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Field Experience Report 2 Smith-1 1

Mrs. Smith teaches 5th grade language arts and social studies. Her classroom has desks arranged in groups of four around the room, with a SMART board at the front. She taught a lesson on theme to her students. She began with a video, then used a rhyme and hand motions to engage the students. The students followed along in their textbooks as the class read a story together. Mrs. Smith checks understanding through questions and has students complete work in whole group and small group settings.

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28 views4 pages

Field Experience Report 2 Smith-1 1

Mrs. Smith teaches 5th grade language arts and social studies. Her classroom has desks arranged in groups of four around the room, with a SMART board at the front. She taught a lesson on theme to her students. She began with a video, then used a rhyme and hand motions to engage the students. The students followed along in their textbooks as the class read a story together. Mrs. Smith checks understanding through questions and has students complete work in whole group and small group settings.

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api-710367158
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Field Experience Report #2

Kayla Moreno
10/12/2023

District and Physical Space


For my second observation I was the Wilshire Elementary and I was with Mrs. Smith and

her fifth-grade classroom. She teaches Language Arts and Social Studies for their grade level.

When you walk into her classroom you immediately see her classroom desks for the

students. These desks are grouped into groups of four and she has 6 of these groups placed

around her room. Her desk is positioned in the front left of the classroom from the point-of-view

of walking into the classroom. She then has a SMART board, computer, as well as a projector

that she can use for her lessons. As far as the students go each of them have their own chrome

books and they use them for each class they go to. They are allowed to take them home, but it is

school property so they’re liable for any damage to the laptop. Her lighting is fluorescent, and

she doesn’t have any lamps or extra light for her room. She has decorations on the walls that

highlight topics they go over in class and have something to do with reading, writing, or history.

She has anchor charts as well and one of them has the acronym R.A.C.E which stands for restate,

answer, cite, and explain. This is used for the students to prepare for the STARR test and to break

down each question and to prove their answer. She has many bulletin boards as well and one of

them contains the classes CHAMPS expectations (classroom rules).

Lesson Procedure

In the lesson that I observed her teaching, she was addressing what Theme is. This is a

required subject for fifth grade to learn and to assess from a story. She had her objectives for the

day posted at the front of her class where it says: Reading- Theme; Writing: Library; and SS:

Great Lakes. She introduced the lesson with a reminder and an attention getter. She has each of

the students at the front of the class in front of the board on the carpet. She had them watch a
“Brain-Pop” video about theme, then she transitioned into her lesson. To refresh the kids’

memories, she taught them a little rhyme and hand motion saying. She says let’s say what Theme

is and they say together: “The Theme (clap) is the lesson (book hands) that you learn (point to

your brain)”. This helped keep the students engaged and helped them enjoy the lesson more. She

used engaging questions such as: What predictions about Theme can you make based on the

title? They then began to read the story, she has them say another reminder saying: “follow along

with your eyes, finger, or eraser.” She had another video that talked specifically about one of the

characters that were in the story they were reading. Each student has their own textbook to

follow along with the story. From what I observed, most of the students stayed on task, she

would usually just redirect the students verbally if they weren’t following along in their textbook.

Classroom Management

Mrs. Smith checks her students’ understanding by asking clarifying questions on what

they’re learning or going over. An example question is: Does realistic fiction have real people in

the story? This lead the students into a discussion on what characters you would find in a realistic

nonfiction story. As I discussed in the second paragraph Mrs. Smiht corrects misbehavior in the

moment. She would redirect them and say eyes up here if she was talking or teaching something

or she would tell the student directly to sit up and to engage in the conversation. This made one

student very attentive and willing to correct their behavior. As she is teaching or reading

something she makes sure to point out any vocab words that might be in the passage. Which will

help the students know more about the meaning of the word and know exactly how to spell the

word. For kinesthetic or visual learners, she has them fill out a diagram for the theme of a story

on their own. This gives them a way to organize their thoughts about the story on a page and in a
visual way. She then had them get into groups and have the work on filling out the whole theme

of the story with their table group or just a partner.

Grouping Strategies

During this lesson I observed the students in the whole group and small group discussion and

group work. At the beginning of the lesson where she was introducing “theme”, they were I

whole group, then towards the end she had them break up into small groups. During the

assignment this is where the students were in their small groups sitting at their desks and not the

front carpet where they did the big group. I had asked her if she had grouped them at desks

specifically, but she said she doesn’t. This is so that there is a good mix at each table, and they

can learn from each other’s mistakes or their ideas. BY observing their small group work, I could

see this workout for the better. The students were piggy-backing off of each other’s ideas and

opinions. Some of the students were GT but some of them were just general education only

students.

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