Observation 1

Literacy Lesson Observation, Reflection, & Recommendations
Location: A203 Date: 10/5/2021
Grade Level: 3rd
Topic or Focus of Lesson: Reading/Decoding Multisyllabic Words
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?
In the lesson, the teacher’s objective was for students to accurately read and decode
words consisting of 2-3 closed or open syllables. The objective being taught matched the
lesson plans.
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 whole-group lesson by reviewing open and closed syllables and
comparing them on the board. During the lesson, she accompanied the syllable types and
vowel sounds with gestures. She showed a brief video clip of syllable division, and then
the class sorted words with closed syllables only or closed and open syllables. Students
responded to her questions in a variety of ways, including choral response and raising
their hands to be called on. Finally, she modeled how to divide a word, and the students
divided five words using Syllaboards (small whiteboards) and dry erase markers. As the
students worked independently, the teacher and an assistant circulated and provided
feedback. Students divided the given words by writing the syllables on their boards and
then whispered the words to an adult. Overall, the lesson incorporated a variety of short,
related activities, and the pacing was quick.
Students: What were the students doing? How were they engaged in the learning? Were
they engaged in the learning? Any off-task behaviors?
During the lesson, the majority of the students appeared engaged. They looked at the
teacher while she was talking, faced the interactive whiteboard during the video clip, and
responded to her questions. When the students were expected to divide words into
syllables by writing, all took out the required supplies and attempted the task. They were
awarded Class Dojo points for participation and effort.
Interesting observations: What did you see that was interesting, unusual, surprising…?
The teacher had interesting routines for sounding out words and dividing words into
syllables. For words, she used a Touch and Say procedure that required students to touch
each letter, say the sounds, and blend them into an entire word. For syllable division, she
used the following steps:
1. Look at the vowels.
2. How many vowels do you see?
3. Are they together or apart?
4. How many syllables does the word have?
5. Write the vowels on your boards.
6. Bring down the consonants.
7. Say each syllable.
8. Read the whole word.
The students were familiar with her routines and procedures, and they were able to
perform the steps independently with varying degrees of accuracy.
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.?
 Was the student performance exhibited today typical for the class? On the sort,
they categorized 50% of the words accurately, and the teacher had to provide
significant support when the students were unable to recall information regarding
how to differentiate between syllables.
 Does the teacher feel the students are making adequate progress in their ability to
attack and decode unfamiliar words?
Positives: List two positive things (related to literacy learning) you observed from each:
Teacher Students
The teacher provided explicit, The students understood routines, and
1. systematic decoding instruction. they applied procedures and strategies
that had been taught.
Both the teacher and assistant Despite distractions, the majority of
2. offered timely corrective feedback the students were engaged and
as the students were working. attempted tasks.
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. Include the specific standard # you
would be assisting the teacher with, a thorough description of your suggestion and
support, 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.
A link to the ILA Standards is included with the assignment directions in Canvas.
Support:
Idea 1: ILA standard # 2.2: Use appropriate and varied instructional approaches,
including those that develop word recognition, language comprehension, strategic
knowledge, and reading–writing connections.
Description of support you intend to provide.
Since many of the students struggled to identity and read open and closed syllables, it
would be helpful to illustrate the concept with folding word cards. The initial consonant
and vowel are written on the main part of the card, with the final consonant printed on a
flap that can be open or closed. Have students read the words, note the differences, and
discuss what makes the syllable open or closed in more detail. Potential word pairs
include: she/shed, me/met, pro/prop, go/got, hi/hit, and so/sob. A video link is provided
to demonstrate the technique for the teacher.
Resource:
IMSE Orton-Gillingham. (2019, Feb. 19). Teaching open and closed syllables with
Orton-Gillingham [Video]. Youtube. https://www.youtube.com/watch?v=
s1EigQcj4u4
Idea 2: ILA standard # 1.3: Understand the role of professional judgment and
practical knowledge for improving all students' reading development and achievement.
Description of support you intend to provide.

In future decoding lessons, I would recommend striving for a higher degree of accuracy
even before releasing students to guided practice. Several of the children were unable to
distinguish between open and closed syllables in single syllable words, and they spent the
guided practice portion of the lesson performing syllable division erroneously. Since it
takes a considerable amount of time to reteach a concept learned incorrectly, I would
suggest that the teacher spend more time on shared practice with a more gradual
transition to attempting the task on their own. Allowing the students to practice with a
more skilled peer prior to practicing independently could also provide additional support
for struggling readers. Another option would be to release students who are ready for
guided practice to work with the teacher assistant for feedback, while continuing to
model and provide shared practice for the students that are not understanding the concept.
Resource:
Lee, M, Bottem, D., & Sanvik, M. (n.d.). I do, we do, you do. Strategies for Special
Interventions. https://strategiesforspecialinterventions.weebly.com/i-do-we-do-
you-do.html

Observation 1

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Literacy Lesson Observation, Reflection, & Recommendations

Location: A203 Date: 10/5/2021

Grade Level: 3rd

Topic or Focus of Lesson: Reading/Decoding Multisyllabic Words

Description of support you intend to provide.

Description of support you intend to provide.

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