WATERTOWN-MAYER PUBLIC SCHOOLS

Post-Observation Reflection Form

Staff:

Evaluator:

Observation date: 12-16-14

Time:

From: 9:15

To: 10:15

Observation Cycle (1, 2, or 3): 2

1. As you reflect on the lesson, what did you do to support student attainment of the instructional
objectives?
I supported students in making predictions by taking a picture walk with each group. This is
something I would like them to be able to independently complete in the near future, however, for now they
still need my support. Making predictions is something we are working on both in whole group instruction
as well as with my small groups.
When working on identifying beginning and end sounds, I supported students by helping to isolate
the sound. For example, if the word was band and students were struggling I would repeat the word and then
say /b/.
2. Describe what your assessment(s) told you about student attainment of the instructional objectives?
Using the whiteboards to practice beginning and end sounds I was able to see what students were
having trouble with, and if there were areas that needed continued practice. Based on my informal
assessments, I see that one of the groups that I met with today understands beginning sounds better than the
others. With that group I was able to go further and work on putting together CVC words. My other two
groups, however, may need more practice isolating beginning sounds. My next step with these two groups
will be to find some additional activities that work with isolating the beginning sound. I think working on
end sounds with these two groups today may have been too challenging for their current ability level.
Additionally, I was able to identify some students who are having trouble forming letters the correct
way. To help those students in this area, I will find some handwriting activities that focus on the letters that
they are having trouble with.
3. What modifications or adaptations of your lesson plan did you make during instruction?
At the last minute I ended up changing what book I read with my groups because I wanted to focus
on the sight word at. Since at is very similar to another new sight word, am, I realized that we needed
more practice using it and seeing it in print.
I planned on getting through more words with the whiteboard, but ended up having to rush to even
get to them. We only ended up doing about 5 words to practice beginning sounds and another 5 for end
sounds. My group that practiced CVC words only got to do about 2 before it was time to pack up.
4. If you were to teach this lesson again, what would you continue and what would you change?
If this lesson were taught again, I would continue to practice taking a picture walk before reading a
story. I think that this is an important skill for them to learn and be able to apply when reading
independently. In order to help students understand this skill, I am planning on doing this as a whole group

when reading a story. Often we predict what will happen in the story based on the title, but now we will also
look through the pictures before reading.
I would change what I had students do with their whiteboards. As time wound down I rushed to get
through everything that I had planned and subsequently the students didnt get the quality instruction on
beginning and end sounds that they need. If this lesson were taught again I would use the remainder of my
time with each group to really dig into beginning sounds and not move on unless I saw that it was being
understood by all.
During this lesson I was very focused on getting through all of the material I had planned that I let
some things slide in my other groups that I normally would not. Also, within my groups I met with, I pushed
students to get through everything instead of being flexible and making changes as necessary. If taught
again, I would not worry so much about getting through my plans and keep my other stations more on task.
5. As you reflect on the lesson, how would you summarize the essence of what happened?
Overall, this lesson did not go as planned. Many of the students were louder than normal and having
difficulty staying on task, but with some redirection most were able to work. I think that I was very focused
on getting through everything that I had planned that I didnt sweat the small stuff as I normally would.
After students got to work at their station, however, I do think that they were engaged and learning.