North Carolina Central University

School of Education

Preparing Educators for Diverse Cultural

Contexts in the 21st Century

EDU 3410.OL.1
PRINCIPLES OF TEACHING READING
FIELD EXPERIENCE PACKET
Instructor Mr. Donald Barringer
EDU 3010 Human Growth and Development Dr. Agnes L. DeWitt, Instructor

Fall 2008

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Welcome to Principles of Teaching Reading
In this packet you will find all the paperwork that is needed to record your 15 hours of
field experience. I do hope that this will be a rewarding and meaningful experience for
you and that it will help you as you pursue your career in the field of education.
Below is a list of forms and explanations for each.

NCCU Teacher Education Program Clinical Experience Guidelines

o Fill in the top portion of the form
o As each area under letter A-C is completed it is to be dated and signed by
your Clinical Instructor (Teacher in the school with whom you are
working)
o At the end of the semester your Clinical Instructor is to sign and date the
form
o The form is then uploaded in Blackboard.
Field Experience Log
o Complete the form each day when you go to the field experience site,
make sure your Clinical Instructor initials each day
o This form is to be submitted in Blackboard
Field Experience Observation Sheets
o Fifteen (15) hours of Field Experience are required
o You may write on the observation sheets (make sure writing is legible)
o You are to submit a reflection on each experience (one reflection for
each Observation Sheet). There are ten (10) observation sheets in all.
o Each reflection must be at least one (1) complete page, typed, singlespaced, Times New Roman font and 12 points, and include your key
findings and relate them to what we cover in the textbook or other
readings.
o Set-up for reflection papers:
first paragraph introduction/findings from observation;
second paragraph compare/referenced information from book
and/or experience;
third paragraph how can you use the information and what can be
done for improvement, if you think it is needed, etc. /conclusion.
o Reflection papers are not an evaluation but a reflection of what you
see and how it can impact the learning/teaching process
Turning in Observation Sheets and Reflection Papers
o Make sure name, course, and date is on all papers
o Papers are to be turned in with the Reflection Paper in front of the
corresponding observation sheet.
o All sheets should be submitted via Blackboard in the Field Experience Tab
by the due dates indicated in the syllabus.
o Complete the NCCU Community Service Log and submit to the office
Contact ACSLP, 919-530-7079 for email or fax options
DO NOT WAIT UNTIL THE LAST MINUTE!!!!!!!

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

North Carolina Central University

School of Education
Teacher Education Program
FIELD EXPERIENCE LOG
Student Name

Semester/Year

Course Title

Instructor

School

Teacher

E-mail
Date

Phone
Time In

Time Out

Teachers Signature

*This form is to be scanned and returned to your course instructor upon completion
of required field experience hours

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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NORTH CAROLINA CENTRAL UNIVERITY
Teacher Education Program
Interns Name

____

Program

Clinical Instructors Name

Semester/Year Fall 2014

School

The student is accountable for completing the following field experience as a requirement of
EDU 3410: Principles of Teaching Reading. The activities in this section correspond with the
observation sheets in this packet. Complete all of the activities in each section.

Semester Experiences 15 Hours (EDU 3410)

A. Begin and end on a positive note. Complete the following activities

Date

CI Verification

Date

CI Verification

Date

CI Verification

Date

CI Verification

1. Contact and get acquainted with your principal and clinical instructor.
2. Establish a schedule with your clinical instructor.
3. Apprise yourself of pertinent procedures, e.g., sign-in, dress standards, parking
arrangements.
4. Discuss this document and your field experience goals with your clinical instructor.
5. Tour the school to understand the location of classrooms, library, computer room, gym, etc.
6. Other requirements of the clinical instructor or principal.
7. Write the teacher a thank you note and mail it to the teacher. (Do not email)
B. Literacy Classroom Environment
1. Observe and make note of classroom learning environment and what students and teachers
value.
2. Complete a literacy environment checklist of the classroom.
3. Observe connections between learning language and learning to read and write.
4. Observe teachers use of computer-assisted instruction (CIA) during reading and writing
instruction
C. Balanced Literacy Reading Instruction and Activities.
5. Observe teaching doing a read aloud.
6. Observe teacher teaching a guided reading group.
7. Tutor one student or a small group of students needing scaffolding in reading and/or
writing. *Link to CCCS ELA
D. Literacy Assessments and Literacy Approaches.
8. Observe teachers use of assessments (informal and formal) of students literacy
development.
9. Interview the principal or assistant principal to determine school-wide methods used to
support and assess literacy. (literacy specialist, curriculum lead for literacy may be used)
10. To observe approaches teachers use to teach literacy to culturally and linguistically
diverse students.
NOTE: At the end of the semester, have your clinical instructor and course instructor to sign below. Then
provide a copy of the form to your advisor. Keep the original in your developing portfolio and submit it
to the Teacher Education Office during the exam period at the end of your field experience for this course.
Signature

, Clinical Instructor

Date

Signature

, Instructor, EDU 3010

Date

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

(1) Objective: To observe and make note of the whole classrooms learning
environment and its value to students and teacher.
Directions: Observe the classroom environment and respond to the questions that follow.
Use class resources (text, web, articles) to provide support for responses.
1.

What kind of learning environment has the teacher created for learners?

2.

What are the most important qualities of this environment?

3.

What things appear to be important symbols and sites in this environment, i.e.,
rocking chair used for an authors chair, round tables to conduct literature circles,
student writing displayed on the walls, classroom library filled with books
available for student check-out? In short, what is most valued in this classroom?

4.

What does the teacher most value? How do you know?

5.

What do students most value? How do you know?

6.

What do teachers and students not value? How do you know?

7.

How has this observation pushed your thinking about the kind of learning
environment you wish to create? Where did you find these links to our course
literature?

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

(2) Objective: To complete a literacy environment checklist of the classroom.

Directions: Observe the classroom and complete the literacy environment checklist that
follows.

Part I: Literacy Environment Checklist

Book Area

YES
1

NO
0

YES

NO

1625
(2)

26+
(3)

3-5
(2)

6+
(3)

1. Is an area set aside just for book reading?

If this area is used for other activities, such as for circle time
or as a block area, score this item NO.
2. Is the area where books are located orderly and inviting?
Are the books displayed on a bookshelf or bookcase? Are
they oriented properly (front covers or spines facing out and
right-side up): Are they neatly organized?
3. Does the area where books are located have soft
materials?
Are there pillows, cushions, or comfortable furniture (e.g.,
couch) in the area so that children can look at books
comfortably?

Book Area Total:

Book Selection
4. Do the books in the classroom range in difficulty level?
This item refers to all books that are accessible to children,
not only those books in the book area. Do some books have
no words or very few words per page, whereas others have
one or two paragraphs per page? Do some books include
simple language, whereas others incorporate more
sophisticated vocabulary?
5. How many books are easily available to children
Count all books that are accessible to children, not only
those in book area.
6. How many books convey factual (non-fiction)
information?
Count all books that are accessible to children, not only those in
book area. Include science- or math-related books and social
studies books or books about other cultures, as well as healthEDU 3410.0L1 Mr. Donald Barringer, MA
Fall 2014

Fewer
than
15
(1)
0
(0)
1-2
(2)

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related books.
7. Are there three or more books related to the current
theme?
The current theme should be evident through classroom
displays, activities, and teacher conversations with children.
If you are unsure about the current theme, ask the classroom
teacher.

Book Selection Total

Book Use:
How many books are easily available for childrens use in the
following areas? Only count books if the area in question is
separate from the book area. For example: if the block area is
also used as the book area, circle 0 for the number of books in
the block area.
8. How many books are available in the science area?
0
0
9. How many books are available in the dramatic play area/

1-3
1

4+
2

YES
(1)

NO
(0)

YES
1

NO
0

10. How many books are available in the block area?

11. How many books are available in other areas (not
including the book area)?
List these other areas:
12. Is there place for children to listen to record
books/stories?
The listening center does not have to be a permanent area in
the classroom. However, it must be in working order and
available to children without adult assistance on the day of
your observation.

Book Use Total

Writing Materials
13. Is an alphabet visible?
This includes but is not limited to alphabet posters, stencils,
and letter shapes. The alphabet must be at childrens eye
level or readily used by children.
EDU 3410.0L1 Mr. Donald Barringer, MA
Fall 2014

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14. Are there word cards with names or familiar words?
For example, are there cards with childrens names held
together on a ring or cards with familiar words posted on the
wall next to or above the writing area? Word cards must be
in a place intended to support childrens writing. (Word
cards do not include labels on objects around the room).
15. Are there templates or tools to help children form letters?
For example, are there alphabet stencils, sandpaper letters,
rubber stamps, and so forth?
16. How many varieties of paper are available for writing?
For example, are there construction papers, white lined and
unlined paper, tracing paper, and so forth?
17. How many varieties of writing tools are available?

0
(0)

1-2
3+
kinds kinds
(1)
(2)

0
(0)

1-2
3+
kinds kinds
(1)
(2)

For example, are there pens, pencils, markers, crayons,

colored pencils, magnetic letters, a chalkboard, a
whiteboard, a typewriter, rubber stamps, and so forth?
18. Is a distinct area set up and functioning for writing?

YES
(1)

NO
(2)

O
(0)

3-5
(2)

6+
(3)

1-2
(1)
O
(0)

3-5
(2)

6+
(3)

3-5
(2)

6+
(3)

In order to score this item YES, the area must be used only
for writing. It cannot be combined with an art area, book
area, or any other area.

Writing Materials Total

Writing Around The Room

19. How many varieties of teacher dictation are on display in

the classroom?
This item is designed to determine the variety, rather than the
number of dictations. If the display of teacher dictation
consists of work from a one-time teacher-led activity
completed by all children, count it as one example. If a
single display consists of unique or spontaneous work from
each child or the works were completed over a longer period
of time (2+ weeks), count each item as a separate example.
20. How many charts, big books, or other evidence of fullgroup literacy are there in the classroom?

1-2
(1)

Include teacher-created charts that show evidence of group

1-2

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

O
(0)

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discussion (e.g., My Favorite Color, Our Trip to the
Aquarium).
21. How many varieties of childrens writing are on display
in the classroom?

(1)
O
(0)

This item is designed to determine the variety, rather than the 1-2
number of child writing samples on display. If the display of (1)
childrens writing consists of work from a one-time, teacherled activity completed by all children, count it as one
example. If a single display consists of unique or
spontaneous work from each child, or the works were
completed over a longer period of time (2+ weeks), count
each item as a separate example.
22a. Are there writing tools in the dramatic play or block area?

3-5
(2)

6+
(3)

YES
(1)

NO
(0)

For example, are there papers, pens/pencils, a chalkboard, a

typewriter, a computer, and so forth?
22b. Are there props that prompt children to write in the
dramatic play or block area?
If there are not writing tools in the dramatic play or block area
(e.g. you scored 22a NO), then mark this item NO. Props
include items such as clipboards, telephones, menus, and so
forth.
23. Are there alphabet puzzles available for childrens use?
Alphabet puzzles, must include all letters of the alphabet.
Puzzles must be available without adult assistance.
24. Are there puzzles with words available for childrens
use?
Puzzles words must include several short words, and
meanings must be clearly indicated by pictures. Puzzles
must be available without adult assistance.

Writing Around the Room Total

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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Part II:
Literacy Environment Checklist
Students Name:
Grade Level of Classroom:
Area
Book Area
Book Selection
Book Use
Writing Materials
Writing Around the Room

Score

Grand Total
I. Summarize your findings. What did you see? Initial feedback. What stood out to you as
good or bad?

II. What are your reflections about what you discovered?

III. What aspects of the literary environment would you develop differently?

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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(3) Objective: To observe connections between learning language and learning to
read and write.
Directions: Observe how the teacher makes the connections between learning language
and learning to read and write.
1. What concepts about written language are students learning?

2. Describe how the teacher makes connections between learning language and
learning to read and write.

3. Describe how the teacher makes connections between learning language and
learning to read and write for students whose first language is not English.

4. How much time is spent on reading (in minutes)?

5. How much time is spent on writing (in minutes)?

6. During the teaching of reading, what kind of feedback did the teacher give to
students during reading activities? How did the students respond?

7. During the teaching of writing, what kind of feedback did the teacher give to
students during writing activities? How did the students?

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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(4) Objective: To observe teachers use of computer-assisted instruction (CAI)
during reading and writing instruction.
Directions: Observe teachers use of computer-assisted instruction (CAI) during reading
and writing instruction.

1. Does the teacher use computer-assisted instruction (CAI) during reading and
writing instruction?

2. If the teacher does use CAI, describe the types of computer programs used.

3. If the teacher does not use CAI, describe ways you think the teacher could utilize
computer programs in the literacy program.

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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(5) Objective: To observe teacher doing a read aloud with students.
Directions: Observe teacher sharing a read aloud with students.
1. How did the teacher determine the book to read during the read aloud?

2. What did the teacher do during the read aloud to engage students? How did the
students react?

3. Describe the behaviors the teacher exhibited during the read aloud.

4. What types of extension activities did the teacher incorporate either before, during, or
after the read aloud? How did the students react?
.

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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(6) Objective: To observe a teacher teaching a guided reading group.

Directions: Observe a teacher teaching a guided reading group.
# of Students __________________ Reading Level _____________________________
System used to Level______________________________________________________
1. What does the teacher do at the beginning of the guided reading group?

2. What does the teacher do during the guided reading session?

3. What does the teacher do to conclude the guided reading session?

4. How does the teacher handle new vocabulary students encounter during the
guided reading session?

5. How does the teacher assess students comprehension during the guided reading
session?

6. What resources/system/guides did the teacher use?

7. What were the remaining students doing during the guided reading group?

8. What was the instructional assistant (if present) doing while there?

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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(7) Objective: To tutor one student or a small group of students needing scaffolding
in reading and/or writing
Student Race/Ethnicity: __________________

Gender _________

Age________

Reading Level __________________ Leveling System___________

Length of Session ____15 ____30
____40
____45
____1 hour
Directions: Tutor students or a small group of students needing scaffolding in reading or
writing.

1. Did you tutor students individually or in small groups?

2. What reading or writing strategies did you use in tutoring the student?

3. Did the students accept your help or were they reluctant?

4. After tutoring the student(s), did they have a better understanding of the
assignment? How do you know?

5. What CCSS ELA Standards did you cover during your time with the
student?

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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(8) Objective: To observe teachers use of assessments (informal and formal) of

students literacy development.
Directions: Observe teachers use of assessments (informal and formal) of students
literacy development.
1.

Describe the types of informal literacy assessments used by the teacher (i.e.,
reading checklist, reading inventory, portfolio, response journals, running
records, rubrics, anecdotal records).

2. Describe the types of formal literacy assessments used by the teacher (i.e.,
criterion-referenced tests, diagnostic tests, norm-referenced tests)

3. Does the teacher assess students prior knowledge as an informal assessment

tool? If so, describe what the teacher does. If not, how the teacher builds on
what students already knew?

4. Does the teacher use technology to administer the assessment? If so, what do
they sue and how do they use the system to help them to understand the
students results.

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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(9) Objective: To determine how the school is structured to meet and assess the
literacy needs of students.
Directions: Interview the principal, assistant principal, literacy specialist, or curriculum
literacy lead. The questions below are guidelines; you may use them or use your own.
1. What guidelines are in place to meet the literacy needs of students?
2. How is it determined that the guidelines are effective for students?
3. What happens if the guidelines are not effective?
4. What would you suggest beginning teachers to do to help them become a
better reading teacher?
5. Are parents involved in the process? Explain.
6. What systems of support do beginning teachers receive for literacy
instruction?
7. What are the reading instruction mandates from the school, district, state or
federal programs implemented within your school?

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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(10) Objective: To observe approaches teachers use to teach literacy to culturally and
linguistically diverse students.
Directions: Interview a teacher
The questions below are guidelines; you may use them or use your own.
1. What do you do in the classroom to meet the literacy needs of culturally and
linguistically diverse students?

2. How do you determine if the action taken meets the needs of students?

3. What happens if the literacy approaches are not effective?

4. Are parents involved in the process? Explain.

5. What support do you receive from the following entities for help with literacy
instruction?
Teachers, Reading coach, Curriculum leader, Assistant Principal/Principal,
School District, State Department of Public Instruction, Professional
organization(s)

EDU 3410.0L1 Mr. Donald Barringer, MA

Fall 2014

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