ANNOUNCED OBSERVATION REPORT

Name: Allison Luta

Subject/Grade Level: ELA/Grade 1
Observer: Andrea Campo

Ten. ____ Prob. __ PT___ LTS _X__

Date of Observation: November 9, 2015
School: Leo Bernabi Elementary

Brief summary of the observation:

This first grade LLI lesson began at 9:48 with students working on the sight word this. They
read the word, built the word using magnetic letters and then wrote the word on their white
board. The teacher shared with the students that they were going to be reading a book called
Family Pictures. The teacher asked if they knew what the story would be about while looking
at the cover. She shared that it is a photo album. Students did a picture walk through the book
and the teacher pointed out the sight words in the story.
At 9:55 the teacher asked students to turn back to the first page and read the story. She shared
that if she pointed to them that meant she wanted to hear them read aloud. She took notes on
their reading. Students finished reading at 9:58 and the teacher asked comprehension questions
about their reading. She then turned their attention to page 2. She asked them to look at a
sentence and asked them to share what they noticed about that sentence. A student shared that
this was in the sentence. The teacher pointed out that it was at the beginning of the sentence so
it was capitalized.
The teacher reminded students to leave spaces between words and always put a period at the
end of a sentence. This continued for several sentences. At 10:02 the teacher shared that today
they were going to write their own sentences as they create their own family book. The teacher
modeled how to complete the cover page of the book. They also completed page one together.
At 10:04 the teacher gave each student a check list so they could self-assess their sentences
checking for a capital letter, period and spaces between the words in their sentences.
At 10:18 the teacher asked the students to finish up their pictures so they can share their books.
Students were asked to turn to the last page in their book and one by one they shared their
sentence with the group. After students shared their sentence the teacher asked what feature
was in their sentence that showed it was a perfect sentence.
At 10:20 the teacher shared that tonight they were going to bring home the book they read
together as well as the book they created. They were dismissed to class.

The following are reflections of the instructional/professional practices observed:

I.

Knowledge of Students and Student Learning: HEDI Rating: Effective

Teacher creates lesson plans that are appropriate to the developmental needs of students and
meet the student learning differences and needs of groups of students. (I.1.B) This lesson was
created based on students LLI (Leveled Literacy Intervention) level. The students in this group
are reading at LLI level A. They will also be focusing on the sight word this. Allison has
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II.

Knowledge of Content and Instructional Planning: HEDI Rating: Effective

III.

Teacher makes frequent, appropriate connections between the content and students life
experiences. (II.3.B) Students will be reading the story entitles Family Pictures. Allison will
make the connection between the story and their own family. She will ask them to think
critically about their own family and how it relates to the family in the story. Allison will then
ask students to create a book about their family using appropriate sentence features and then
share the story with their family.
Teacher designs most learning experiences that are aligned with learning standards. (II.4.A)
Allison chose seven teaching standards for this lesson. She chose two on reading literature, 3
on reading informational text, 1 for foundational skills and 1 on writing. The foundational
skills standard was very prevalent in this lesson. Students will recognize the distinguishing
features of a sentence (e.g., first word, capitalization, ending punctuation). This was seen
throughout the lesson.

Instructional Practice: HEDI Rating: Effective

IV.

differentiated this lesson based on need from data collected from their Fountas and Pinnell
level, benchmark scores, anecdotal notes and i-Ready data.
Teacher describes orally and in writing an accurate knowledge of the typical developmental
characteristics of the age group as well as exceptions to the general patterns. (I.1.A) During
the pre-observation conference Allison shared that her students are all reading at LLI level A.
However, one of her students is ready for LLI level B. She will make sure she challenges that
student throughout the lesson so that his program is enriched but this was not always apparent
in the lesson. She has also been struggling with one students behavior. She is working closely
with the teacher and the students parents on strategies to help him be successful. During the
lesson Allison needed to redirect the student several times, but was gentle and he always
responded to her cues.

Teacher articulates how success will be measured. Students can articulate how their success
will be measured and have scoring criteria as a guide. (III.3.B) Students were given a check list
to self-evaluate their work. Allison modeled how to check their work to ensure they werent
making any mistakes. Students then used the check list to check each page in their book.
When errors were found they were corrected under the teacher direction.
Teacher uses multiple researched-based instructional practices. (III.1.B) This LLI lesson was
based on identifying the features of a sentence in their writing. Allison used the resources from
the LLI program to develop the lesson. Students were able to demonstrate their use of the sight
word this. They read a story and answered comprehension questions as well as created their
own story book about their family. Lastly, students were able to self-assess their work as they
used the check list to check for proper sentence structure before moving to the next page in
their story.

Learning Environment: HEDI Rating: Effective

Teachers routines, procedures and transitions occur smoothly with little loss of instructional
time. Students assume some responsibility under teacher direction. (IV.3.B) There were many
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V.

facets of this lesson. Allison moved students from one part of the lesson to the next fluently.
Students were engaged and on task throughout the lesson. While working on their own book
students needed little direction from Allison, however, she gave 1:1 support to each and took
notes on their progress.
Teacher creates an environment where students are encouraged to express their ideas, take
initiative and have high expectations for their own learning and achievement. (IV.2.A)
Students were asked to create a story book about their own family after reading a book about a
family. Students began by filling out one word on the first page of the book. Each page got
progressively harder until students were asked to create a sentence about their family on their
own. Students were excited to share their stories with their family that evening.

Assessment for Student Learning: HEDI Rating: Effective

Teacher frequently uses appropriate diagnostic and ongoing formative assessment to establish
learning goals and inform instruction. (V.1.A) While students were reading Allison took a
informal running record. She also took anecdotal notes about their writing as well as the use of
sentence structure. Her notes included specific observations on each student as well as overall
observations. She will use these notes as she plans future lessons.
Teacher analyzes data accurately to monitor students progress and inform instruction. (V.2.A)
Allison used the information from Fountas Pinnell running records, i-Ready and antidotal notes
to plan her lessons. These students were grouped together based on their reading and
comprehension level. Students in this reading group are reading at LLI level A.

Conclusion and other comments including an overall HEDI rating: Effective

Allison, this lesson meets the standard of effective instruction that Spencerport has established through
the APPR process. Congratulations! As a long-term substitute you have quickly become a member of
the Spencerport family. It is a pleasure having you at Bernabi and I hope in the future we can continue
to have you as part of our team.

____________________________________________________
Andrea Campo, Principal
_____________________________________________________________________
Signature of Faculty Member (indicates document has been received)

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Date
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Date

Faculty members comments/clarifications: (use additional space as necessary)

C: Personnel file via the Assistant Superintendent for Instruction, Observer, Faculty Member, Principal