PS 24 -The Dual Language School for International Studies 427 38" Street Brooklyn, New York 11232 November 8, 2005 Dear Sara, ‘We met two times, and I spent some time in your classroom during reader’s workshop ptior to October 25, 2005, the day of the formal observation. On that day you lead the students through a review of the word wall and other literacy supports and went through the daily routine of calendar math before beginning the readers’ workshop at 9:15am. ‘You told the students that you would teach them something new, but first you would review the strategies that they already knew that you had recorded on a chart that was on the wall near the meeting area. The strategies are each written out and accompanied by an illustration. They are: point to each work, use the pictures to help read the words and look at the first letter of the word. You told the students that they would be practicing the third strategy. You modeled it using a big book that they were already familiar with, ‘Then you had the students try it themselves with a partner. At 9:25am you sent them off to their independent reading to practice the strategy of using the first leiter of a word to figure it out. The students moved comfortably within well established routines to retrieve their books stored in magazine files. When all were settled you set the timer for ton ‘minutes of independent reading. While they read you moved among them and conferred with individual students, You carried a notebook and took conference notes. After ten minutes you had the students close their books and have a two minute share with a partner how they used the beginning sound to figure out the words in their reading. Then the students were called table by table to put their books away and go to the meeting area. At 9:46am a student shared with the whole class how she had figured out the word on the book cover “comida” by using the initial letter sound, At 9:50am the workshop was over. Sara, your careful planning is paying off. The group you have is very active and needs a quick pace and clearly broken down instructions to help them move through their predictable routines, You clearly are mindful of this, you leave nothing to chance. Your oral directions are clear and repeated and paraphrased as necessary. ‘The lesson itself was focused on an important strategy. It built logically from the previous string of lessons you had done, After the lesson when we talked you reflected on whether the chart was placed to high on the wall for all the students to see. I suggested that maybe some of the students could move a litle on the rug to be sure they could see it. T also suggested that you check in with the students regularly during the minilesson to make sure they are with you. It could be as simple as asking if they understand or if any of them has a question, You are doing a fine job and I look forward to seeing the progress your students make this year. This is a satisfactory observation. Christine-Fientés ~~ an Principal i of 1 andersand thot this Letter wil be placed in my file, Sera Petersen OMA I Zo? _aateJI/4S/0S