Posted: January 3rd, 2024

Clinical Field Experience A: Analysis of Implemented Literacy Instruction

Clinical Field Experience A: Analysis of Implemented Literacy Instruction
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Paper instructions:
Teaching reading skills to young learners is a primary task for early childhood professionals. Instruction in the essential components of reading, including phonemic awareness, phonics, vocabulary, fluency, and comprehension, will ensure successful young readers.

Arrange the field experience for this course in a preschool through Grade 3 school setting, preferably an inclusive environment, in which you observe and collaborate with a mentor teacher. Prior to the field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your mentor teacher detailing the requirements for all field experiences for this course and what is being requested of your mentor. This document should include the scheduling required to complete all assignments.

Allocate at least 3 hours in the field to support this field experience.

Part 1: Literacy Instruction Observation and Mentor Discussion

Observe and analyze the implementation of literacy instruction in your mentor teacher’s classroom, recording your observations of instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension using the “Literacy Instruction Observation ” template.

Following your observation, discuss the implemented lesson with your mentor. Discuss the following:

Literacy goals/objectives of the lesson
Literacy instructional strategies and learning activities that occurred during the lesson
Assessment/progress monitoring used to determine if the literacy goals/objectives of the lesson were achieved
Scaffolding of literacy skills in this lesson and future lessons, and how this meets the needs of students with and without exceptionalities
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 2: Reflection

Write a 150-250 word reflection on your mentor discussion of the observed lesson. Include how you will apply this to your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Clinical Field Experience A: Analysis of Implemented Literacy Instruction
Part 1: Literacy Instruction Observation and Mentor Discussion
I observed a literacy lesson in a second grade classroom at Sunnydale Elementary School (a pseudonym). The lesson’s objectives were for students to practice blending and segmenting phonemes in CVC words, read a decodable text using those sounds, and answer comprehension questions about the text. There were 18 students in the class, including 3 students with IEPs for reading difficulties.
The teacher began with a phonemic awareness warm-up, having students verbally segment the sounds in words written on the board like “mat” and “dig.” She then introduced the day’s sounds, /m/ and /a/, using picture cards to demonstrate blending. Next, the students practiced blending the sounds together to form words while the teacher monitored for accuracy. During this activity, she worked one-on-one with two students who needed additional modeling.
For the phonics lesson, the teacher introduced the decodable reader titled “Sam and the Map.” She read it aloud while students followed along, pointing to the words. Then students took turns reading it in pairs. As they read, the teacher listened to each student and provided feedback on their blending and expression. For struggling readers, she used the cover-copy-compare method to support decoding multi-syllabic words.
Finally, the teacher asked the students comprehension questions about the story. Higher-order questions like “How do you think Sam felt when he got lost?” were scaffolded by having students refer back to the text. Assessment was ongoing through observation and participation during the lesson.
In our discussion, the teacher explained the lesson was designed to build students’ phonological awareness and decoding skills through a balanced literacy approach. She scaffolded instruction and used formative assessment to meet students’ needs. We discussed how this approach develops the essential reading components for all learners. Moving forward, I can apply her methods of differentiation, scaffolding, and ongoing assessment in my own teaching.
Part 2: Reflection

Observing this lesson provided valuable insight into effective literacy instruction. The teacher skillfully incorporated the key reading elements – phonemic awareness, phonics, fluency, vocabulary, and comprehension – into a cohesive lesson. Her scaffolding and ongoing assessment ensured all students could participate and learn, including those with exceptionalities. This experience reinforced the importance of differentiation, building on prior knowledge, and checking for understanding throughout the lesson. In my future teaching, I aim to emulate this teacher’s balanced approach to developing strong readers through explicit skill instruction and engaging activities. The observation gave me practical strategies to consider as I continue developing my skills in planning and implementing literacy lessons.
References:
Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Educator, 44(2), 4–9, 39.
Risko, V. J., & Walker-Dalhouse, D. (2020). Making the most of assessments to inform reading instruction. The Reading Teacher, 73(4), 453–457. https://doi.org/10.1002/trtr.1859
Scanlon, D. M., Gelzheiser, L. M., Vellutino, F. R., Schatschneider, C., & Sweeney, J. M. (2008). Reducing the incidence of early reading difficulties: Professional development for classroom teachers. Learning and Individual Differences, 18(3), 346–359. https://doi.org/10.1016/j.lindif.2008.05.002
Wanzek, J., & Vaughn, S. (2019). Students with disabilities: Reading interventions and supports for older learners. Reading & Writing Quarterly, 35(4), 275–284. https://doi.org/10.1080/10573569.2019.1573908
Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203–226. https://doi.org/10.1002/rrq.163

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