Report Evidence #2 RICA Domain #5/ Competency 13

TC Name: Sahra Camberos
RICA Domain: Comprehension
RICA Competency: Comprehension: Instruction and Assessment-Before Children Read, While Children Read, After Children Read
Grade Level: Kindergarten

For this lesson my cooperating teacher began to teach the class about comprehension through stories. The teacher began by holding up the book "The Gingerbread Man," and asking some introductory questions before diving into the story. For example she asked what the class thought the gingerbread man was doing? She waited for the children to think and then respond to her question. Most students answered that he was running away. She also asked "why do you think he's running?" Here she is getting them thinking about what the story could be about and helping them make inferences from the cover of the book about what the story will be about. While she reads the story, she reinforces what happened before in the story, what is currently going on in the story and asking what students will think will happen next in the story. this is an example of right there (literal) questions and think and search questions.This is helpful for EL's and lower ability students because they are constantly hearing the main point s in the story emphasized.
             Once the teacher has finished reading, she takes out her felt board and spreads out felt characters related to the story on the floor. She then uses her Popsicle name sticks to call students up one at a time to put the story in order using the felt characters. For instance, she asks, "what happened first in the story?" When the child picks up a certain felt piece she asks them why they picked that one and the student explains their reasoning. This continues until all the felt pieces are up on the board; this is an example of the children retelling the story orally, since they are not yet able to write well. This is known as a probed retell.
 INSTRUCTIONAL SETTING: 
For this activity the book of the Gingerbread Man was closed and there were no visual cues or signals as to what came at the beginning, middle or end of the story. However, as students put up felt pieces of the story on the board it helped other students recall what came next in the story through a visual.