Literacy Lesson Observation, Reflection, & Recommendations

Date: 3/8/17 Grade Level: 6th

Topic or Focus of Lesson: Main Idea/Summarization

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?
Prepare for SOL
Students will be able to derive the main idea from a text and write a 150 word
summary of the passage
Students will use independent reading technology to practice their reading skills

Teaching: What did you see the teacher do? What teaching techniques were used? Pay
attention to materials, grouping options, instructional strategies, pacing
Positive reinforcement
iPad usage
Workbook summarizing activity-scaffolding writing a summary
More details about lesson included below

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 engaged (except 2 in the back) during silent reading in the library
Multiple students were verbally redirected during the lesson for off-task behavior
They were engaged during the SOL review, but most were off-task during the
summarizing task because it was getting close to the end of class

Interesting observations: What did you see that was interesting, unusual, surprising?
Many below-level readers for an honors class
Teen Book Club Recommendations - students created a list of books they had
completed and enjoyed as a suggestion list for their class members-I love this
idea!

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 much prior experience do these students have with summarizing for this to
be an independent task?
Would this have been enhanced if students had worked collaboratively, or is it a
task that needs to be mastered independently?
How often is independent reading incorporated into the classroom time? Do
students like using LightSail?

Positives: List two positive things (related to literacy learning) you observed from each:
 Teacher Students
Allow students ample independent Can accurately explain why they chose
1. reading time SOL answers using literary terminology

Teacher allowed students to choose Engage in independent reading and

2. their independent reading selections answer cloze reading questions
accurately

Breakdown of Lesson:
1. Library Time
- Students can read physical books or use LightSail program
- 15-20 minutes
- In the library (no more than 2 students to a table)
2. Bell-Ringer
- SOL Preparation
- 3-5 SOL questions each day for a grade completed independently
- LightSail when completed the individual work
- Review question by question as a class-return to passage to look for proof for answers
3. Summarization Lesson
- Introduce task by reviewing what summarization is
- Read over the workbook page that they would be using as a whole group
- Released to complete independently (students immediately became off task)

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 # 2.2 Candidates use appropriate and varied instructional
approaches, including those that develop word recognition, language comprehension,
strategic knowledge, and readingwriting connections.

Description of idea: Demonstrate how to effectively summarize before releasing

students to do it independently.
Resource the teacher can use to support this idea: Newsela.com
This site has a wide selection of articles to choose from. They are based on
current news events, but are leveled based on grade. This site would be great for
 selecting an interesting article and summarizing it together as a class to
demonstrate the specific elements that should be included in a summary.

Idea 2: ILA standard # 2.1 Candidates use foundational knowledge to design or

implement an integrated, comprehensive, and balanced curriculum.
Description of idea: Allow students to choose the text they summarize. This will
still show their summarizing skills and the guidelines provided in this lesson can still be
used, but students will be more motivated to complete the assignment because it is a text
they are interested in. You could even use juvenile text/childrens books to hook the
students. These are sometimes easier to summarize as well, so if you are just introducing
the topic, it would provide another step in the scaffolding.
Resource the teacher can use to support this idea: http://time.com/100-best-
childrens-books/ This list provides the best childrens books from time. Maybe students
can choose a book they loved as a child to revisit and summarize.

Idea 3: ILA standard # 5.1

Description of idea: Arrange student desks in groups rather than individually in
rows to allow for opportunities to collaborate with peers. This makes
collaboration less of a chore and more likely to occur in a classroom. It is easier to
turn and talk to your table than find a partner when seats are separated.
Resource the teacher can use to support this idea:
http://www.displays2go.com/Article/Effective-Classroom-Seating-Arrangements-32 This
article highlights a variety of seating arrangement options and each of their pros and
cons. This is a great resource because it will help you think through the positives as well
as what could go wrong based on the seating arrangement you choose.

Idea 4: ILA standard # 5.2

Description of idea: Instead of starting class with SOL questions, perhaps begin
with a writing reflection prompt. It could be a free write journal where students are
allowed to write about anything they want, or they could be guided prompts with only a
few choices to select from.
Resource the teacher can use to support this idea:
http://www.corbettharrison.com/ This is a site we used in our writing class. It has so
many writing ideas that it can be almost overwhelming, but it provides lessons and advice
on so many topics that it cannot be ignored. It is especially relevant if you are thinking of
using writing notebooks in the classroom.

Idea 5: ILA standard # 5.3

Description of idea. Facilitate smoother transitions from one task to the next by
establishing a routine such as always having independent reading time during the
 first portion of the class and transitioning by turning the lights on to begin the
lesson.
Resource the teacher can use to support this idea:
https://www.teachingchannel.org/videos/smooth-transitions-in-classroom This video
highlights how to effective manage transitions in a classroom. Students discuss
transitions and this explicit instruction onn transitions improves classroom management.

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).
 Literacy Lesson Observation, Reflection, & Recommendations

Date: 3/8/17 Grade Level: 8th

Topic or Focus of Lesson: Thesis Statements/Expository writing/Writing SOL

Preparation

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?
- No written objectives, but the goal was for students to be able to apply knowledge
of expository text structure to their own writing.
- Prepare for the writing SOL
- Create a thesis statement for a given prompt

Teaching: What did you see the teacher do? What teaching techniques were used? Pay
attention to materials, grouping options, instructional strategies, pacing
- Warm-up
- Collaboration when writing theses
- PowerPoint on expository writing
- Students already have packet for thesis statements and can all locate it easily
More detailed description below

Students: What were the students doing? How were they engaged in the learning? Were
they engaged in the learning? Any off-task behaviors?
- Students are mostly focused: If talking about unrelated topics, they are verbally
redirected by the teacher
- Students participate in class discussion
- Share out their created thesis statement to the class
- Work silently and consistently during SOL practice

Interesting observations: What did you see that was interesting, unusual, surprising?
- Students are rarely given homework
- Students are not required to take notes or record any information during the
expository text presentation
- Put on Pandora while working on independent work!

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 the teacher ensure that all students are getting SOL questions correct?
- Are students retaining the knowledge from the expository presentation?
- Students each have their own iPads; what is a way I could incorporate that into
the lesson?

Positives: List two positive things (related to literacy learning) you observed from each:
 Teacher Students
Structured class so that students Collaborate easily with one another by
1. begin with a reflecting prompt bouncing ideas when writing a thesis
statement
Allows students to choose their topic Created thorough, in-depth thesis
2. for expository writing statements

Lesson Break-Down
1. Do Now work
-Prompt: How do you feel about homework?
-Students write a reflection in their notebooks
-Teacher moves throughout the room, talking to students
-Students talk at the beginning, but then begin to work silently
-Students share out at the end
2. Thesis Statement Packets
- Breaks down possible SOL topics into 4 categories to scaffold creation of the thesis
statement
- 10 minutes: independent work but students are allowed to converse as long as they are
on topic
- Students share out
3. Expository Writing PowerPoint
- Put on Schoology for student access
- Students not required to take notes
- Students must pick a topic by the end of class
- Use a website to review and provide a more extensive list of topic choices
4. Sample Writing SOL
- Complete #1-9
- Use iPads to see SOL practice packet
- Review aloud
- 1 student volunteers, teacher says yes, everybody got it? and moves on
5. Independent Vocabulary Work
- Paste vocabulary word and definition in notebooks then write definition, draw picture
representing the word, use word in a sentence, use in an example of figurative language,
and write a question using the word
5. If finished, work on expository paper
- Silent work, no music or talking

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 # 5.3
Description of idea: Include peer feedback after students have written their
individual thesis statements. It is great to allow students to share out their final thesis
statements, but many of the ones shared could have used some additional revising.
Adding a step of peer feedback allows students to have a second pair of eyes revise their
work before sharing out. Peer review allows for an additional step of scaffolding before
yielding a final product. It can be completed formally or informally; in this case the peer
review could be very informal.
Resource the teacher can use to support this idea:
http://www.furman.edu/academics/CTL/fys/Pages/Peer-Review-and-Writing-
Workshops.aspx This site provides an outline of how peer review should run and some
resources to give students to guide their review process. This is for a more formal peer
review process, but can be adapted for informal reviews.

Idea 2: ILA standard # 2.3 Candidates use a wide range of texts (e.g., narrative,
expository, and poetry) from traditional print, digital, and online resources.
Description of idea: When providing students with options for expository writing
topics, also provide examples of good expository writing. This could entail a trip to the
library, links to examples on Schoology, or explicitly discussing mentor text examples in
class.
Resource the teacher can use to support this idea:
http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/5363/Expos
itory%20Texts.pptx
This PowerPoint outlines the types of expository texts and uses excerpts of text to have
students investigate which type the example is demonstrating.

Idea 3: ILA standard # 5.1

Description of idea: Make use of 1:1 technology by creating an interactive
presentation about expository writing rather than simply a PowerPoint.

Resource the teacher can use to support this idea: Nearpod is a great resource for
creating interactive presentations. Teachers can imbed discussion questions, multiple
choice questions, surveys, open-ended questions, and more into the presentations so that
students are engaged with the topic and not just observing the lesson.

Idea 4: ILA standard # 5.2

Description of idea: Scaffold students knowledge by including some
collaborative learning activities. This will allow students to discuss the content
knowledge just given to them which will made it a more concrete and accessible topic in
their minds. Also, allowing students to collaborate will enhance their overall knowledge
of the content because students may bring different perspectives to the cooperative
learning activity. One cooperative learning activity that could have been utilized in this
lesson is 2 Truths and a Lie. Students could create their own sets of statements about
expository writing and their class mates would guess which of the statements is a lie.
Resource the teacher can use to support this idea: Kagan Cooperative Learning
textbook-This text provides a multitude of cooperative learning strategies ranging from
small group activities to whole group exercises and work to be completed in pairs.

Idea 5: ILA standard # 5.3

Description of idea. Set a timer on the SmartBoard so that students know how
much time they have left for an assignment. This will make transition from one
assignment to the next smoother. The timer can be adjusted based on how students are
succeeding with an assignment. This also allows teachers to stick closer to their lesson
plan allotted times, ensuring that all topics are covered thoroughly.
Resource the teacher can use to support this idea: http://www.online-
stopwatch.com/classroom-timers/ This site has an abundance of different timer options
for teachers so that they can be cute or funny. The regular Google timer also works,
though!

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).