Literacy Lesson Observation, Reflection, & Recommendations

Location: Amelia Elementary School Date: 03/29/2018

Grade Level: 4th

Topic or Focus of Lesson: Commas - Commas in an Introductory Phrase, Commas

after Names in a Sentence, Commas in a Sequence

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?

SOL 4.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
e) Use commas in series, dates, and addresses.

Teaching: What did you see the teacher do? What teaching techniques were used? Pay
attention to materials, grouping options, instructional strategies, pacing…
- Walking around the room to keep engagement
- Great teacher voice!
- Open-Ended Prompts
- Scaffolded Format
o Teacher-led direct instruction
o Guided Practice
o Independent Practice
- Reinforcing Vocabulary - “natural pause”, “say your thought”
- Establishing importance
o Ex. My favorite things are eating my grandma and my dog
My favorite things are eating, my grandma, and my dog

Students: What were the students doing? How were they engaged in the learning? Were
they engaged in the learning? Any off-task behaviors?
- Answering questions
- Completing student version of handout
- Some students had head on desk  Teacher corrected behavior
- Students needed a follow-up activity after independent practice while teacher
helped students who needed extra support
o Some read, but did not immediately put book away once student was
ready to bring attention back to the front
o Most stared into space until the teacher was ready
o Student could be writing their own sentences

Interesting observations: What did you see that was interesting, unusual, surprising…?
- Teacher accidentally told students to put a comma after the last part of a sequence
(Lions, tigers, and bears, are scary). She immediately corrected the mistake when
 a student tried to replicate this in the next problem. She did a great job of
correcting the mistake. Happens to the best of us 

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 could this mishap been used as a teaching opportunity?
- What sort of an impact would students interacting with each other more would
have on engagement?
- What’s would it look like if the students began the lesson by forming their own
questions rather than being prompted later?

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

Teacher Students
Teacher was reading sentences Students actively engaged literacy
1. aloud and reinforced the sentence functions by listening to the sentences
by displaying the sentences on the being read aloud, orally answering
SmartBoard questions, and re-writing the sentences
Teacher prompted student Students provided real-life examples
2. responses through thoughtful, open- in which commas are necessary
ended questions

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 reading–writing connections.
- Select and implement instructional approaches based on evidence-based
rationale, student needs, and purposes for instruction.
- Differentiate instructional approaches to meet students’ reading and
writing needs.
 - Implement and evaluate instruction in each of the following areas:
concepts of print, phonemic awareness, phonics, vocabulary,
comprehension, fluency, critical thinking, motivation, and writing.
- Incorporate traditional print, digital, and online resources as instructional
tools to enhance student learning.
- As needed, adapt instructional approaches and materials to meet the
language-proficiency needs of English learners.

Weselby, C. (2018). What is differentiated instruction? Examples of how to differentiate

instruction in the classroom. Concordia University. Retrieved from
https://education.cu-portland.edu/blog/classroom-resources/examples-of-
differentiated-instruction/

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.
- Guided by evidence-based rationale, select and use quality traditional
print, digital, and online resources.
- Build an accessible, multilevel, and diverse classroom library that contains
traditional print, digital, and online classroom materials.

Johnson, D. The classroom teacher’s technology survival guide. San Francisco, CA:
Jossey Bass Publishing.

Idea 3: ILA standard # 5.1 Candidates design the physical environment to optimize
students’ use of traditional print, digital, and online resources in reading and writing
instruction.
- Arrange their classrooms to provide easy access to books, other instructional
materials, and specific areas designed for a variety of individual, small-group,
and whole-class activities.
- Modify the arrangements to accommodate students’ changing needs

Reissman, H. (2017). 7 smart ways to use technology in classroom. Retrieved from

https://ideas.ted.com/7-smart-ways-to-use-technology-in-classrooms/

Idea 4: ILA standard # 5.2 Candidates 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.
- Demonstrate a respectful attitude toward all learners and understand the
roles of choice, motivation, and scaffolded support in creating low-risk
and positive social environments.
- Model and teach students routines for establishing and maintaining
positive social environments (e.g., appropriate ways to interact with each
other and adults).
- Create supportive environments where English learners are encouraged
and given many opportunities to use English.
Advancement Courses. (2015) A teacher’s guide to building student-led discussions.
Retrieved from https://www.advancementcourses.com/blog/building- student-led-
discussions/

Idea 5: ILA standard # 5.3 Candidates use routines to support reading and writing
instruction (e.g., time allocation, transitions from one activity to another, discussions, and
peer feedback).
- Understand the role of routines in creating and maintaining positive learning
environments for content area learning using traditional print, digital, and
online resources.
- Create and use routines to support instructional and social goals (e.g., regular
steps for sharing and responding to stories, formats for reporting, and efficient
transitions among activities, spaces, and online resources).

Parr, M. & Campbell, T. A. (2012). Balanced literacy essentials: Weaving theory in

practice for successful instruction in reading, writing, and talk. Portland, ME:
Stenhouse Publishers.

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
Location: Amelia Middle School Date: 03/29/2018

Grade Level: 7th

Topic or Focus of Lesson: Reading Comprehension/ Idiom Review

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?

SOL 7.4 The student will read to determine the meanings and pronunciations of
unfamiliar words and phrases within authentic texts.
c) Identify and analyze figurative language.

SOL 7.5 The student will read and demonstrate comprehension of a variety of fictional
texts, narrative nonfiction, and poetry.
a) Describe the elements of narrative structure including setting, character
development, plot structure, theme, and conflict.

Teaching: What did you see the teacher do? What teaching techniques were used? Pay
attention to materials, grouping options, instructional strategies, pacing…
- Displayed book on SmartBoard and provided student copies of books for students
to follow along
- Read aloud while walking around the room to keep students engaged
- Closely monitored behavior and corrected dismissive behavior
- Modeled how to complete the idiom activity
o Scaffolded instruction with guided practice before independent practice

Students: What were the students doing? How were they engaged in the learning? Were
they engaged in the learning? Any off-task behaviors?
- Instructed to follow along with class set of books or on the SmartBoard
- Majority of the students were off-task
o On phone
o Head down
o Talking to neighbor
o Drawing
o Working on homework for other classes
o Staring into space
- When teacher instructed the students to complete the idiom activity silently, many
students tried to push limits
o This resulted in a pop quiz, however the students were still talking during
the quiz and some were cheating by asking their neighbor for answers
Interesting observations: What did you see that was interesting, unusual, surprising…?
 - One student was physically picking up his desk and flipping it on to his lap

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.?

- I know that the students responded very well to The Giver. Are the students
responding as well to this book?
- To what extent might working in partners work with these students? Since these
students seem to want to talk, how can we change the conversation to make it
more productive and goal-focused?
- How can we transition the ideas of reading aloud to teaching idioms? How can we
explicit connect the two ideas?

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

Teacher
Teacher engaged both visual and
1. auditory sense by reading aloud and
displaying text on smart
board/providing student copies of
text
Teacher used real-life examples of
2. idioms that related to the students
and incorporated technology
Students
Students engaged in text while
listening to teacher read aloud
Students demonstrated comprehension
of reading by answering questions in
the form of a pop quiz

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 Candidates use foundational knowledge to design or
implement an integrated, comprehensive, and balanced curriculum.

- Explain how reading and writing relates to their content area and the local,
state, national, and professional standards.
 - Implement the curriculum based on students’ prior knowledge, world
experiences, and interests.
- Evaluate the curriculum to ensure that instructional goals and objectives
are met.
- Work with the team or department to help ensure interdisciplinary
connections in traditional print, digital, and online contexts.

Shanahan, T. (2015). Making whole class work more effective. Retrieved from
http://www.readingrockets.org/blogs/shanahan-on-literacy/making-whole-class-
work-more-effective

Idea 2: ILA standard # 3.2 Candidates select, develop, administer, and interpret
assessments, both traditional print and electronic, for specific purposes.
- Select or develop appropriate assessment tools to monitor student progress
and to analyze instructional effectiveness.
- Administer classroom and school-based assessments using consistent, fair,
and equitable assessment procedures.
- Recommend and administer assessments for students in need of reading
and writing assistance.
- Interpret and use assessment data to analyze individual, group, and
classroom performance and progress within and across content areas and
disciplines.
- Collaborate with content teachers to monitor student progress and to
analyze instructional effectiveness.

Moss, C. M. & Brookhart, S. M. Advancing formative assessment in every classroom: A

guide for instructional leaders. Alexandria, VA: Association for Supervision &
Curriculum Development.

Christodoulou, D. (2017). Making good progress?:The future of assessment for learning.

London, UK: Oxford University Press.

Idea 3: ILA standard # 5.1 Candidates design the physical environment to optimize
students’ use of traditional print, digital, and online resources in reading and writing
instruction.
- Arrange their classrooms to provide easy access to books, other instructional
materials, and specific areas designed for a variety of individual, small-group, and
whole-class activities.
- Modify the arrangements to accommodate students’ changing needs.

Ward, F. (2016). Integrating technology and literacy. Retrieved from

https://www.edutopia.org/blog/integrating-technology-and-literacy-frank-ward
Idea 4: ILA standard # 5.2 Candidates 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.
- Demonstrate a respectful attitude toward all learners and understand the roles of
choice, motivation, and scaffolded support in creating low-risk and positive social
environments.
- Model and teach students appropriate ways to interact with each other and adults.
- Create supportive environments where English learners are encouraged and given
many opportunities to use English.
Resource the teacher can use to support this idea

Miller, D & Kelley, S. (2009). The book whisperer: Awakening the inner reader in every
child. San Francisco, CA: Jossey Bass Publishing.

Gallagher, K. (2009). Readicide: How schools are killing reading and what you can do
about it. Portland, ME: Stenhouse Publishers.

Idea 5: ILA standard # 5.3 Candidates use routines to support reading and writing
instruction (e.g., time allocation, transitions from one activity to another, discussions, and
peer feedback).
- Understand the role of routines in creating and maintaining positive
learning environments for reading and writing instruction using traditional
print, digital, and online resources.
- Create and use routines to support instructional and social goals (e.g.,
regular steps for sharing and responding to stories, formats for reporting,
and efficient transitions among activities, spaces, and online resources).

Stewart, R. (2016). Middle school literacy centers. Retrieved from

https://www.scholastic.com/teachers/blog-posts/rhonda-stewart/middle-school-
literacy-centers/

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).