Literacy Lesson Observation, Reflection, & Recommendations

Location: Date: 3/28/18

Grade Level: 7th

Topic or Focus of Lesson: Idioms

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?

 Identifying and explaining idioms in text

 Using correct writing rules

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

 Read aloud from a book- stopped at various points to draw attention to certain
literary elements- some of which were idioms.
 Discussing points with students
 Clarifying questions
 Verbally modeling an activity
 Assessing student knowledge before moving into a new activity
 No grouping seen- whole group activities

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 not engaged during the read aloud- some were, most were doing
their own thing.
 Many off-task behaviors
 The classes are very mixed in terms of motivation
 The idiom exercise seemed to be better than the read aloud- she made this into an
individual assignment (many struggled to follow directions at first)

Interesting observations: What did you see that was interesting, unusual, surprising…?

 The students can do the work when severely prompted- but they lack their own
internal motivation.
 I liked the use of text messages to work with idioms.
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.?

 Why model the activity/ have them follow along before you hand out the sheet?
 What can be done to get these students more involved in the lessons and
motivated to do their work?

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

Teacher
During the reading, she paused at
1. appropriate times to engage the
students in the text with literacy
practices.
Her idiom activity was something
2. that the students could relate to and
was very manageable for students
to complete.
Students
Students seemed to have a grasp of the
ideas of idioms.
Students were able to give examples
and real-life definitions of given
idioms.

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: ILA standard # 2.1
Description of idea. Extension activity: Using Idioms as writing prompt
Because the students seem to have a strong grasp on the concept of idioms
and are able to break them down to reveal their real meanings, I would say
that they are ready to move past basic idiom exercises. This exercise is a
writing exercise that can be easily adapted for students of all skill level.
Give students the choice of approximately 5 idioms. The student will be
able to choose the idiom that they would like to use as their inspiration.
This could be a bell-ringer or a journal for a more thorough class activity.
The teacher can treat this writing time as a little mini writing workshop by
meeting with students as they are writing and reviewing their work with
 them- just conducting check in’s to ensure that students are reaching their
full potential while writing.

Resource the teacher can use to support this idea

Gunning, T. G. (2018). Buidling Writing Strategies. In Assessing &

Correcting Reading and Writing Difficulties (6th ed., pp. 443-476).
New York, NY: Pearson Education.
This chapter speaks about writing conferences beginning on page 447. It also
gives other strategies to use while writing with students

Idea 2: ILA standard # 2.2

Description of idea. Small groups- 1 read aloud, 2 idiom activities.
Instead of engaging the whole class in all of these activities together, split
these students into 3 groups that will switch to complete 3 rotations (2
individual, 1 small group). 2 groups will stay at their desks and work on
the idiom practice independently. The other group can be a teacher led
group built around the read-aloud. The small group setting will foster
better book discussion as well as give you a greater ability to engage all
students. This setting will also allow for use of more in-depth strategies
such as think-alouds and shifting responsibility onto students as they work
through these strategies within the group. By having students grouped for
the read-aloud, you will be able to use texts that are more appropriate for
their level.
Resource the teacher can use to support this idea:
This article speaks to the benefits of read alouds. The read-aloud is an
activity that can be differentiated in so many different ways to fit your
specific classroom and their needs.

Press, M., Henenberg, E., & Getman, D. (n.d.). Read Alouds Move to the
Middle Level. Educators Voice, 11, 36-43.

Idea 3: ILA standard # 5.1

Description of idea.
Make books and reading materials more visible and accessible to students.
Right now, they are held inside of the locker space inside of the
classroom. Placing reading materials there is a smart idea space wise, but
because the lockers have doors, the books get closed off from the student.
An easy way to combat this will be to ask for removal of the doors and
hinges. This still allows for the orderly storage of reading materials but
makes it more open and accessible to students and the teacher.
Resource the teacher can use to support this idea
 This blog speaks to the importance of a classroom library, which is already
present. It also gives pointers on how to engage students with your library. These
will be very useful because now your library will be more accessible and easier to
use in lessons!
https://www.edutopia.org/blog/classroom-library-importance-heather-wolpert-gawron

Idea 4: ILA standard # 5.2

Description of idea.
Instead of introducing and using texts in the whole group as read-alouds,
implement this idea into small groups. Each group can read a different
novel that is fit to their reading levels. Within these small groups, give
students choices of the novels that they can read, allow the group to
choose, and that is the text they will use. Within these groups, using the
novel that they chose, students will engage in a “literature circle” around
the novel. This would involve some out-of-class preparation by the
students. Some nights they might need to read a set amount of pages in
order to be ready for their discussion. To help them organize and
comprehend their thoughts and ideas, each group can use graphic
organizers to write and organize their ideas. By setting up these literature
circles, the teacher will set the class up for various other activities that
revolve around reading. This is also a low-risk setting for students to
solidify habits of a good reader with these more advanced texts. Small
group work opens the classroom up.
Resource the teacher can use to support this idea
This video shows literature circles in a middle school class that uses
separate novels for groups centered around a central idea:
https://www.teachingchannel.org/videos/literature-circles-in-action

On page 428 of the Gunning text cited below, you will find a list of books
that can be used with students who may be lower readers. The chapter also
provides examples of graphic organizers and strategies that you can use to
work with students while engaging in a literature circle.

Gunning, T. G. (2018). Reading to Learn and Remember in the Content

Areas. In Assessing & Correcting Reading and Writing
Difficulties (6th ed., pp. 381-441). New York, NY: Pearson
Education.

Idea 5: ILA standard # 5.3

Description of idea.
Implement writer’s workshop into the daily routine at least 3 times a
week. This involves having a set amount of time allotted for students to
work on their writing. It also gives opportunities for teacher-student
 interaction based on these pieces. Each student is provided with a
Chromebook to use- but instead of always composing on their
Chromebook, the students should still use traditional paper and pencil.
This is what they can do for prewriting and the rough draft(s) of their
writings. The Chromebook can certainly be used for their final products.
Writer’s Workshop will be a productive routine for the students to engage
with. The routine includes a mini lesson, writing time, teacher
conferences, and potential share time.
Resource the teacher can use to support this idea
This is a book written by a veteran middle school English teacher who
implements writing workshop into her regular writing instruction:

Atwell, N. (2015). In the middle: A lifetime of learning about writing, reading,

and adolescents(3rd ed.). Portsmouth, NH: Heinemann.

ILA Standards linked to this assignment:

 5.1: Design the physical environment to optimize students’ use of traditional
print, digital, and online resources in reading and writing instruction.
 5.2: Design a social environment that is low risk and includes choice, motivation,
and scaffolded support to optimize students’ opportunities for learning to read and
write.
 5.3: Use routines to support reading and writing instruction (e.g., time allocation,
transitions from one activity to another; discussions, and peer feedback).