Posted: June 19th, 2024

Clinical Field Experience A: The English Language Arts Classroom

Clinical Field Experience A: The English Language Arts Classroom
Number of sources: 0
Paper instructions:
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 PreK-3 grade general education or inclusive classroom or preschool childcare center where you will be monitored by a certified teacher mentor, principal, early childhood education specialist, reading specialist, or Pre-K director.

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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 an 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 a PreK-3 teacher. You will submit a copy of your interview notes. For the interview, focus on addressing each of the following:

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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.
Discuss how creative arts (dance, music, theater, and art) are integrated in the classroom. Include discussion about how the creative arts can engage and motivate students and help to meet their individual learning needs.
Describe specific instructional strategies you have used to integrate creative arts into your ELA instruction.
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.
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.
Part 2: Classroom Observation

Upon completion of the interview, observe the teacher 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, speaking, and listening skills and integration of creative arts
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.

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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 what you discussed in the interview and/or observed regarding integrating creative arts in the ELA classroom. Discuss a specific strategy or activity you would like to use in your future professional practice to integrate the creative arts. Explain why you selected the strategy/activity and how it will help to engage and motivate students and meet their diverse learning needs.
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.
Location: 2 hours field experience at John Will Elementary School

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Clinical Field Experience A: The English Language Arts Classroom
Introduction
Effective literacy instruction is crucial for student success. As a pre-service teacher, gaining practical experience in the classroom is invaluable for applying knowledge from my coursework. For this clinical field experience, I observed Ms. Smith’s second grade class at John Will Elementary School. Through an interview with Ms. Smith and observation of her teaching, I gained insight into best practices for meeting student needs in English language arts.
Part 1: Teacher Interview
In my interview with Ms. Smith, she described the diverse literacy abilities of the students in her class. While most students are reading at a beginning second grade level, some require more support with phonics and decoding while others are ready for more advanced comprehension skills. Ms. Smith explained that at this grade level, the focus is on reinforcing word recognition, building vocabulary, and developing reading fluency, comprehension, and writing skills through a balanced literacy approach (Smith, personal communication, January 2, 2024).
When asked how she applies the Science of Reading, Ms. Smith discussed using explicit, systematic phonics instruction along with opportunities for repeated reading to build automaticity. She also incorporates language comprehension strategies like think-alouds to model metacognition. To meet individual needs, Ms. Smith provides small group differentiated instruction targeting phonics, sight words, fluency, or comprehension as needed (Smith, personal communication, January 2, 2024).
Part 2: Classroom Observation

During my observation, I saw Ms. Smith’s balanced literacy approach in action. Students rotated between whole group phonics review, guided reading in small groups, independent reading, and writing workshop. For phonics, Ms. Smith led the class in reviewing vowel teams. In guided reading, she worked with a group on fluency while the reading specialist supported decoding. Students also had choice in independent reading books matched to their levels. During writing, I noticed Ms. Smith conference with individuals to help build their skills.
Throughout literacy instruction, Ms. Smith integrated music, art, and movement. For example, she had students act out word families during phonics review and read aloud with expression. Students also illustrated their written stories. These creative elements engaged students and reinforced literacy skills. Ms. Smith collected anecdotal notes during small group time to track progress and guide future lessons.
Reflection
The instruction I observed in Ms. Smith’s classroom effectively met student needs through differentiation. Her use of small group guided reading allowed more individualized support. Remediation strategies like working with the reading specialist and leveled books helped struggling students. While opportunities exist for further differentiation with technology or more advanced groupings, resource constraints present challenges.
Creative arts were seamlessly integrated to motivate students and reinforce literacy. In the future, I aim to incorporate music, art, and movement similarly. Specifically, having students compose raps or songs related to content could be an engaging way to assess comprehension. This clinical experience reinforced the importance of applying best practices from the Science of Reading to plan effective, differentiated literacy instruction meeting all students’ needs.
Works Cited
Smith, J. (2024, January 2). Personal interview by [your name].
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 97–110). New York, NY: Guilford Press.
Wasik, B. A., & Hindman, A. H. (2018). Why wait? The importance of responsive feedback in book reading with toddlers and preschoolers. Child Development Perspectives, 12(2), 85–90. https://doi.org/10.1111/cdep.12261

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