Domain 4 - Vocabulary

 

Kimberly Taron
Domain 4: Vocabulary, Academic Language, and Background Knowledge
Competency: Vocabulary
2nd Grade


This week I observed the class working on vocabulary using words from their most recent literature that was read aloud by the teacher.  The teacher demonstrated instruction that fit the age and ability of the students because the words she selected were age-appropriate and she also had the students help her come up with definitions for the words one-by-one (rather than just pull them straight from a dictionary).  This helped students understand the vocabulary in a way that made the most sense to them (using "kid-friendly" definitions).   The definitions they came up with were simple and they also included synonyms and antonyms.  After writing down all the words and their definitions, the students were told they would be participating in a "super-star sentence show down."  Each table group was given two of the vocabulary words from this week and were instructed to come up with a super-star sentence as a group that included those two words.  The teacher modeled using two of the words for the students:  "When I cuddled my pillow and teddy bear it helped me feel settled in my bedroom." This activity helped students create and see examples of how the vocabulary are used in the context of sentences to deepen students' understanding of meaning. Instructional Setting: The instructional setting was helpful for the students because the teacher had her own graphic organizer with her vocabulary words posted and definitions for students to follow along.

Domain 3 - Fluency

 Kimberly Taron
Domain 3: Fluency
Competency 8: Fluency, Accuracy
Grade Level 2

This week I observed the teacher working with her second graders in Domain 3: Fluency.   She was working on reading fluency with specific words in small groups with her students.  This falls under Competency 8- Fluency: Role in Reading Development and Factors that Affect the Development of Fluency.  She was specifically working on accuracy with certain words based on phonics rules such as the final e and short and long vowels.  For students to be able to comprehend when reading, they will need to have good fluency so they are not focusing too much on figuring out the words. 

The teacher gave her second graders a list of words and would have a student who was in her small group one by one read the words aloud to her.  If they missed the word and did not read it correctly on the first try, she would circle or highlight it and that would be a word that they needed to master.  The students all needed to master all the words on the different lists by reading all the words aloud fluently. They would continue to practice reading the words that were highlighted until they had mastered the entire page.  This provides oral reading experiences and feedback and guidance from the teacher.

INSTRUCTIONAL SETTING:  The instructional setting provided some visual reminders for the students.  There were phonics posters posted on the walls with reminders of some of the rules that the students were working on such as short and long vowel sounds in words.  The paper that they were using to read the words aloud also had helpful reminders as well as some of the words used in sentences.