Structured Literacy Classroom Observation Form
Structured Literacy Classroom Observation Form
Video: ___________Screen Recording 2024 11 11 at 12 39 04 PM__________________ Grade Level :___Kindergarten__ Subject :_____Phonics Instructions, Spelling, and Reading Fluency___
- Lesson Content:
- Is the lesson aligned with structured literacy principles?
The lesson is aligned with structured literacy principles as highlighted by Such (2021), including phonics, spelling, and reading via various interactive exercises such as word blending, sound manipulation, and partner reading
- Are phonological awareness, phonics, fluency, vocabulary, and comprehension skills integrated into the lesson?
Besides, the lesson integrates the application of phonetic patterns and sigh words coupled with hands-on activities, providing learners with a formidable foundation in literacy and comprehension skills.
- Explicit Instruction:
- Does the teacher provide clear explanations and demonstrations of literacy concepts?
Yes , she does.
- How does the teacher explicitly teach phonemic awareness, phonics, and decoding skills?
Here, the teacher provides step-by-step explanations of spelling words and phonetic words, including the short ‘a’ in ‘animal’ and ling ‘I’ in ‘five,’ allowing students to understand spelling rules and pronunciation.
- Multisensory Techniques:
- Does the teacher incorporate multisensory activities (visual, auditory, kinesthetic) to reinforce literacy concepts?
Yes. The teacher asks students to tap fingers and slide hands to blend sounds and air write spelling words.
- How are manipulatives, gestures, and visual aids used to support learning?
These techniques play an essential role in reinforcing phonetic awareness via the integration of auditory, visual, and kinesthetic learning.
- Systematic Scope and Sequence:
- Is there evidence of a structured scope and sequence for literacy instruction?
There is evidence of a structured scope and sequence for literacy instruction.
- How does the lesson sequence build upon previously learned skills?
The teacher moves from phonetic awareness activities such as sound changes to blending tasks that are more complex like the identification of spelling patterns and reading aloud, ensuring learners build on previously taught skills in sequence that is structured and logical.
- Differentiation:
- How does the teacher differentiate instruction to meet the diverse needs of students?
Elements of differentiation in instructions has been noted, especially in areas such as partner reading and discussions where teachers engage students at their individual level.
- Are there opportunities for individualized or small group instruction?
The teacher can further differentiate instructions by providing additional support to each student and addressing individual challenges for students with varying abilities.
- Feedback and Correction:
- How does the teacher provide feedback on students’ literacy skills?
By correcting pronunciation and reinforcing phonetic rules.
- How are errors addressed, and what strategies are used for correction?
Upon mispronouncing a sound, the teacher guides the students by referring back to phonetic patterns, and this ensures students stay on track with their learning goals.
- Engagement and Motivation:
- How does the teacher maintain student engagement during literacy activities?
Through interactive activities such as think pair share discussions and partner reading.
- Are there strategies to promote intrinsic motivation and a positive attitude towards literacy?
Yes, such as prompting learners to reflect on what they have learned while sharing their insights with peers, reinforcing collaborative learning.
- Assessment:
- How are students assessed for literacy skills?
Through observations when students engage in phonic activities and partner reading.
- Are assessments aligned with structured literacy principles, and do they inform instruction?
They do because they contribute to gauging students’ understanding of spelling patterns, phonetic rules, and sight words, making it easier for the teacher to adapt instructions as needed (Such, 2021).
- Classroom Environment:
- Is the classroom environment conducive to structured literacy instruction?
It is conducive to structured literacy instructions as the teacher uses friendly greetings and mindfulness exercises, creating a sense of community.
- How does the physical layout and organization support literacy learning?
The instructions are coupled with visual aids and physical materials such as books.
- Overall Impression:
- Provide an overall assessment of the effectiveness of structured literacy practices observed in the classroom.
Based on my observation, the lesson has been well-structured and it appears to be effective in the integration of phonics and literacy skills where the teacher combines explicit instructions and interactive learning.
Recommendations:
- Suggestions for improvement or further development of structured literacy instruction based on observations.
Structured literacy instructions can be developed further by providing additional differentiation and targeted support to ensure that educators meet individual needs for learners.
Additional Comments:
The video incorporates interactive and engaging teaching techniques such as movement, repetition, and partner reading, supporting students learning and retention of phonetic concepts.
Reference
Carroll, T. (2024, November 11). Screen Recording 2024 11 11 at 12 39 04 PM.
YouTube. https://www.youtube.com/watch?v=ua6e72uFvsM&ab_channel=TyeshiaCarroll
Such, C. (2021). The Art and Science of Teaching Primary Reading. SAGE Publications, Ltd.
