Observation by Nic (Teacher I work alongside)

Name: Victoria Lindley     Year Level: 0-1          

Observation completed by Nicola Clarke           Date: 26/7/2018

Lesson Observed: Shared Book with the emphasis on retell.

Vic you delivered your lesson effectively and with enthusiasm. It was interactive allowing children to enjoy a text which they may not have been able to read on their own. The lesson was well paced and had a good flow.

You have well established rules and expectations in your classroom to promote positive behaviours and to help create a nice sense of community.

Points of Interest:

• Book language was discussed prior to the story, e.g. cover, title/author/illustrator.
• Students were given an opportunity to make predictions about the events in the story.
• You modelled the skills of a proficient reader including reading with fluency and expression.
• You asked a variety of questions to determine comprehension level and to encourage a thoughtful response.
• The text was used to foster oral vocabulary development which forms the basis of reading and writing.
• Children were given an opportunity to retell the story to a buddy in their own words.
• You concluded the reading by modelling a follow up activity that was age appropriate and that they enjoyed.

Possible Future Focus:

• For subsequent readings of a shared book children could take turns to point to the text as you read.
• Text be made available so that students can enjoy reading independently.

Other Class Ob - Year 3/4 Low Writers

Observation:     15^th November 2017
Writing – Year 3/4

Set Up: Students in circle on mat with book.
Hook: Mystery Book

Discuss simple and compound sentences. Compound – Has 2 ideas. Basic has 1 idea.

Students ask questions about what’s in the box: Ie: What shape is it?

T – “What’s our simple sentence to start our writing?” 
T – Writes simple sentence on whiteboard students copy.   Big focus when T is writing simple sentence. Discuss Blends/diagraphs. What makes the er sound?

If it starts with a vowel we say an ie: an apple, an elephant  not a apple, a elephant.

Ideas are written together using both simple and compound sentences. Students can copy off the whiteboard. At the end the item is revealed.

Other Class=
Middle Writers – Planned writing yesterday “What would you find in your enchanted forest?” Drawing picture today to match enchanted forest description.  

Observation of Others Rm 7/8 Reading

 
My observation of Rm 7 and 8 doing guided reading together in 1 space.

Observation:  Rm 7 & Rm 8 both doing Reading in Rm 7’s space

Happening:
x2 groups at opposite ends of the classroom doing guided reading. Other students spread round room doing their groups current activity.

Students:
They know their own groups and that when the music plays they move to their next activity. ALL students are on task and are self-managing around the room. 

Teacher:
While her guided reading group is reading page to themselves silently she roams the room checking in with x2 students.
Guided reading sessions – Teacher is asking key questions about the text.

Transitions:
Music plays students look at rotation board for where they need to be.

Great ideas I’ve seen/For my own room:
Headphones are kept in toke trays – children have to get them themselves.
On the ipads website being used:  http://www.storylineonline.net/

Activities being done or are done:
Poem – colouring in Poem of the week.
Ipads – Storylineonline
Read to self,   Read to someone
Word work sheets x2 a week (Need to know child’s spelling level so they get appropriate sheet)

Reading Planning:
Teacher uses Reading Rockets NZ Teacher Planner (and then corresponding colour wheel level)
Reading Rotation Plan – Done on our template. SHOWS ACTIVITES ONLY.