1
Clinical Field Experience A: Practitioner Observation and Interviews
ELM 315
2
Part 1: Mentor Interview and Observation
1. Describe the reading needs and abilities of the students you typically teach in your
classroom. Mr. Repper stated that the reading needs of his students he typically teaches
are at the beginning of the school year, more than half of his class would not be reading
on grade level.
2. Describe the relationship between cognitive processes and reading instruction and
discuss how you apply your knowledge of brain-based learning, the Science of
Reading, and Scarborough’s Reading Rope when designing instructional activities
for your students. Mr. Repper stated that even though there is much research that
supports research-based learning, he tries to incorporate as much differentiation as he can
while making his lesson plans.
3. Explain some of the student engagement and instructional strategies you have used
to successfully meet the needs of students with exceptionalities, including dyslexia,
, English language learners, above and below grade level readers, and reluctant,
struggling, and striving readers. He uses groups based off students’ abilities. He also
stated that his groups rotate because he has an interventionist. They see him for the main
lesson, while the interventionist fills in the gaps and the third group are independent
groups. Independent groups get on DREAMBOX (math) or Lexia (reading) computer
programs. ELL learners can log into the programs in their language and as well receive
things in their language and English. Those students are also pulled from class to receive
additional language services.
4. Discuss the data you typically review and collect related to student literacy skills and
describe how you use this data as part of the instructional planning process. The data
Clinical Field Experience A: Practitioner Observation and Interviews
ELM 315
2
Part 1: Mentor Interview and Observation
1. Describe the reading needs and abilities of the students you typically teach in your
classroom. Mr. Repper stated that the reading needs of his students he typically teaches
are at the beginning of the school year, more than half of his class would not be reading
on grade level.
2. Describe the relationship between cognitive processes and reading instruction and
discuss how you apply your knowledge of brain-based learning, the Science of
Reading, and Scarborough’s Reading Rope when designing instructional activities
for your students. Mr. Repper stated that even though there is much research that
supports research-based learning, he tries to incorporate as much differentiation as he can
while making his lesson plans.
3. Explain some of the student engagement and instructional strategies you have used
to successfully meet the needs of students with exceptionalities, including dyslexia,
, English language learners, above and below grade level readers, and reluctant,
struggling, and striving readers. He uses groups based off students’ abilities. He also
stated that his groups rotate because he has an interventionist. They see him for the main
lesson, while the interventionist fills in the gaps and the third group are independent
groups. Independent groups get on DREAMBOX (math) or Lexia (reading) computer
programs. ELL learners can log into the programs in their language and as well receive
things in their language and English. Those students are also pulled from class to receive
additional language services.
4. Discuss the data you typically review and collect related to student literacy skills and
describe how you use this data as part of the instructional planning process. The data
