Literacy Lesson Observation, Reflection, and Recommendations

Location: Grange Hall Elementary School- Room K-1

Date: 3-18-16
Grade Level: Kindergarten
Topic of Focus of Lesson: Guided Reading/Literacy Stations
Objectives:
K.1 The student will demonstrate growth in the use of oral
language.
a) Listen to a variety of literary forms, including stories and
poems
K.4 The student will identify, say, segment, and blend various
units of speech sounds.
K.5 The student will understand how print is organized and
read.
a) Hold print materials in the correct position.
b) Identify the front cover, back cover, and title page of a book.
c) Distinguish between print and pictures.
d) Follow words from left to right and from top to bottom on a
printed page.
e) Match voice with print. (concept of word).
K.6 The student will demonstrate an understanding that print
conveys meaning.
b) Explain that printed materials provide information.
K.7 The student will develop an understanding of basic
phonetic principles.
c) Demonstrate a speech-to-print match through accurate
finger-point reading in familiar text that includes words with more
than one syllable.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
K.12 The student will write to communicate ideas for a variety
of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and phonetically
spelled words to write about experiences.
c) Use letters and beginning consonant sounds to spell
phonetically words to describe pictures or write about
experiences.
d) Write left to right and top to bottom.

All standards were hit in the lesson, except a comprehension standard

in the guided reading lesson.
Teaching: Mrs. Lucas led her guided reading groups, assisted students
in beginning literacy stations, managed the rotation of groups in and
out of the classroom (when they left for a parent volunteer), and
managed the ending of literacy stations/guided reading time.
Students: Students who were not participating in the guided reading
lesson, worked at various stations around the room as well as in pullout groups (with a collaborative teacher or parent volunteer). While in
the guided reading group, students wrote sight words, completed a
picture walk, reviewed 2 vocabulary words, read the story, and played
a mystery word game. Around the room students participated at the
following choice stations: writing, listening, word work, and computer.
Eighty-five percent of students were on-task and completing their
stations appropriately. All students were engaged and on task at the
guided reading table. The computer station was also on task the entire
time. At the listening station, students were on task once they began
their books; however, in between finishing a book and moving on to
the next one, students were quite chatty and distracted (when this
happened, Mrs. Lucas would give them a reminder). At the word work
station, students were completing their work, but were easily
distracted by discussions not related to school. Although they
completed their station, other students were able to visit several
stations in the same time that these students stayed at the one
station. Students at the writing station were completely focused on
their work and engaged in writing, or they were completely off task
and trying to impress their peers.
Interesting observations: I was very surprised that the students at the
writing center who were engaged in their work did not get distracted
by their peers. It surprised me that students were able to be so
independent in the listening center. I was also very impressed at the
ease of which students transitioned in and out of the room for groups
without distracting the other students.
Questions: I left this lesson curious about many things. I wanted to
know how Mrs. Lucas managed to allow students to choose their
stations without arguments over the computers or the ipods for the
listening center. I wanted to know how she trained her parent
volunteers to enable them to know EXACTLY what to do with students
even with no prior written directions. I enjoyed Mrs. Lucass mystery
word game and thought it was a great twist on the follow up activity
(to work on segmenting and blending) but was curious as to how she
chose her words and what way they fit into the daily/weekly curriculum

(are they driven by the patterns in the books that the groups are
working on, word study elements, or on individual groups needs?)
Positives:
1

Teacher
Was able to lead her
guided reading group
as well as orchestrate
the transitions of
students seamlessly
Really did a wonderful
guided reading lesson
which hit almost all of
the tasks in the Jan
Richardson model for
Guided Reading

Students
Most students were on
task and transitioned
from station to station
well
Students are reading,
writing, practicing
their words and truly
learning. The work
that they are
producing is hitting all
the standards and
then some

Support:
Idea 1: ILA Standard # 3.2
Description of Idea: After Students are finished reading in your
guided reading group have students complete a comprehension check
such as a five finger retell where students list the setting, characters,
problem, solution, and what happened at the end of the story. This can
also be modified if there is not a problem and solution where students
can list details from the story.
Resource Teacher can use to support this idea Jan Richardsons
Guided Reading
Idea 2: ILA Standard # 2.2
Description of Idea: Have 2-3 options for students when going to
word work and writing in order to scaffold lower-leveled learners and
extend or challenge above-leveled learners. Assign students colored
bins at those two stations to ensure that they are getting the support
they need. This differentiation is important because while some
students are working on mastering sight words, others are working on
making CVC (consonant, vowel, consonant) words. This will also
encourage students who are able to write a sentence or two to not
rush by simply writing a word and drawing a picture at the writing
center.
Resource Teacher can use to support this idea- Jan Richardsons
Guided Reading
Idea 3: ILA Standard # 5.1

Description of Idea: Add leveled books to the library for

students to sit and read as a station. Provide e-books on the projector
screen where students can listen and follow the print. Sometimes this
is easier than when following along to an audio book because the
words are highlighted in an e-book format. This provides students with
a greater concept of text and aids in their understanding of Concept of
Word.
Resource Teacher can use to support this idea- Grange Hall
Literacy Library, Chesterfield County Public Library e-book services
Idea 4: ILA Standard # 5.2
Description of Idea: After the completion of literacy stations,
students could share their work in order to build community within the
classroom. By sharing work, others will be able to see examples of
possible work (scaffolding) and will be motivated to produce good work
in order to share with their peers (motivation). This is also provides a
low risk environment for students to practice oral language skills.
Resource Teacher can use to support this idea- Examples and
strategies as well as a how to can be found in The Daily Five written
by Gail Boushey and Joan Moser.
Idea 5: ILA Standard # 5.3
Description of Idea: Provide students with a transition schedule
where they stay at one station until a signal is given to switch stations.
This will encourage students to spend more time doing their best work
rather than rushing to go to another station. It will also reduce the
amount of noise in the classroom and distractions since all students
will be transitioning at the same time.
Resource Teacher can use to support this idea- Jan Richardsons
Guided Reading, The Daily Five written by Gail Boushey and Joan
Moser.