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Name: ___Kelsey O’Connor______

Date: ____4/29/16___________
Make notes concerning aspects of literacy instruction that you observe for 5 day or during
Immersion Week. Note grouping and purposes, objectives, instruction and success of
lessons, level of engagement for groups and independent workers, time on task, and a
description of the environment and materials. Summarize the events related to concepts
in class and record any questions you have. You will turn in 5 of these sheets.
5 Pillars &
Literacy Diet
Fluency

Observation Notes
Thursday 2/25/16
For the reading groups, we had a group of 4-6 students
and to help with their fluency we had them read
altogether a sight word book. It consisted of all threeletter words that the students had been working on. The
book allowed for the students to put these sight words
together to work on their fluency while reading. It was a
short book no more than 10 pages so it didn’t take
longer than 3-5 minutes to read.

Comprehensi
on

Phonemic
Awareness

The students in their small reading group played a game
where there were a bunch of tiles with letters on it on
the table. I would tell them a three-letter word and they
would have to sound it out and then find those letters
on the table to create that word. They were using their
phonemic awareness to initially sound out the word so
that they could ultimately find the letters that matched
the word.

Phonics

We played another game where the students in their
small reading groups were given a strip of paper with a
sentence full of three letter words on it and they had to
get it right in order to keep that sentence. When
students were struggling with the sentences, I helped
them sound out the words based on their sounds. They
were looking at the word but sounding each word out to
try and figure it out. We went around twice so each
student read two sentences.

Vocabulary

At the beginning of the reading group, the teacher
would go through flashcards where the students would
recite the letter of the alphabet, the sound that letter
makes, and then they would say the picture on the card
that also started with that letter. This was teaching
them various words that started with all of the letters of
the alphabet as well as the sounds and letters that they
would start with.

Word Study

Every week the teacher sends home a list of sight words
that they should practice. Then during their reading
groups she does activities using those words. This day
she read that book as mentioned earlier that had a lot of
three letter sight words in it. Some students were able
to get the hang of it easily because they had been
practicing while others had some trouble. It shows the
importance of practicing at home and taking the time to
really teach students those sight words that have to be
memorized in order to make reading and writing easier.

Writing

The students did a worksheet at the end of their reading
group that involved them writing a word under the
correct category based on that words ending. So if the
word ended with –ig it would go under that column and
if it ended with –eg it would be written under that
column. This helped the students practice writing the
words correctly because the words were also under a
word bank at the bottom of the page.

5 Pillars &
Literacy Diet
Fluency

Observation Notes
Wednesday 3/2/16
Today was Dr. Seuss day so I read them the story The
Cat and the Hat. I spoke slowly but fluently while
reading the story to them so that they would follow
along and understand the plot. They also can learn how
reading a book is supposed to sound so that when they
try reading on their own they can model it after how the
teacher reads during read alouds.

Comprehensi
on

Phonemic
Awareness

Phonics

As I was reading I asked questions and made comments
throughout the book to see if the students were
listening and understanding the story. After I read The
Cat and the Hat my teacher asked the kids questions
about the book to see if they were paying attention and
were able to follow along. They definitely were because
they knew all of the answers to her questions about the
plot. By asking questions throughout the story the kids
realize that they need to be listening so that they can
participate in answering. By asking questions at the end
it allows for the teacher to asses how well the students
comprehended the book and if it was too hard or easy.

Vocabulary

For an activity the students would use different colored
goldfish and sort them into the correct category. So they
would put all of the yellow, orange, purple, and green
fish into the circle that said that correct color. The
students were learning the words of colors by seeing
them on the paper as well as having to associate that
color goldfish to the correct color.

Word Study

Writing

After the students sorted the fish they had to graph and
then write the number of fish in each category. This
helped them practice writing numbers and learn what
each number represents.

5 Pillars &
Literacy Diet
Fluency

Observation Notes
Thursday 3/3/16
The students altogether read the book The Big Dig,
which was a book with sentences that contained all
three-letter sight words. This helped them work on their
fluency while reading sentences. The book was about 10
pages long.

Comprehensi
on

Phonemic
Awareness

At the beginning of each reading group the students
sing along with an ABC song that plays on the smart
board. The song goes through each letter, the sound it
makes, and then a word that also starts with that letter.
The kids sing along so that they can learn the sounds
and letters as well.

Phonics

Each student played a game on the ipad that repeats
each letter sound and a word that starts with that letter.
Then they would have to match certain words with their
according sound by sounding out each word to see what
category it should go in.

Vocabulary

Word Study

Each student played a matching game where they
would have sight words like lit, pit (all ending with –it),
and they would match them with the appropriate
picture. Then I would review the words with them by
having them read them to me.

Writing

After the students finished the matching game and I
checked it, they would then write all of the words on a
separate sheet of paper to get them practicing how to
write letters and short three letter words.

5 Pillars &
Literacy Diet
Fluency

Observation Notes

Comprehensi
on

In each reading group I read the book Green Eggs and
Ham with the students. After reading the students had
to do a worksheet on the book, which correlated with
the theme and plot of the book. The worksheet had
them write a sentence about where they would eat
green eggs and ham and then draw a picture of it.

Phonemic
Awareness

When the students finished their worksheet they played
games on the ipads that allowed them to hear the
sounds of words and letters. They would match certain
sounds with its correlating letter or picture.

Friday 3/4/16

Phonics

The students worked on word games on their ipads that
helped them with sounds and words. They would be
able to see the letter and match it with the correct
picture or word.

Vocabulary

Word Study

Writing

After reading Green Eggs and Ham, the students were to
write where they would eat green eggs and draw a
picture to go with it. This had them practicing writing full
sentences instead of just words.

5 Pillars &
Literacy Diet
Fluency

Observation Notes

Comprehensi
on

Mrs. Breeden read the students a St. Patrick’s day book.
It helps the students to comprehend the story when it is
being read to them. She also asked questions and used
the scaffolding technique throughout the story to get
them listening and following along with the plot.

Phonemic
Awareness

Thursday March 17th

Phonics

One of the reading stations was putting together letter
magnets to make three letter words. So Mrs. Breeden
would say a three-letter word and using letter magnets
the students would have to listen to the word and try to
spell it out using the letters.

Vocabulary

The students did a worksheet where there was the
name of a color and then a sight word next to that. Then
there was the outline of a picture and everywhere that
the sight word was on the picture they would have to
color in that area with the corresponding color. This had
them practice learning what the colors mean as well as
making them familiar with their sight words.

Word Study

Writing

After they finished the coloring worksheet they
practiced writing a sentence about the picture that they
just colored. In the sentence they had to use the sight
words or colors that were on the worksheet.

Language Arts Observation Reflection
Kelsey O’Connor
The layout of this Kindergarten classroom really works well for
this class. There are two rug areas that the kids spend a lot of their
time on. One is for read alouds and morning meeting time and the
other is in front of the Smart board so when she is teaching lessons or
when they watch videos, they sit on that rug. The tables are grouped
together nicely so that they are in the same area but far enough apart
to make it easy to get around them. The cubbies are located right
when you walk in so the students aren’t dragging all of there things
around the room. They can just come in and immediately put their
backpacks away and start their day. I noticed that the teacher’s desk
and reading table is located in a space where she is able to see
everyone. It is in the corner but it is facing the rest of the room so
every student is seen at all times. This classroom layout seems to be
working well for Mrs. Breeden and her students although it may have
taken a lot of moving furniture around to finally get it right.
I noticed a lot of the five literacy pillars being used almost every
day. I was surprised to see this because even in Kindergarten there is
already such an emphasis put on literacy. Even on certain theme days
like Dr. Seuss day or the 100th day of school, there was always some
kind of literacy that was being incorporated even if the student’s didn’t
realize it. During the reading groups, Mrs. Breeden really made an
effort to cover all five pillars in one 30 minute reading group time.

Through various hands on activities, ipad games, and songs she was
able to accomplish this. Even in the short time I have been there I can
see a difference in some of the student’s literacy levels. A couple of
students have even been able to move up to the next highest group. It
shows that these activities are making a difference and spending time
on each pillar is important in helping the student grow in all aspects of
literacy. Each student is very different and if there is one thing I have
learned from doing this literacy observation is that some of these
activities work really well and some don’t. Sometimes an activity will
work well with one group but not another. Sometimes you have to do a
trial and error and if something isn’t working you have to be ready to
switch to another activity that will work and tend to that specific child’s
needs.