Planning and Implementing Literacy

Description: Reading Big Books in the classroom enriches oral language development,
establishes positive learning experiences, and allows for language learning opportunities.
Literacy centers can provide for targeted practice in the six components of reading.
Part A Classroom Observation (see template) (RDG 1.A.1; 1.A.3.; 1.A.5; 1.A.6; 1.A.9; 1.G.3.; 1.G.4;
1.G.6; 2. G.2;)
Directions:

1. Observe the cooperating teacher, using the form provided as a reference, during the 90-
   minute reading block.
2. Write an essay providing a detailed account of the observation, using the observation form as
   evidence.
3. In the essay, be sure to:
   a. Describe the structure of the reading period.
   b. Describe the grouping practices observed.
   c. Discuss the instructional objectives, activities, and strategies observed.
   d. Explain how each of the five reading components were taught: phonological awareness,
   phonics, fluency, vocabulary, and comprehension.
   e. Explore and describe the classroom materials used by the cooperating teacher during
   the 90-minute reading block.
   f. Analyzes the types of corrective feedback utilized by the cooperating teacher and gives
   examples.
   g. Identify how the content, process, and product were differentiated to meet the needs of
   all students.
   h. Distinguish the teaching practices observed and give examples of how each was
   instituted in the classroom.
   i. Examine the use of time and instructional pacing of the reading block.
4. Upload the completed observation form with your essay.
   Part B Reading Block Lesson Planning (RDG 2.A.1.; 2.A.2.; 2.A.5.; 2.A.9; 2. B.1; 2.B.4; 2. C.1.; 2.C.2;
5. D.1; 2.E.1; 2. F.1.; 2. F.6; 2.G.1.; 2.G.4)
   Directions:
6. Confer with the cooperating teacher to plan for the 90-minute reading period on the day of the
   observation.
   2.The day’s plan must include focus standard(s), essential question(s), range of time, and class
   configuration.