Literacy Lesson Observation Notes Teacher: Michelle Ruiz Students: 2nd grade Observer: Reesha Grosso Very flexible,

Very flexible, quickly improvised the setup when she needed to use a new space for the lesson. Has all materials prepared ahead of time. Uses clipboards, which children are very familiar with, in a new exciting way- as individual chalkboards. Reminds students of classroom rules. Encourages whispering by modeling. Reviews appropriate subject matter for drawing. "What shouldn't we draw?" The hook- students excitedly draw on their chalkboards. Gives time reminders. Very animated and expressive! Provides clear expectations. "We're going to move on, once all the chalk is put away." Great fluctuation of volume! "I'm going to let you in on a little secret," whispering, " there aren't going to be any words." Invites students to craft predictions, "So what do you think we're going to be doing?" Uses student names while praising them, "Name- you just hit on a great point." Thanks students and praises them for following norms. Requests that students narrate the wordless picture book. "What's happening?" Asks a girl who already knows the story to keep it under wraps. Uses leading sentences to help the students figure out what is happening: "Her drawing called the weather to..." Draws students in with her excitement and congeniality. Supports children's responses, "Great prediction!" Asks lots of questions, "Why do you think they're having a good time? What do you notice? What about their faces?" Kids get excited, join in and predict the storyline together, building off one another's ideas. "Ready?" Keeps up the pace of reading when students get stuck on one image, prepares them before she turns the page. Calls for students to respond to one another, "Do you think name is on the right track?" When students are silent, she prompts them again, "What do you think is going to happen?" "Is the rain going to save them?" "What's happening here?" "What was that?" Draws them out of the book and back to the first activity. "What would happen if our chalk came to life?" "Would it be a good thing if our chalk came to life?" Points to aspects of individual student's work, drawing them all into the conversation. Draws their attention back to the book, "What would have helped them?" Leads them to suggest instructions. Makes connection between activity and previous experience, "This is a rough draft, remember how in Miss K's class we..." Shows example that she made to give them an idea of layout and process, modeling good

work and expectations. "See how I set this up? That's what you're going to do." Reminds them to capitalize letters and write periods at the ends of sentences. STEP 1: Think of something happy that won't destroy mankind. STEP 2: Draw it, but don't draw anything destructive Redirects children who aren't on task, "Name, all of these ideas need to be on paper to save children." Kids are saying "STEP 5" under their breath, writing quickly. Reassuringly reminds students, "This is just a rough draft." Students quickly grasped the process and latched on to the step writing framework. Watches over shoulders for issues and gently guides students. When students claim they are done she asks them to check their work- capital letters, periods, spelling, neat handwriting. "What do you need to do more on?" One student responds with, "Focus, don't rush." Gives endgoal- "After your final draft, we can draw," She asks, "Final drafts- what do they look like?" and students respond with, "neater," and she says, "start working!" encouragingly. Offers to double-check their mechanics and spelling for them, then tells them to move on to the final draft. Gives helpful suggestions as students work such as, "I recommend taking this off of your clipboard." Supports process skills, "That is SO organized." Asks "What should your final draft look like?" and gets the brief answer, "Lots of details." So she prompts for more information, "And handwriting?" "Perfect." Uses students names when she speaks to them. At the end she asks the students, "If I did a read-aloud, would you guys explain your ideas for instructions? That would be your audience." Collects all instructions and ends the lesson.