Field Experience in a English Language Arts Classroom
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Each day teachers use differentiated instructional, remediation, and intervention strategies designed to meet the diverse needs of students in their classrooms. Using knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based best practices, is a critical skill to ensure that instruction can help all students perform key tasks associated with English language arts.
Arrange the clinical field experiences for this course in a 9-12 grade inclusive, resource, or self-contained English language arts classroom or block where students are receiving special education services and where you will be monitored by a certified teacher mentor, principal, reading specialist, special education coordinator, etc.
Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Complete the “Clinical Field Experience Planning Template” to share with your mentor detailing these requirements and what is being requested of the mentor. This document should include the scheduling required to complete all assignments.
Allocate at least 2 hours in the field to support this field experience.
Part 1: Teacher Interview
To gain understanding of the students you will be working with and to learn more about how to apply the Science of Reading and integrate creative arts when instructing students in ELA, interview your mentor teacher. You will submit a copy of your interview notes. For the interview, focus on addressing each of the following:
Describe the literacy needs and abilities (reading, writing, speaking, and listening) of the students you typically teach.
Discuss the various literacy skills that are typically taught at the grade level(s) you most frequently teach.
Explain how you apply your knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based instructional best practices. Include specific discussion of the language processing requirements that are necessary for students to be proficient in reading, writing, speaking, and listening.
Describe explicit, systematic, cumulative, and multisensory instructional strategies that you employ in the classroom to teach reading, writing, speaking, and listening, and provide an example of each.
Describe how exceptionalities, including dyslexia, can affect the acquisition of reading and writing skills. Provide examples of how these exceptionalities can vary in presentation and degree within the classroom.
Explain why it is important to differentiate instruction for various students including ELLs, students with exceptionalities, above grade level students, below grade level students, and struggling, striving, and reluctant readers. Include discussion of the challenges you face in providing instruction that meets the diverse needs of students.
Describe strategies for collecting formal and informal data and using assessments to help you make decisions about ELA instruction, remediation, and intervention strategies that are appropriate for your students.
Describe the use of RTI and discuss how you select remediation strategies that are appropriate for students.
Explain how you typically develop an intervention plan for students who are struggling with ELA and literacy skills, particularly in reading and/or writing.
Explain how you have set up the classroom to promote literacy skills.
Part 2: Classroom Observation
Upon completion of the interview, observe the mentor teaching or co-teaching at least one ELA lesson in the classroom. You will submit a copy of your observation notes. Record information related to the following:
Instructional strategies and activities, particularly those associated with teaching/reinforcing word recognition, language comprehension, writing, and speaking and listening skills.
Differentiated instruction for small groups and individual students.
Remediation strategies.
Intervention strategies.
Student grouping during instruction, remediation, and intervention activities.
Reading and writing materials and genres.
Activities and assignments that integrate creative arts (dance, music, theater, and art).
Informal and formal assessment activities and data collection related to ELA skills, including reading, writing, speaking, and listening.
Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.
In 250-500 words, reflect on what you learned from your interview and classroom observation by addressing the following.
Discuss the effectiveness of the instruction you observed in meeting the diverse needs of the students in the class.
Describe the remediation and intervention strategies that seemed to be most effective in meeting the needs of the students in the classroom.
Discuss additional opportunities for differentiating instruction for students to better address their needs. Include a discussion of the challenges that could be faced when attempting to provide this level of differentiation.
Describe one instructional strategy you discussed in the interview or observed and would like to use in your future professional practice. Explain why you selected the strategy and how it will help meet the diverse learning needs of students.
APA format is not required, but solid academic writing is expected.
Submit a copy of your interview and observation notes and the reflection as a single Word document.
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.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
Clinical Field Experience A
Student Name
College/University
Course
Professor Name
Due Date
Part 1: Teacher Interview
Literacy Needs and Abilities of the Students
The teacher said that her students exhibit quite a spectrum of skills when it comes to literacy needs and abilities. These encompass areas like reading, writing, speaking, and listening. She explained that in reading, they often focus on pronouncing unfamiliar words, honing in on individual sounds in spoken words, striving for fluent reading, and working on their text comprehension. Regarding writing, the teacher highlighted the importance of correctly spelling words and expressing ideas coherently in written form. She also mentioned that strong speaking skills enable her students to articulate their thoughts and actively participate in discussions effectively. Well-developed listening skills are crucial for understanding spoken information (Wexler et al., 2018). According to the teacher, these foundational literacy skills provide the essential groundwork for comprehensive language development and practical communication competencies in her classroom.
Taught Literacy Skills
The teacher said that when teaching literacy skills to 9th to 12th-grade students, the curriculum covers many English language arts components, including reading, writing, speaking, and listening. She explained that the reading skills instruction emphasizes word recognition, fluency, and comprehension, equipping students to decode unfamiliar words and grapple with intricate texts effectively. In terms of writing, she mentioned that she focuses on creating well-structured essays, reports, and research papers, often incorporating research and public speaking elements. Furthermore, the teacher noted the importance of fostering strong speaking and listening skills, which are vital for effective communication, debate participation, interviews, and presentations. These literacy skills are indispensable to the holistic education provided to students at these grade levels.
Application of Science of Reading
The teacher applies an extensive understanding of the Science of Reading, Scarborough’s Reading Rope, and research-based instructional practices in the classroom. This knowledge is instrumental in guiding students to proficiency in reading, writing, speaking, and listening. The Science of Reading informs instruction by emphasizing phonological awareness, phonics, fluency, vocabulary, and comprehension. The Reading Rope concept has helped her address essential components of reading, such as language comprehension, decoding, and word recognition, to enhance language processing. By implementing research-based strategies, the teacher ensures that students acquire a strong foundation in these language skills, promoting their competence in all aspects of English language arts.
Instructional Strategies
The teacher implements explicit instructional strategies by clearly and directly teaching language components. For example, she uses phonics lessons that explicitly teach letter-sound relationships in reading. In writing, she provides step-by-step guidance on constructing sentences. she follows systematic instructional strategies, progressing from simple to complex. In the lesson, students start with essential words and tackle more complex texts. In writing, they begin with forming simple sentences and advance to crafting comprehensive essays. The teacher employs cumulative strategies by revisiting prior materials during lessons. For example, in speaking and listening, students frequently engage in group discussions where they build upon previous conversations. According to Lavery et al. (2019), multisensory strategies involve engaging multiple senses, as seen in phonics lessons, where students say the sound, touch manipulatives and spell the word. These strategies cater to diverse learning styles and enhance comprehension in her classroom.
Exceptionalities
Exceptionalities like dyslexia have significantly impacted students' reading and writing skills. For instance, students with dyslexia in her class struggle to decode unfamiliar words, leading to slow and inaccurate reading. Some may exhibit difficulties in spelling and have trouble recognizing common sight words. She also emphasized that dyslexia's presentation varies within the classroom; some students may have mild dyslexia and only struggle with certain words, while others might face severe challenges in reading and writing. The degree of impact ranges from students needing minor support, such as additional time on assignments, to those requiring specialized intervention and individualized education plans to make meaningful progress.
Differentiating Instructions
Differentiating instruction is crucial for diverse students, including English Language Learners (ELLs), students with exceptionalities, those above or below grade level, and struggling, striving, or reluctant readers. Each student in the class has unique learning needs and abilities. The mentor teacher stated that ELLs require language support, exceptional students need tailored strategies, high-achievers need enrichment, and struggling readers need remediation. Providing instruction that caters to these differences enhances engagement and learning outcomes. The challenges include time constraints, varying readiness levels, and adapting materials to suit each student. Teachers must maintain a balance to meet individual needs while ensuring the overall class progresses, which can be demanding but is essential for effective education.
Collection Strategies
The mentor teacher employs formal and informal data collection strategies for effective decision-making in ELA instruction. Formal assessments, like standardized tests and quizzes, provide her with quantitative data that identifies overall class performance and individual weaknesses. She also uses informal data collection through observations, class discussions, and formative assessments, offering qualitative insights into student progress and comprehension. Combining these methods allows the mentor teacher to comprehensively understand each student's learning journey. Analyzing data guides instructional choices, helping identify areas needing remediation or enrichment. The mentor teacher insisted on tailoring interventions to address specific student needs, ensuring that the ELA curriculum aligns with students' abilities and fosters growth.
Exceptionalities
The mentor teacher recognized the impact of exceptionalities, particularly dyslexia, on students' literacy skills. She acknowledged that these conditions manifest in various ways, demonstrating a keen awareness of the diverse presentations and degrees within the classroom. This understanding has enabled her to provide personalized support and accommodations, ensuring all students can access and engage with the cu...