Devinne Baldwin

Literacy Lesson Observation, Reflection, & Recommendations

Location: KES

Date: March 24th, 2015

Grade Level: Kindergarten

Topic or Focus of Lesson: Morning Circle

Objectives: The objective of this lesson was to have students participate

with the morning circle (weather, day of the week, number of days at school,
reading story, etc).

Teaching: The teacher began the morning circle by holding up flashcards

with sight words on them. The students would say the word and then repeat
it three times. Then she went over the weather outside, the day of the week,
the number of days they have been at school, etc. The teacher stood up and
walked over to their spelling words for the week. She went over each word
and then they repeated them with her. After the spelling words, the teacher
pulled out a story that they were reading for the week and for each page, a
student came up to the story and used a pointer stick to read the story.
They would take turns throughout the entire story and she made sure every
student had a chance to read. After reading the story, she went over the
parts of the story, the main characters, some of the vocabulary words, etc.
about the story.

Students: The majority of the class followed along really well and listened to
the teacher while the others were not sitting correctly, did not have their
hands to themselves, were talking, not engaged, and were tuning the teacher
out. The students who were engaged with the lesson were listening to the
teacher during the regular center time, saying the spelling words aloud with
her, and reading/listening to the story.

Questions:

Devinne Baldwin
Is there a way you could make sure to include all of the students during
the morning center? A way to make sure they pay attention.
Positives: List two positive things (related to literacy learning) you observed
from each:

1.

2.

Teacher

Students

I love how the teacher had the

students use a pointer when
reading their page of the story
and she made sure they were
pointing at the correct word as
they said it (good COW skills
being taught!!!!).

The students were listening to the

story be read by their classmates.

I love how the teacher included

reading a story during the
morning center time.

The majority of the students were

listening to the teacher and
participating very well.

Support:

Idea 1:
IRA standard #: 4.1- Recognize, understand, and value the forms
of diversity that exist in society and their importance in learning
to read and write.
Description of idea: I would help demonstrate an understanding
of the ways in which diversity can be used to strengthen a
literate society, making it more productive, more adaptable to
change, and more equitable. (This is something the teacher said
she would like help with from the school system because she
has so many ELL students).
Resource the teacher can use to support this idea:
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/l
i400.htm

Idea 2:

Devinne Baldwin
IRA 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).
Description of idea: I would help her create and use routines to
support instructional and social goals (e.g., regular steps for
sharing and responding to stories, formats for reporting, and
efficient transitions among activities, spaces, and online
resources).
Resource the teacher can use to support this idea:
http://mrsjonessclass.blogspot.com/2014/06/routines-routinesroutines.html?m=1