RICA
Domain 5: Comprehension
RICA
Competency 13 : Comprehension: Instruction and assessment – before children
read, while children read and after children read
Grade
Level: First Grade
I
observed Mrs. D teach a comprehension strategy after reading a book to the
class. The strategy was sharing personal perspectives (page 99). During the
read aloud, Mrs. D asked the students to predict what might happen in the
story. She also asked the students to think about which part in the story they
like best. Mrs. D allowed students to share their favorite parts during a
think-pair-share at the end. When the story and discussion were finished, Mrs.
D modeled the task she wanted the class to complete. She wrote about her
personal favorite part of the story. Then she drew a picture of that part.
Since most of her students are English Language Learners, she has worksheets
with sentence starters. The students had to say the word while tracing each
letter of the word. After writing the complete sentence, they drew a picture of
their favorite part of the story. The teacher walked around to check student
work and ask why they chose to illustrate and write about that part in the
story. If a student needed help, they could get clues from the posters in the
reading corner.
This
“favorite part” activity is a post reading task that falls under the category
of sharing personal perspectives in competency 13. I think one of the most
important elements of comprehension for first graders is having them make
personal connections. It seems like the students can comprehend events in a
story if they make personal connections. The visual representation of their
favorite part also helps their comprehension. Mrs. D’s room is filled with visual
clues for how to comprehend after reading. I took a picture of one of the clues
that some students were using during the writing activity.