Domain 4:

Contextualized
Decision Making
Read Aloud
Julia Coston
Kindergarten
Teaching Scenario

Since the beginning of the school year, I noticed that my students

had a really hard time enjoying or focusing during our word study
lessons. At first, I thought it was because of we did not start it right
after recess but had a reading time before hand. Even when I
changed it, though, the problem still occurred. The students would
act out, talk about recess, or other things that interested them. So I
decided to use that to my advantage and focused on making the
reading more about reading for fun and out of the interests of the
students.
Choosing the Books

My Main Focus:
• Books they find funny or interesting
• Books that have rhymes
• Books that still allow for phonemic
awareness learning as well as observational
skills, and perceptive learning.
• Books that captured their attention
 Benefits

Reading the books they enjoyed The students were more focused on
allowed for a calming setting after the idea that when you are back in
recess and increased engagement the classroom it is time to learn
and excitement about a topic. again.

They were less fidgety and riled up It allowed for smooth transition into
and could effectively engage with word study and a more productive
each other. word study lesson.
Rationale • 4.1 Instruction shows evidence of responding to students’
strengths, needs, and development. 
• 4.3 The candidate plans and implements engaging learning
experiences that inspire students’ intrinsic motivation. 
• 4.5 The candidate responds to problem behaviors with positive
behavior support.