During our pre observation conference, we discussed the performance of your class in based on literacy assessment. The assessment data reflected that most of your students know the letter names and some of the letter sounds. You also shared with me that the majority of students were to some extent familiarized with the reading strategies. We set expectations for the formal observation during the literacy bundle. We discussed the learning activities and small group instruction planned for the visit.

On December 4th, I walked into your class to conduct the formal observation. Your class was sitting on the meeting area as you explained to them, “Today we are going to combine the two strategies. One is to observe the picture with owl’s eyes. The second is to make the beginning sound of the word by looking at the first letter.” Using the owl puppet you modeled how to observe the pictures in the story and tackling the tricky word. Grandma made a /dr/ and stopped. You modeled how to match the beginning sound of the /dr/ with the pictures for the page. You looked at the picture and began using the hat, machine… until you verify that dress beginning sounds is /dr/. In several occasions, the students were engaged in practicing the strategies and articulating how they were able to read the word with their partners. Students were able to use their native language to participate in the class discussion.

After you confirmed that the majority of the students grasped the two reading strategies, you set them up for the learning activities. You explicitly established the structure and expectations for the students to work in their groups during independent reading. Your students went back to their tables and used sticky notes to identify tricky words as they read. All students opened their book-baggies and began to read their level books. Once again,