Observation Ksmith 5th

Literacy Lesson Observation, Reflection, & Recommendations
Location: Elmont Elementary Date: 10/9/18
Grade Level: 5th
Topic or Focus of Lesson: Internal Character Traits and Inferring
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?
Students were identifying character traits throughout the progression of the story. They were also
making inferences based off of clues present within the text and illustrations.
Teaching: What did you see the teacher do? What teaching techniques were used? Pay
attention to materials, grouping options, instructional strategies, pacing…
The teacher began the lesson by introducing her interactive read aloud. She shared background
knowledge and prompted students to make inferences. During the story, she would stop and
discuss new vocabulary with the students. She would write the word on the Smartboard and
engage students in conversation that lead to the meaning of the word as it was used in context.
This provided students with visuals. If the word had multiple meanings outside of the text those
were discussed but not put on the board. She posed various questions pertaining to character traits
throughout the book and provided students the opportunity to respond. She would have the share
with an elbow partner then allow students to share with the whole class. As this was occurring
she was monitoring students thinking by listening in and providing prompts when needed. In
order to get students back to the book after a discussion she would use a known phrase,
“waterfall,” and students would respond back and show they were ready to learn. The lesson was
wrapped up with a whole group discussion about the author, Patricia Polacco.
Students: What were the students doing? How were they engaged in the learning? Were
they engaged in the learning? Any off-task behaviors?
As I walked in, students were sitting on the carpet facing their teacher with the lights off.
Students were prompted with questions that allowed them to respond with partners, small groups,
and individually. The majority of students remained engaged in the lesson and had meaningful
responses. They were able to make inferences throughout the text. In the middle of the lesson,
one student began playing with the carpet and spinning around. The teacher quickly addressed the
situation by politely requesting that the student move closer to her vicinity, in the front of the
room. Towards the end of the story a small group of girls were socializing more than making
inferences. The teacher then used prompts to guide students back to the lesson.
Interesting observations: What did you see that was interesting, unusual, surprising…?
I was actually quite surprised that fifth graders were engaged in read alouds to this extent. I feel
like they are still valid in fifth grade classrooms but I didn’t realize how much it actually looks
like an interactive read aloud I would do with my second graders.
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 was pleased to see an effective interactive read aloud in a diverse fifth grade classroom. When
planning interactive read alouds, what are some aspects you consider to ensure you meet the
needs of every student?
After an interactive read aloud, how do you determine your next steps in small part of your
literacy instruction?
Positives: List two positive things (related to literacy learning) you observed from each:
Teacher Students
Providing opportunities for Responding to questions using evidence
1. exploring new vocabulary as it from the text
appeared in the text
Uses various levels of questioning Connects the book to experiences in
2. their own life
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
Use guided reading instruction to extend the lesson on inferences or character
traits. Using one of two modules in The Next Steps Forward in Guided Reading can help
students gain a further understanding of concepts taught.
Resource: The Next Steps Forward in Guided Reading

Provide an extension that focuses on vocabulary and have students work together
to create vocabulary webs that remind them the meaning of each word. Students can
create sentences and reread the text at ‘read to someone’.
Resource: Creating Literacy Instruction, pg. 253
Provide a flexible environment for learners. It may help if they have a choice in where
they complete their work. I really like the opportunity for writing spaces! Obviously, we
can’t do all of this but I would like to see what these 5th grade students would want in
their classroom that would entice them to become more motivated about reading and
writing.
Resource: https://www.cultofpedagogy.com/upgrade-classroom-design/

Incorporate extensions that use visuals to support instruction. This could include
anchor charts that support all students, including ELL students and students that generally
would not speak up in a whole group setting. Students can use the charts as a reference or
interactively.
Resource: The Reading Strategies Book by Jennifer Serravallo

In order to guide discussions and use time wisely, the teacher could use IRA
lesson plan templates that supports peer interactions and structure that will help with the
allotted time.
Resource: Schoology – IRA Lesson Plan
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).

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Literacy Lesson Observation, Reflection, & Recommendations

Location: Elmont Elementary Date: 10/9/18

Grade Level: 5th

Topic or Focus of Lesson: Internal Character Traits and Inferring

Idea 2: ILA standard # 4.2

Idea 4: ILA standard # 5.2

Idea 5: ILA standard # 5.3

ILA Standards linked to this assignment:

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