Literacy Lesson Observation, Reflection, & Recommendations #1

Location: William Fox Elementary Date: 3/5/18

Grade Level: 3rd

Topic or Focus of Lesson: Writing

Objectives:​ What objectives were apparent in the lesson? If there was a lesson plan available,
did the objectives in the plan match the ones you observed being taught?
- The students will use mini jots as a prewriting strategy.
- The students will understand how stories can be circular.

Teaching​: What did you see the teacher do? What teaching techniques were used? Pay
attention to materials, grouping options, instructional strategies, pacing…
1. Teacher led mini lesson on the carpet about mini jots at the very beginning of the day,
before announcements. Announcements interrupted and some students were eating
breakfast in the hall and missed the lesson.
2. Students go to seats for attendance
3. Students return to the carpet, teacher has them attempt again because it is too loud
4. Then morning greeting
5. Teacher reads aloud “Water Dance”
a. Before reading - explain that the book is writing circularly and encourages
students to notice how the beginning circles back at the end
b. During reading - “think deeply to predict the next page
i. “Jacob is doing something good readers do, he is checking for
understanding.”
ii. Points out ellipses and describes their purpose as “but wait there’s more”
iii. Directs students to notice commas tucking in details
c.
6. Reviewed directions when the students returned to their seats by having them hold up
their pencils and saying, “Magic pencils, help us write, help our jots focus us. Writing
time is quiet time.”
7. While the students wrote the teacher wrote on her computer
8. At the end of the writing time students gathered back in the circle to have a writing
conference with the teacher in the writers seat, per the students request.
9. Before reading the teacher asked them to listen to how her story was circular and asked
them to think about whether or not the title was a good choice. Students listened to the
teacher read her writing.
10. Students gave feedback about the title, things they liked and adding more detail.

Students​: What were the students doing? How were they engaged in the learning? Were they
engaged in the learning? Any off-task behaviors?
 - Most students were fully engaged. Looking, listening, raising hands to participate.
- One student with ED removed himself from the group and played with math
manipulatives, he may have still been listening, but he did not disrupt others.
- During read aloud a student shared a reading strategy, “to pay attention I listen to what
the words say, then I visualize.”
- Students provided evidence to support their inferences.

Interesting observations:​ What did you see that was interesting, unusual, surprising…?
- Teacher stated in our after class conversation that she does not do small group reading.
- I was surprised by how aware students were of their wealth of reading strategies and
were able to share them unprompted when confusions about the text came up in
conversation.
- Students were very good at holding reading and writing conversations among
themselves in whole group without much teacher guidance.
- Teacher stated that she, “teaches to the top of her class.”

Questions​ you have after the lesson about the teacher, teaching techniques, students, content
of the lesson, literacy learning, literacy instruction, etc. What did you leave the lesson reflecting
on, wondering about, etc.?
- How does she address the needs of her struggling readers?
- How are lessons scaffolded for them?
- How were reading discussions introduced and scaffolded to reach the high level they are
at now?

Positives:​ List two positive things (related to literacy learning) you observed from each:

Teacher Students

1. Teacher consistently uses high level 1. Shared reading strategies unsolicited.

vocabulary and explains the meaning.
Has meaningful conversations about
bases, prefixes and suffixes.

2. Holds space for meaningful conversation 2. Were fully engaged and excited to share.
about literacy. Could explain their processes when asked
what they were doing.
Support:​ ​List two areas in which you could assist or support the teacher with the
instruction of the lesson in Ideas 1 and 2 below. For Ideas 3, 4, and 5, list support
specific to the standards listed in the idea. Include the specific standard # you would be
assisting the teacher with, a description of your suggestion, and cite a resource the
teacher could use (this could be a textbook, article, website, video, book or any other
resource that could enhance or extend their lesson). Even if the lesson is absolutely
wonderful, consider what adaptations for individual literacy needs (both high and low)
might be made, what extensions could follow, etc.

Support:
Idea 1: Small group support for struggling writers
ILA standard # ​4.1
Candidates recognize, understand, and value the forms of diversity that exist in society
and their importance in learning to read and write.

Description of idea.

After completing mini lesson the teacher could meet with a small group of struggling writers to
review and make sure they grasp the concept. This would be an opportunity to provide more
detail graphic organizers to scaffold difficult concepts.

Resource the teacher can use to support this idea

http://www.readingrockets.org/article/graphic-organizers-help-kids-writing

Idea 2: Small group support for struggling writers

ILA standard # 2.2​ ​Use appropriate and varied instructional approaches, including those
that develop word recognition, language comprehension, strategic knowledge, and
reading–writing connections.
Description of idea.
This would be in addition to the small group check-in after the mini lesson. The teacher stated
that Mondays were writing conference day. This would provide an additional conference time for
struggling writers throughout the week. Offering additional lessons to support this groups
specific needs.
Resource the teacher can use to support this idea 
The Writing Strategies Book:Your Everything Guide to Developing Skilled Writers By
Jennifer Serravallo
Idea 3: Obtain computers or tablets ILA standard # 5.1
Description of idea.
There were not any computers or tablets present in the room. In an effort to integrate
technology the teacher could obtain a grant.
Resource the teacher can use to support this idea
Technology Grant Website
https://positivelearning.com/blog/2016/2/11/7-ways-to-get-funding-and-grants-for-technology-in-
your-classroom

Idea 4: Book share bulletin board ILA standard # 5.2

Description of idea.
This would provide a spot for students to share about the books that they are reading
independently and add a social aspect to reading. Since there is limited wall space in this corner
classroom it could be a digital bulletin board. This would also integrate technology standards.
Resource the teacher can use to support this idea
https://padlet.com/premium/backpack

Idea 5: Written Conversations ILA standard # 5.3

Description of idea.
Many of the students were very good at explaining their thinking about reading and writing.
Writing requires a more complex level of thinking and will be of benefit to advanced readers and
writers while providing the more timid struggling students with equal air time.. Adding a written
conversation component to the day will ensure that all students are conversing on the topic and
that writing is integrated into every school day.
Resource the teacher can use to support this idea
The Best Kept Teaching Secret: How Written Conversations Engage Kids, Activate Learning,
Grow Fluent Readers
Literacy Lesson Observation, Reflection, & Recommendations #2

Location:​ Chickahominy Middle School Date: 3/14/18

Grade Level: 6th

Topic or Focus of Lesson: QAR

Objectives:​ What objectives were apparent in the lesson? If there was a lesson plan available,
did the objectives in the plan match the ones you observed being taught?

1. The students will be exposed to new books.

2. The students will have meaningful conversation about text - making connections,
questioning, author’s choice, figurative language.
3. The students will be able to identify and answer right there, think and search, author and
me, and on my own questions. (QAR)

Teaching​: What did you see the teacher do? What teaching techniques were used? Pay
attention to materials, grouping options, instructional strategies, pacing…

1. Class began with a 5 min free write based off of a Stephen Hawking quote.
a. Remember to look up at the stars and not down at your own feet. Try to make
sense of what you see and wonder about what makes the universe exist. Be
curious. And however difficult life may seem, there is always something you can
do and succeed at. It matters that you don’t just give up.
b. Students volunteered and shared their writing or the gist of their writing.
2. Had a moment of positivity, students shared positive things
3. Book excerpt was shared via projector and read aloud.
a. Some student comments and connections were made
b. Teacher encouraged students to write the title and author on their book wish list
in their reading journal
4. Teacher read aloud from “Refugee”
a. Student summarized previous day’s reading
b. Teacher stopped periodically so students could make connections, question, and
discuss author’s choice and figurative language.
5. Mini lesson - QAR
a. Reviewed QAR questions (a previously introduced topic)
b. Read aloud passage that would be used during small group, so students could
“hit the ground running”
c. Guided students through the process of sorting 4 questions related to the text,
one from each category - encouraging students to think aloud about their choices
6. Small group rotations
 a. Teacher - QAR
i. As a small group, students sorted the remaining questions
ii. Students were again encouraged to explain their thinking and encouraged
to help each other with clues rather than answers
iii. Directions were given for answering questions independently
iv. Students completed the rest of the work on their own and the teacher held
reading conferences with remaining time
b. Silent reading - reading self selected books
c. Computers
i. Students had a choice of projects that they have been working on
ii. Students used google classroom on a mix of personal devices and
classroom computers, there were not enough computers for all of the
students in each rotation

Students​: What were the students doing? How were they engaged in the learning? Were they
engaged in the learning? Any off-task behaviors?
- Students were fairly engaged and on-task the majority of the time
- On task behavior demonstrated by raised hands and eyes on speakers
- Students snacked, but it did not cause any disruptions
- Off task behavior was limited but consisted of some talking between students and one
student at the back of the room reading on device during directions

Interesting observations:​ What did you see that was interesting, unusual, surprising…?
- Some students completed SSR reading and computer center on their own tablets and
phones
- The teacher works individual reading conferences into any free moment during small
group rotations.
- During reading conferences the teacher:
- Reinforced positive habits
- Asked questions
- What do you think about it so far?
- Where did you find the book?
- What book are you using for your project?
- Why was it good?
- What is a more text heavy book you are reading? (when the student
talked about a more juvenile graphic novel)

Questions​ you have after the lesson about the teacher, teaching techniques, students, content
of the lesson, literacy learning, literacy instruction, etc. What did you leave the lesson reflecting
on, wondering about, etc.?
 - How is technology use introduced initially?
- What is the best way to manage students using personal technology when there aren’t
enough school devices?
- The teacher stated that sometimes groups are homogenous, but they are currently
heterogenous. I am interested in learning more about the grouping structures and
observing homogenous lessons and differentiation between groups.

Positives:​ List two positive things (related to literacy learning) you observed from each:

Teacher Students

1. Teacher shares a passage from a 1. Self selecting independent work when

book a day to inspire students to they are in computer rotation of small
choose new books. Teacher has groups.
provided students with a “wish list”
section in their journals to write down
the books they are interested in.

2. Gives clues and encourages student talk to 2. Provide evidence for their answers when
correct mistakes rather than telling the sorting the QAR cards.
answer.

Support:​ ​List two areas in which you could assist or support the teacher with the
instruction of the lesson in Ideas 1 and 2 below. For Ideas 3, 4, and 5, list support
specific to the standards listed in the idea. Include the specific standard # you would be
assisting the teacher with, a description of your suggestion, and cite a resource the
teacher could use (this could be a textbook, article, website, video, book or any other
resource that could enhance or extend their lesson). Even if the lesson is absolutely
wonderful, consider what adaptations for individual literacy needs (both high and low)
might be made, what extensions could follow, etc.

Support:
Idea 1: Read George by Alex Gino ILA standard # ​4.2
Candidates use a literacy curriculum and engage in instructional practices that positively
impact students’ knowledge, beliefs, and engagement with the features of diversity.

Description of idea.
The teacher was reading a great book about refugees that positively impacts students ideas
about diversity. Moving to this book as a read aloud next would be a positive continuation of that
theme as this book is about a transgender student and her process of self discovery and
friendship. The lesson could be followed up with an author visit.
Resource the teacher can use to support this idea
https://www.amazon.com/George-Alex-Gino/dp/0545812577
https://www.scholastic.com/teachers/author-visit-kits/teaching-content/alex-gino-author-visit-kit/

Idea 2: Word Study ILA standard # ​2.2

Candidates use appropriate and varied instructional approaches, including those that
develop word recognition, language comprehension, strategic knowledge, and
reading–writing connections.

Description of idea.

Word study may be occurring but was not observed. Daily word study work through short explicit
instruction would bolster students reading and writing skills.

Resource the teacher can use to support this idea

https://spiralwarmups.com/research-based-word-study/

Idea 3: Obtain more computers or devices ILA standard # 5.1

Description of idea.
● During small group rotations there were too many students in each group for each
individual to work on the computers. Obtaining more computers or tablets through a
technology grant could aid students in a more productive use of time and more
opportunities to integrate digital and online resources.
Resource the teacher can use to support this idea
Technology Grant Website
https://positivelearning.com/blog/2016/2/11/7-ways-to-get-funding-and-grants-for-technology-in-
your-classroom

Idea 4: Think, Pair, Share ILA standard # 5.2

Description of idea.
During teacher read aloud the teacher could implement a think pair share or turn and talk
strategy to allow students more time socializing in an academic way. Providing this time for all
students to meaningfully interact may decrease the small amount of side conversations that
were off topic.
Resource the teacher can use to support this idea
http://www.readingrockets.org/strategies/think-pair-share

Idea 5: Written Conversations ILA standard # 5.3

Description of idea.
Adding a written conversation component to the day, potentially about the teacher read aloud,
will ensure that all students are conversing on the topic and that writing is integrated into every
school day.
Resource the teacher can use to support this idea
The Best Kept Teaching Secret: How Written Conversations Engage Kids, Activate Learning,
Grow Fluent Readers