Literacy Lesson Observation, Reflection, & Recommendations

Location: Date: 3/8/17

Grade Level: 2nd

Topic or Focus of Lesson: Prefixes 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?

It was apparent that the teacher was going to review prefixes for their quiz. She

stated they were going to talk about prefixes before going through the different prefixes.

It was apparent she wanted students to recognize each prefix, know the meaning of them,

and know how they change the meaning of words.

Teaching: What did you see the teacher do? What teaching techniques were used? Pay
attention to materials, grouping options, instructional strategies, pacing

The teacher used a SmartBoard presentation to review prefixes. She started the

review off by stating that they were going to be talking about prefixes. She explicitly

went through each prefix. She had the prefix, the meaning of the prefix, examples of

words with the prefixes, and a picture to help students make a connection to the prefix on

the presentation. The teacher allowed students to make connections to the words

throughout the review.

Students: What were the students doing? How were they engaged in the learning? Were
they engaged in the learning? Any off-task behaviors?

The students seemed to be very engaged during the review. They were all sitting

at their desks and I was curious about how they be sitting that long. However, it seems to

be a common way for students to learn in the classroom, and they were on task
throughout the lesson. They were making connections to the words as the teacher was

going through each prefix. The teacher gave positive reinforcement throughout the

review, and the students responded well to this. There were a few students in the back of

the class that were talking, however, this behavior was redirected almost immediately.

Interesting observations: What did you see that was interesting, unusual, surprising?

On their prefixes quiz, there were many different kinds of assessment questions.

For example, there was a section were the students would circle the given words if they

saw the prefix meaning again. This requires them to apply what they know and really

think about the meaning of the prefixes. It made me think that many of her assessments

require this kind of higher-level thinking. I thought it was an interesting assessment that

made the students think about the prefixes in multiple ways.

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 left wondering how she introduced and taught prefixes. Was it through word

sorts? Looking at the meaning of each prefix? Did she allow students to see the prefixes

in content? The students seemed to have a good understanding of prefixes, so I would

like to know how the teacher explicitly taught prefixes.

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

Teacher
The teacher was very explicit with
1. her instruction. She went through
each prefix showing the students
what the prefix was, what it means,
examples of words, and a picture to
Students
The students were engaged in the
literacy review. The students were
making connections to the prefixes and
applying the words to books, their
lives, and other situations. It was
 allow students to make a visual
connection. She also compared
examples and non-examples of each
prefix.
She allowed students to make real
2. life connections to the words. For
example, going over the prefix un,
she told them if you were to look
down at your shoes and they were
not tied, we would say they are
untied because they are not tied. By
doing this, students started to make
connections to books they were
reading, and situations they have
been in.
evident the students were doing higher-
level thinking.
The students took the knowledge they
had about prefixes and applied it in
multiple ways on the assessment. The
students were asked to circle words that
had the prefix meaning again. They
were asked to sort words by the
different prefix meanings. The students
were able to apply the information
taught in multiple ways.

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 # 2.3 Candidates use a wide range of texts (e.g., narrative,

expository, and poetry) from traditional print, digital, and online resources.

I would suggest allowing students to see and interact with prefixes in mentor

texts. Seeing prefixes in context will allow students to continue to make connections to

the different prefixes. The students can look at texts that have prefixes in them or they

can read a book and describe a character or situation using words that include prefixes.

http://www.rowan.kyschools.us/olc/page.aspx?id=26421&s=1176

Idea 2: ILA standard # 3.2 Candidates, select, develop, administer, and interpret

assessments, both traditional print and electronic, for specific purposes.

 Since the classroom has laptops available, I would suggest the teacher to

utilize the technology that she has available. I would suggest using electronic

assessments as well as printed assessments. This will allow the teacher to give

formative assessments while utilizing technology. There are many websites to use

that will allow teachers to look at class data and also provide feedback to peers.

https://www.nwea.org/blog/2016/take-three-55-digital-tools-and-apps-for-
formative-assessment-success/

Idea 3: ILA standard 5.1 Design the physical environment to optimize students use of

traditional print, digital, and online resources in reading and writing instruction.

The school uses Words Their Way for word study. The teacher can utilize the

online subscription based resource Words Their Way provides, which allows students to

be able to do word sorts online. Using the ToolKit online will optimize students use of

print and online resources.

http://pdtoolkit.pearson.com/

Idea 4: ILA standard 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.

After the whole group lesson of prefixes, I would suggest to continue to scaffold

support before the assessment. In small groups the students can work with prefixes while

the teacher is there to still support students. This quick time with small groups will

reinforce what was reviewed whole group. After this gradual release of responsibility, the

students will then have been given the support they need to complete the assessment.
http://literacyleader.com/node/477

Idea 5: ILA standard 5.3 Use routines to support reading and writing instruction (e.g.,

time allocation, transitions from one activity to another; discussions, and peer feedback).

As the students were reviewing prefixes, I would suggest students be able to

participate in peer discussions. Using Think-Pair-Share will allow students to be able to

share the connections they made to the prefixes. This is also a great way for the teacher to

get a quick pulse of the students understanding. Incorporating these discussions into

the class routine will support reading and writing instruction.

https://www.teachervision.com/group-work/think-pair-share-cooperative-learning-

strategy