Literacy Lesson Observation, Reflection, & Recommendations

Date: 03-13-17

Grade Level: 3rd

Topic or Focus of Lesson: Read Aloud One Tiny Turtle by Nicola Davies

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?
I can ask and answer questions about a non-fiction text.
I will write my question and infer the answer.

Teaching: What did you see the teacher do? What teaching techniques were used?
Pay attention to materials, grouping options, instructional strategies, pacing
Activate prior knowledge and introduce the concept of thick (inferential) and thin
(factual) questions questions where you have to infer the answer vs. questions where
you can find the answer in the text. Using a Flip Chart on the Promethean Board by
flipping back and forth to utilize visuals. She had her own questions on sticky notes in the
book as she read.

Students: What were the students doing? How were they engaged in the learning?
Were they engaged in the learning? Any off-task behaviors?
They were in whole group seated on the carpet with their writers notebooks, pencil, and
sticky notes. They wrote their questions on the sticky notes then would turn and talk with
their shoulder partners, throughout the story, to talk about what questions they had and
what answers they found. As the teacher asked them to write down any questions they
had from the book they would turn and talk to their neighbors then infer to answer the
question or listen for the answer when the teacher continued to read.

Interesting observations: What did you see that was interesting, unusual,
surprising?
The students were on task and not playing around while the teacher was reading. They
were engaged with the lesson and eager to share their questions and answers with their
classmates. Often times students were able to answer each other questions, too, which
they got really excited about.

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.?

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

Teacher Students
She would periodically stop and They had more questions to write down
1. ask/review with the students what and needed to get more sticky notes
 thick and thin questions are than the teacher anticipated this
(answers you infer the answer to vs. shows they were engaged throughout
questions you can find the answers the lesson and participated a lot.
to in the book).
She collected two post-it notes from They were helping answer each others
2. each student to use as an assessment. questions when they shared out what
their questions were.

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 # 3.3 Candidates use assessment information to plan and evaluate
instruction.
Description of idea: The teacher could use these sticky notes to see what specific areas
students may need extra review with inferring answers, answering questions, and/or
both.
Resource the teacher can use to support this idea:
http://readingstrategiesjonathanolson.weebly.com/sticky-note-reading.html This resource
includes a variety of other ways sticky notes can be used during a lesson to check
comprehension and practice comprehension strategies.

Idea 2:
ILA standard # 5.4 Candidates use a variety of classroom configurations (i.e., whole
class, small group, and individual) to differentiate instruction.
Description of idea: Students could meet with the teacher in small groups after she
reviews what students wrote on the sticky notes to see which students need extra support
with certain concepts (inferring or answering questions). This would be a great way for
students to have smaller groups and get extra time to meet with the teacher and ask any
questions they may have or get any clarification they may need.
Resource the teacher can use to support this idea:
http://www.readwritethink.org/classroom-resources/lesson-plans/questioning-
comprehension-strategy-small-408.html This website has an example lesson for
reviewing the questioning strategy the teacher can use this to help students who may be
struggling to ask and answer questions while reading.

Idea 3:
ILA standard # 5.1
Description of idea: This teacher did a great job of incorporating digital resources (Flip
Chart on Promethean Board) as well as print (the book & sticky notes) in the lesson.
Another way she could have incorporated digital resources could have been by having the
students use their technology (the school allows students to bring their own and the
teacher has 8 iPads for students to use) and answer questions or send in their questions to
an interactive website on the Promethean Board. This would allow the teacher to still see
their specific answers as well as students to see other peoples questions.
Resource the teacher can use to support this idea:
Polleverywhere.com or https://kahoot.it/#/ (getkahoot.com)

Idea 4:
ILA standard # 5.2
Description of idea: I think this idea could also tie into the above idea using these
online resources to allow students to engage in the lesson by submitting their answers.
However, it would still be low risk as the answers would be anonymous (so other
students cant see who wrote what) but the teacher would still see the students answers
after the fact to use as an assessment. This would give them the opportunity to read and
write by writing their answers (typed) and reading what their peers have to say once the
answers are shown on the board.
Resource the teacher can use to support this idea: Kahoot.com or other online quiz-
like resources

Idea 5:
ILA standard # 5.3
Description of idea: This teacher did a great job of allotting enough time for the lesson
and was able to fill in the last few minutes left over with reviewing questions about thin
and thick questions. Another idea for something she could have done to fill in that extra
time could be to review what thick and thin questions are with a game.
Resource the teacher can use to support this idea:
http://www.thecurriculumcorner.com/thecurriculumcorner456/close-reading-asking-
thick-thin-questions/ This resource has a lot of links to activities and worksheets for
reviewing Thick and Thin questions. The sort linked about halfway down could be used
at the end of the lesson for students to sort questions into the category of whether they are
thick or thin questions. This would be a great way to review the concepts they learned
about.

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).