of the instruction or planning integrated their smartboard. They watched a lot
of informational videos that got the students moving and kept the students interested.
○ I noticed the teacher had a lot of large books to use when reading to her students this is what
she used when she read in circle time
■ The teacher read curious george this day and asked a lot of grade appropriate questions
and added comments:
● Look at everything happening in these pictures
● Do you know where the title page is?
● Do you know where to find the author? What about the illustrator?
● Where are the table of contents?
● Does anyone know what the word curious means?
● What is the title?
● What do we know about Curious George?
● What does it mean when you see these “”?
○ What are they called? (dialogue)
● What do you think is going to happen next?
○ I also noticed that there were valentine hearts and bulldog paws on the floor that have the
students name written on them, so they know where they wit and have enough space to keep to
themselves
■ I found this super smart. This keeps the students attentive in the lesson and towards the
teacher
○ I felt like the students had a lot of reviews during this reading period which made sense since
they had a spelling test the next day and all were learning at different reading levels and paces.
 ■ The students knew a lot of the instructions already and knew what they needed to do
even if they needed to be told to be quiet every once in a while.
● What have you learned about instruction and intervention in reading?
○ I learned in order for students to build their vocabulary. You need to ask them about what they
think it means and tell them what it means. One or two new words are good in books.
○ I learned that you need to ask a lot of questions white reading a book
■ This helps them learn, foreshadow, and say their part
■ It also keeps the students interested

Observation 2:Ashley Molisee - Copy of Student Support Summary and Reflection

Summary-

● What did you observe the teacher doing?

○ The teacher had to constantly tell them reminders to pay attention and they needed to listen.
One of the students who are getting a TAT written up was being very disrespectful and he got a
bear today. Once they get three, there are consequences. The bear is a little bear figure that
sits on their desk. The teacher had to remind students to place their sectors nicely on top of
each other - same with blue books.
○ When they were doing their spelling test The teacher reminded students that some of the letters
have tails and some go all the way to the top. One time, she reminded a student that their tails
were backwards. She also told students who were doing a good job and what she liked to see
from them such as ‘I like how _____ wrote her name right away, she knew exactly what she
needed to do’. When The teacher was saying the spelling words she said the word, sounded out
the word, and said the word again (mop, m-o-p, mop).
○ When they were going over highlighting their ‘one’ book together, The teacher was highlighting
hers to show where the students should have highlighted when they did it on their own before
doing it together. She also went over the punctuation at the end of sentences.
● What did you observe students doing?
○ Students were very riled up today. Many students wanted to chat on the side about what they
brought for show and tell. They started the morning off with a birthday as well.
○ During the spelling test, I noticed some students were following behind. I had to help them keep
up. Some forgot to write their name as well since they weren’t listening or didn’t hear.
○ Some students had hard times reading along in their ‘one’ book that The teacher printed off for
them. For most of the students, I had to remind them that they were highlighting and reading the
book instead of chatting. Some students got lost once they read the book together, fluently, as a
class.
○ After they read the big blue books vocabulary that it provided, the students raised their hands to
use the vocabulary in a sentence. I noticed the sentences were not very broad such as ‘I played
with it’.
● What did you do?
○ Oftentimes when the students got off-task, I would help them catch up.
■ I helped the student get caught up when he fell behind on spelling words when they
were taking the spelling test. I told him what the spelling words were and sounded them
out like The teacher did when she originally said the words.
■ When the student did not follow along in their ‘one’ book, I would help them find the page
they were on and point with my finger where the group was reading.
■ In the short big journey book centers, I would ask questions like, how many sentences
there are, how many punctuation marks there are, and which kind of punctuation marks
are there at the end of the sentence.
■ I reminded students to put their name on their paper as well and that we were supposed
to be highlighting instead of chatting.
Reflection -

● How you can connect to what you observed and did to you have learned in class (Especially think
about the big 5 areas of reading - Phonemic Awareness, Phonics, Fluency, Vocabulary,
Comprehension)

Phonemic Awareness
- Be able to hear the sounds in words
- D for dog (sounds “da”)
- I saw this frequently throughout the spelling lesson with The teacher. She sounded out each word after
she said the word itself.
- When I was helping the student, I frequently used phonemic awareness to sound out the word. I would
often ask him to try and sound the word out first before I modeled it for him if needed.
Phonics
- What you hear and connecting these sounds to written words
- P-a-m, pam!
- This is also what The teacher used while saying the spelling words for their spelling test. I used phonics
to help the student catch up with the rest of the group on the spelling test.
- I also used this to help the student when working on the worksheet after the spelling test. This helped
him read the words more fluently as well.
Fluency
- quickly, accurately
- Become fluent listening to adults read to them
- In the Big Blue Journey Books, we would read the short book in a group and we read it fluently while
the students followed along with their fingers.
- While reading the ‘one’ book, the students had their own mini books that The teacher had made to
follow along with her. Some students were getting left behind, so I would help them find the page she
was on and get them to fluently read with The teacher while following in their own books.
- I also had the student read fluently when we were working on the worksheet where he had to find
where the words go in several different sentences.
Vocabulary
- all the words they know and understand what they are reading
- Always use new words not just easy words
- To expand their vocabulary
- While reading the big blue Journey book, they went over the vocabulary at the beginning of the book,
so they knew what it meant when they got to that word in their reading group. After going over the
words, they used it in a sentence they came up with themselves.
Comprehension
- Meaning form what we read
- Read and tell stories and ask interesting questions to improve their comprehension skills
- Also foreshadowing
- In my small group with the student, we went over the worksheet which talked about where certain
words go in sentences and which make the most sense to put them in. This is the activity we used the
most comprehension in. He needed to understand what the sentence said and if the word he was using
would make sense.
- The students also used comprehension when understanding what their vocabulary words meant when
The teacher asked them to make up their own sentences.
● What you learned about yourself as a teacher and/or person- professionalism
○ I learned that I am very good with students one-on-one, but I think I struggle more in groups
where I need to get everyone's attention.
● What you learned about children and reading at this level- knowledge
 ○ I learned that the students make very short and non-elaborate sentences such as ‘I play with
someone’. They like using the words something or someone. They do not use super specific
words in this grade yet.
● What you learned about developmentally appropriate practice at this level regarding planning,
preparation, management, instruction, assessment, technology in a reading classroom
○ I learned that The teacher has a lot of high schoolers coming in and out of her classroom to help
her students stay on task. I found that this was a necessity for these Kindergarteners. I noticed
that they also needed a lot of reminding to stay on task during instruction. I noticed that they
loved dancing and getting their wiggles out as well.
● What have you learned about instruction and intervention in reading?
○ I learned that you need to use a lot of strategies that involve the ‘I do’, ‘we do’, ‘you do’. This
means that the teacher needs to model maybe multiple times before moving on to doing it
together with the students then having the students to do alone. Some students even need
more work after the ‘I do’ and ‘we do’ part.

Observation 3: Copy of Choice 2: Center Preparation

Summary-

● What did you observe the teacher doing?

○ During centers, The teacher was in her own center at a table. Here, they worked on saying a
variety of different words. She had a flip book, looks like this:

■
○ And she would have them say the onset and rime of a word before blending the word together.
○ While the students were getting their wiggles out, she danced with the students and made sure
everyone was on task.
○ She then played the cherry pie game with the students and she would introduce the word and
then monitor the game. The game was teacher-supported. She would tell them if they got it
wrong or give them small hints about which letter comes next or what word it was. She would
make a short vowel or letter sound when they needed a hint.
○ Then they headed to circle time and she went over the alphabet. She turned the pages and
helped the students do the alphabet when they started to struggle. She then pulled out the
magic e game and kept asking students what this word was “bat” and then said what does it say
when I add the magic e “bate”. Then, she moved onto reading “What can a baby animal do?”
she asked many content related questions:
■ What is the table of contents?
■ What do you see on this page?
■ How do babies learn or where do babies learn?
■ What a baby _____ called? “Calf”
■ Can you point to the sight word “good”?
■ What are these called “ “? It means someone is doing the talking.
■ What are some things your parents taught you?
● Is what she asked once they finished the book and they shared them out.
○ Then they went over the book, “Socks for Mr. Fox”. They each have their own copy and fill in the
blanks the day before. They went over the book together. The students pointed to the words
while the teacher read.
○ Lastly, the teacher explained what they were going to add in their own notebook. She read the
passage and handed out cutouts for them to glue into their notebooks. She showed them on a
smartboard what her drawing looked like in the poem. They then spent time making their own
drawings in their notebooks.
 ● What did you observe students doing?
○ A lot of the students had a hard time focussing just because the class is very boy-heavy. They
are very energetic, and they want to have a say in almost everything. In the center, I had a hard
time getting everyone to focus but eventually I would just keep reading and pointing to their
specific book which word I was reading. This would drag their attention back to the book.
○ Next, they watched videos to get their wiggles out. I always notice that the students appreciate
this part of their day. They all get excited to move and do something active.
○ The student then played a teacher-supported game of Cherry Pie. The student really likes this
game and gives the student who wins a hug at the end of the game. One student was crying
since they didn't win, but eventually all was good. Some students were not listening and had to
sit down because of it. This made the rest of the students quiet and started listening to the word
they needed to be spelling.
○ During circle time, The students are always very attentive. Once ein circle time, they know then
it is time to listen up. They also have specific spots in the circle where they need to sit. The
students in this area always raise their hands when they have something to say. The students
were very good at saying all the animals, letters, and letter sounds when they were saying the
alphabet. The students struggled a little bit once they went to the magic e game. It would take
them a little longer than usual to read the word once the ‘e’ was added to the end. They needed
time for it.
○ When helping Theodore with the “Socks for Mr.Fox” book, I noticed that he was super quiet at
first and started to write the wrong number down and I had to be direct with him about counting
the socks out loud and telling me how many socks he thought there were. Toward the end, he
warmed up to me and we were able to finish.
○ Lastly, every one of the students greatly enjoyed illustrating for their poem notebook. They didn’t
want to go to recess!
● What did you do?
○ In the centers, I teacher-directed one of the centers. In my center, I and the students read two
passages from the Big Blue Journey books. I helped the students that were falling behind by
pointing to the words on the page which we were at. I asked the students what they thought was
happening in the pictures before reading the passage and then I would address it after reading
the passage. I would also ask them if they had a pet like in the picture or passage.
○ During the time when we went over the “ Socks for Mr. Fox “ book, I helped one student,
Theodore, since he was not there the previous day. I helped him fill out the book by counting the
socks on each page and helping him write down how many there were.
○ During the illustrating part of the poem notebook, I walked around to help make sure everyone
was on the right path.

Reflection -

● How you can connect to what you observed and did to you have learned in class (Especially think
about the big 5 areas of reading - Phonemic Awareness, Phonics, Fluency, Vocabulary,
Comprehension)

Phonemic Awareness
- Be able to hear the sounds in words
- D for dog (sounds “da”)
- I did this frequently when reading the Big Blue Journey books in the center group I was teacher-leading.
When the students needed help saying a word I would start by saying the onset of the word and see if
they couldn’t get the rime part of the word.
Phonics
- What you hear and connecting these sounds to written words
- P-a-m, pam!
 - The teacher used this in her center group. She used the flip board (shown above) and she would go
over each letter sound and then blend it together. She also used the sounds of words when going over
the alphabet. She also used the sounds of letters when giving the students hints in the Cherry Pie
game.
- I used this in my center group when they were stuck on a word.
Fluency
- quickly, accurately
- Become fluent listening to adults read to them
- We mostly read fluently in my center group. While I read the Journey book, they would point to the word
in their own book while I read it aloud along with them.
- Sock for Mr. Fox was also read fluently in class supported by The teacher.
- The teacher also read the ‘what can baby animals do’ book.
Vocabulary
- all the words they know and understand what they are reading
- Always use new words not just easy words
- To expand their vocabulary
- The teacher would frequently stop and ask the student if they knew certain words
- She also used one word that was hard to spell in the Cherry Pie game ‘have’
- I asked students if they knew what ‘jig’ was in the book we were reading in the center I directed
Comprehension
- Meaning form what we read
- Read and tell stories and ask interesting questions to improve their comprehension skills
- Also foreshadowing
- Me and The teacher asked the students while we were reading the short stories:
- What do you think about that?
- Who ripped the hat, box, map again?
- Who fixed it?
- What a baby _____ called?
● What you learned about yourself as a teacher and/or person- professionalism
○ I learned how to interact with students who needed more supervision than clothes in my small
group. I learned that there are going to be times where not all students are listening and I will
need to find a way to cope with that in the classroom.
● What you learned about children and reading at this level- knowledge
○ I learned that students are just learning the short and long vowel sounds and why it makes that
sound.
○ I learned that students are still learning to read completely fluently and not everyone is at the
same reading level.
○ I learned that students learn better when they are involved in the lesson.
● What you learned about developmentally appropriate practice at this level regarding planning,
preparation, management, instruction, assessment, technology in a reading classroom
○ I learned that each time I go in, the process or steps of what they are going to do are the same
each time. The teacher always keeps the activities the same but changes up the content little by
little each time.
○ I like that she has structure in her classroom. This gets the students in a rhythm each time they
come into school.
○ The students are assessed by reading in the center The teacher directed.
○ The students are assessed by answering questions The teacher asks during circle time.
○ The students are mostly accessed when they put in their opinions on a topic or question asked.
It is verbally based until they practice writing it down.
● What have you learned about instruction and intervention in reading?
○ I learned that the students need to be assessed in center groups to address each of the
student’s strengths and weaknesses.

Observation 4:
Summary-

● What did you observe the teacher doing?

○ While the students were reading their big blue journey book, I observed the teacher reading the
book fluently with the students. The teacher would stop and ask questions at a certain time and
ask the student, when needed, to elaborate. Some of the questions she asked were:
■ What's this book about?
■ What does a question mark mean?
■ How many sentences are there?
■ Why is the first letter capitalized?
■ Why are their spaces in between words?
■ What are these called “ “?
● What do they tell us?
● What did you observe students doing?
○ The student usually would ask those of us in the room to help them read when they were
reading privately.
○ The students would read out loud silently so they could verbally sound out each word if needed.
They also moved their fingers across the page to indicate which word they were reading.
○ While the students played the games independently, the students knew how to play each game.
They told me that there were pictures of the directions as well.
● What did you do?
○ I helped students when they asked me to. For example, Darin asked me to help him read a
word and I had asked him to try and sound it out for me and told him that another word was one
of their sight words, giving him a clue.
○ I also help students stay on track when they are doing their games individually. One student, the
student, was not feeling well all morning, but I still coerced him into playing a game with me to
keep practicing his reading capabilities.

Reflection -

● How you can connect to what you observed and did to you have learned in class (Especially think
about the big 5 areas of reading - Phonemic Awareness, Phonics, Fluency, Vocabulary,
Comprehension)

Phonemic Awareness
- Be able to hear the sounds in words
- D for dog (sounds “da”)
- I help Darin sound out several words when waiting for other students to finish their bell ringer in the
beginning of class. I use phonemic awareness to help Darin sound out new words.
Phonics
- What you hear and connecting these sounds to written words
- P-a-m, pam!
- The student used phonic to put a word to a picture for their bellringer. I helped the student say a word
like w-e-b and asked him what that middle sound was and then he knew what color to color based on
which letter corresponded with which color.
Fluency
- quickly, accurately
- Become fluent listening to adults read to them
- The teacher read fluently when they were reading the big blue journey book as a group. The students
used their fingers to trace the words and follow along. The students tried to read fluently with her as
well.
Vocabulary
- all the words they know and understand what they are reading
 - Always use new words not just easy words
- To expand their vocabulary
- Toward the end of the day, they played around the world with words they knew and ones they didn’t go
over yet. The teacher had cards she flipped through. This helps students read fluently, quickly and
know the word already in order to get through them.
Comprehension
- Meaning form what we read
- Read and tell stories and ask interesting questions to improve their comprehension skills
- Also foreshadowing
- While reading the big blue journey book as a group, the students were constantly being asked
questions about the punctuation, spaces, and story of the book by The teacher.
● What you learned about yourself as a teacher and/or person- professionalism
○ I learned how difficult it may be to keep students under control while conferencing, especially
with early elementary students. I realized that you always have to keep the student busy.
● What you learned about children and reading at this level- knowledge
○ I learned that they can only read short sentences and three to four letter words. I also learned
that they only know a select number of sight words.
● What you learned about developmentally appropriate practice at this level regarding planning,
preparation, management, instruction, assessment, technology in a reading classroom
○ I learned that a lot of the planning is repetitive. They learn the same number of skills everyday
and just add a little something more difficult or new everyday.
● What have you learned about instruction and intervention in reading?
○ I learned that a lot of the instruction is teacher focussed or based. The teacher leads all of the
learning in kindergarten until they are able to do it on their own.
● Copy of Student Support Summary and Reflection

Intervention Observation:

Summary-

● What did you observe the teacher doing?

○ During intervention time, the teacher told the student about their plan for their time. She did the I
do, we do, you do strategy so the students knew what to do while they do it independently.
○ They then moved to the floor and they read a book which she pointed to the words while
reading. She used comprehension when identifying what happened in the story and asked the
students about it too.
● What did you observe students doing?
○ The student actively listened to her and did what she asked. They performed almost perfectly
after her strategies.
● What did you do?
○ I just observed this reading intervention!

Reflection -

● How you can connect to what you observed and did to you have learned in class (Especially think
about the big 5 areas of reading - Phonemic Awareness, Phonics, Fluency, Vocabulary,
Comprehension)
○ She used phonemic awareness when reading the book together and when she noticed some of
the students didn’t know one of the words. On certain words, She used phonic to sound out the
full word. She read fluently until one of the students messed up on one of the words. During my
time in the classroom, the students did not learn any new vocabulary.
● What you learned about yourself as a teacher and/or person- professionalism
○ I learned that some students need more practice than others and they get more structured and
focussed instruction in the reading classroom.
● What you learned about children and reading at this level- knowledge
 ○ Some students need more instruction than others and that is why they are in the reading
teachers classroom.
○ Professionally, I think I would really like working as a reading intervention teacher since it is
focussed in one content area.
● What you learned about developmentally appropriate practice at this level regarding planning,
preparation, management, instruction, assessment, technology in a reading classroom
○ The content is focussed on what the students need to work on which is understandable
considering that the students are there to improve their various reading skills.
● What have you learned about instruction and intervention in reading?
○ I learned that some students need more instructions in certain areas of reading. I learned that
most of the instruction learned in the classroom is reflected in the intervention room as well but
in more detail.

Engage with Students.

Requirements
● During your time in the classroom, complete 2 of the 3 options listed below:
○ After the teacher teaches a lesson, during the students work time, support 2-3
students on the skill with which they are working. Provide a summary and a
reflection.
■ Fill out the student support reflection if you do this
○ Read aloud to a group of students (can be the whole class or a small group).
Engage students as you read by asking questions, stopping to talk about
vocabulary. etc.)
■ If you do this, you need to fill out the read aloud mini-plan/summary and
reflection
○ Prepare a center activity. Work with a small group of students on a foundational
skill (phonemic awareness, phonics, letter recognition, fluency, etc). This will
likely work best during center time if your teacher has this. (can be from
theTeaching Reading Sourcebook, the Florida Center for Reading Research, or
from your cooperating teacher’s curriculum/resources)
■ If you decide to do this, you will need to fill out the center activity summary
and reflection
● This is the different places where the students work in small centers
and the teacher pulls students aside in a center to give individual
instruction
● Complete the reflection documents for the activities you completed and link below.
○ Student Support Reflection
■ Ashley Molisee - Copy of Student Support Summary and Reflection
■ Copy of Student Support Summary and Reflection
○ Read Aloud mini-plan/summary and reflection
■ Need to plan ahead of time
○ Center activity summary and reflection
■ Ashley molisee Choice 2: Center Preparation
■ Copy of Choice 2: Center Preparation