Describe at least one of the vocabulary building strategies from your observations or discussion. Include how effective you feel the strategy was for students. Describe at least one of the comprehension strategies from your observations or discussion. Include how effective you feel the strategy was for students. If technology was used, describe how it was used and if it effectively facilitated comprehension of the content area material. If it was not used, provide an example of how it could be effectively incorporated in the field experience classroom

QUESTION

Discuss with the mentor teacher how he or she evaluates the effectiveness of vocabulary building and reading comprehension strategies and determines when and how to use them. Observe how the mentor teacher uses technology in lessons and how such use promotes students’ reading comprehension skills.

With the mentor teacher’s approval, use any remaining field experience hours to assist with the current lesson with a small group of students or with the whole class.

Write a 250-500 word reflection regarding your observations and interactions with the small group or whole class of students. Address the following:

• Describe at least one of the vocabulary building strategies from your observations or discussion. Include how effective you feel the strategy was for students.
• Describe at least one of the comprehension strategies from your observations or discussion. Include how effective you feel the strategy was for students.
• If technology was used, describe how it was used and if it effectively facilitated comprehension of the content area material. If it was not used, provide an example of how it could be effectively incorporated in the field experience classroom

• ANSWER

• Enhancing Vocabulary Building and Reading Comprehension Strategies: Observations and Reflection 

  During my observation and discussion with the mentor teacher, one vocabulary building strategy that stood out was the use of context clues. The mentor teacher emphasized the importance of teaching students how to infer the meaning of unfamiliar words by using the surrounding text. She provided explicit instruction on different types of context clues such as definition, synonym, antonym, and example. 

  To assess the effectiveness of this strategy, the mentor teacher incorporated various activities. One activity involved providing students with short passages containing target vocabulary words. The students were then required to identify the context clues and determine the meaning of the words (Parrish, 2020). Another activity involved using graphic organizers where students had to match vocabulary words with their corresponding context clues. 

  Overall, I found this strategy to be highly effective for the students. By explicitly teaching students how to use context clues, they were able to independently decipher the meanings of unknown words in their reading materials. The students demonstrated improvement in their vocabulary acquisition and were more confident in their reading comprehension.

  In terms of comprehension strategies, the mentor teacher emphasized the use of summarization. She taught students how to identify the main ideas and supporting details in a text and condense them into concise summaries (Summarizing | Classroom Strategy | Reading Rockets, 2022). The students were given opportunities to practice summarizing both fiction and non-fiction texts. They used various techniques such as identifying key words and phrases, eliminating irrelevant information, and paraphrasing. 

  The effectiveness of this strategy was evident as I observed the students engaging in meaningful discussions about the texts they read. They were able to extract the main ideas and articulate them in their own words. The summaries they produced demonstrated a deeper understanding of the content. Additionally, the mentor teacher provided feedback and encouraged students to revise and refine their summaries, which further enhanced their comprehension skills.

  In terms of technology, the mentor teacher integrated it into the lessons to promote reading comprehension skills. She utilized educational software and websites that offered interactive reading activities, such as online quizzes and games that focused on vocabulary development and comprehension (“How People Learn,” 2000). The students were highly engaged during these activities and actively participated in the digital tasks. The mentor teacher also utilized e-books and online resources to provide students with a variety of reading materials at their appropriate reading levels.

  The use of technology effectively facilitated comprehension of the content area material. It provided students with a multi-modal approach to learning, allowing them to interact with the text in different ways. The digital activities and resources enhanced their engagement and motivation to read, thereby improving their comprehension skills.

  In a field experience classroom, technology can be effectively incorporated by using online discussion platforms or collaborative tools, such as Google Docs, to encourage student interaction and collaboration. Students can engage in virtual book clubs or participate in online discussions about the texts they read. Additionally, teachers can utilize digital annotation tools to highlight and analyze key concepts in the text. This integration of technology can provide students with a more interactive and dynamic learning experience, ultimately promoting their reading comprehension skills.

  References

  How People Learn. (2000). In National Academies Press eBooks. https://doi.org/10.17226/9853 

  Parrish, N. (2020). 5 Ways to Support Students Who Struggle With Reading Comprehension. Edutopia. https://www.edutopia.org/article/5-ways-support-students-who-struggle-reading-comprehension/ 

  Summarizing | Classroom Strategy | Reading Rockets. (2022, August 23). Reading Rockets. https://www.readingrockets.org/strategies/summarizing