Clinical Observation Report #1:Observing an English Language Arts Class

NAME_________Brandon Horton____________________________ DATE 11/2/13

________(Due: Week 10)
During your required 10 hours of classroom observation, you are expected to observe at least ONE
hour of uninterrupted observation time during literacy instruction such as reading, writing, spelling,
word study, book clubs, etc. if you are observing in an elementary school setting. You could observe and
English or Literature class if observing at the middle/high school level.
For the one-hour (uninterrupted) observation session of a literacy or English Language Arts lesson, you
are expected to observe and take notes on the following. Once your session is completed, submit a
written summary that addresses each of the following questions listed:

For my observation of English language arts, I was in a kindergarten classroom for 2 hours
during their literacy block. For the literacy lesson, there wasnt necessarily one particular
lesson, but what I did learn is that the literacy is composed of different types of work,
whole group reading, independent reading, and buddy reading, as well as reviewing of
English language arts objectives.
First the students came and sat on the carpet. During this time the teacher sat in a
rocking chair and instructed students from there. During large group they did something
called reading the daily message, where a message was written on an easel pad. This
was the first thing they did. The focus was for students to familiarize themselves with
words and to practice reading aloud.
They then read the daily message aloud as a group. It was short and said what book
they had read the day before(this is what the daily message said). They used their
reading fingers to follow along in the air, as their teacher read (this was a teaching
method used). After reading the daily message aloud, the students looked for some snap
words, which are basically sights words, so the teacher called on students to come up
and help find words in the daily message. During this time she also reviewed
previously taught material about when 2 vowels go walking (a kindergarten skill to help
students learn phonetics).
After large group, one of the childs parents was invited to come in and read to the
students. The students continued sitting on the carpet while the parent read aloud one
book. What I observed during her reading was that she made sure to read the book,
where the students could still see the pages ( a good skill to keep young kids engaged).
As she read the book, she would stop every few pages and ask the group a questions,
taking turns to allow students to answer. The questions were like what the kids thought
was going to happen and so forth.
After the parent was done reading, the teacher came back up and students finished up
large group. The next activity on the agenda was the reading of a board poem. Of course
students again used their reading fingers while reading aloud. They read the poem the
first time aloud as a group. The main objective this time around was listening skills and
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Clinical Observation Report #1:Observing an English Language Arts Class

NAME_________Brandon Horton____________________________ DATE 11/2/13
________(Due: Week 10)
building fluency. The second time around they reread the poem, but the students were
asked to raise their hands every time they heard rhyming words. The teacher would stop
reading and ask students to name the rhyming words that they heard.
They finished reading the board poem; then they moved on to reading another book.
What made the book unique was that there werent many words, but just a bunch of
pictures. That goes back to the objective that students can read and get the authors
point by looking at pictures. They read the pictures and the book and talked about the
pictures as a group. The book specifically was about trucks and signs on the road. To
close large group, the teacher asks students to compare and contrast todays book with
yesterdays book.
After large group was fully over, students were dismissed to do independent reading, I
really thought the way students did independent reading was interesting. Each kid had
their own box of books, along with a 2 sided folder; one side was red and one green.
The students got their box and spread out around the room on the floor. What the
students had to do was read quietly by themselves, and each time they finished a book,
they put it on the red side. Even though the students all couldnt really read, they still
could read pictures, and that I learned that students dont necessarily have to just read
words, but the pictures for these kindergarteners are just as important. The students read
independently for about 15-20 minutes. I noticed that while students read
independently, the teacher moved around to students and worked with them 1 on 1.
The next part of balanced literacy was buddy reaching, which was independent reading
but with another kid, so kids paired up and hade a buddy, and they combined their
books to read from.
After buddy reading, students came back to the carpet, and she asked students to share
their books and how some of them were the same and different.
The last thing for literacy was practicing their sight word literacy. The teacher had a
worksheet for students to do to practice the word it, but only that, but she also had an
amazing YouTube video she played on the smartboard. The video was of the it song ,
a song that musically taught students the word it. After the video, students worked on
their worksheets, which helped to reinforce their sight word.
1.

Identify and evaluate the learning objective(s) taught in the lesson.

a. What was the focus of the lesson? (What are the students supposed to be learning and doing
during the lesson?) The focus of the lessons were for students to practice reading, read
pictures, practice the word it, and over all for students to respond to readings by answering
questions and thinking about the stories and poem read.
b. Was the learning objective communicated clearly to students (Did students seem to understand
what they are supposed to be learning and WHY?) When it comes to reading kindergarteners,
they dont know the objectives directly (like a kindergartener wont way today we are
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Clinical Observation Report #1:Observing an English Language Arts Class

NAME_________Brandon Horton____________________________ DATE 11/2/13
________(Due: Week 10)
supposed to learn this, this and this). However, the students know structurally what they
are supposed to do, and the teacher give clear instructions on what they are supposed to
and what the lesson is about. For example, before they left large group she told students
during independently to look and see how their books are similar and different.
c. What evidence did you observe that the students understood (or did not understand) what they
are supposed to be learning and why? The evidence that I saw was that students were on task
and were highly engaged in large group. During independently reading though, I did see a
couple, not many, but a couple of students not on task, and the same during buddy reading
which goes against the objective.
d. Determine whether the learning objective can be directly linked to the new Common Core State
Standards for that grade-level. The lesson certainly went along with the common core,
reading and responding to reading with help, understanding author/illustrator
realtionship, looking at pictures and words in a given book, etc (all are K ELA
standards)
e. Does this topic seem appropriate for this group of students? (Were the students able to complete
the assignment given?) Yes, the students were able to complete the tasks in the 1 hour
balanced literacy block. It was of course age appropriate as well.
2. Identify the student grouping format used in the lessons you observed.
a. What is the seating arrangement in the classroom? (Rows, groups, etc.) Large group again was
done on the carpet, with teacher sitting in a rocking chair; independent reading was done
spread out somewhere on the floor, and so was buddy reading.
b. Did you observe students working alone, in a whole group, or in a small groups or partnerships
when doing their work? The class worked as a whole group during large group; they worked
independently during independent reading; then they worked in pairs during buddy
reading.
c. Did the assigned task(s) fit the grouping? (For example, were students working in teams on an
assignment that would have been better completed independently?) With the balanced literacy
the system the teacher has adopted, it works well having them work in all combinations,
working in a group, in pairs, and by themselves.
3. Identify the instructional strategies used in the lesson.
a. How did the teacher present information during the lesson? (Was there a demonstration?
Modeling? Visual examples shown?) The only thing the teacher did that related to this
question is that she read aloud and showed the pictures at the same time; she also utilized
an easel for the board book, and she used teachnology to play a video.
b. Did the instruction seem appropriate for this learning objective? Yes the way in which the
teacher taught literacy was appropriate for the learning objective.
c. How much of the time did the teacher do the talking? How much time involved the students
talking? The teacher did talking while she read, but she stopped and involved students in
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Clinical Observation Report #1:Observing an English Language Arts Class

NAME_________Brandon Horton____________________________ DATE 11/2/13
________(Due: Week 10)
the conversation. Then during independent and buddy reading, the teacher did no talking.
It was highly balanced.
4. Consider student engagement and level of success.
a. What were students doing during their work time? (reading, writing, discussing, etc.)Students
were listening and responding in large group, and then reading during independent time.
b. Were all of the students in class on task during your observation? Why do you think they were
(or were not) engaged during their work time? No, there were a couple of students off task I
noticed during independent reading; I saw a student at one time just sitting and not
reading, and this was probably because he might not have had a motivation or interest in
the reading. During buddy reading, I saw and heard two girls talking, which was about the
book, but they were going on about how to pronounce a name in a book. There was really
no reason why they did this.
c. Did students seem able to complete the assigned tasks? (Were the assigned tasks too easy or too
difficult for any students in the class?) They were able to complete all tasks, which were not to
hard, but just right.
5. Identify the use of instructional materials
a. What materials did the teacher use for the lesson? She used an easel, a board book, hand held
books, and the smartboard.
b. What materials did the students use to apply what was being learned? They used their books
and red/green folder to practice reading words and pictures; they also used an it work sheet
to practice their sight word.
c. Did these materials seem appropriate for this lesson and learning? Yes.
6. Was there evidence of differentiation during this lesson or in this classroom?
a. Did students have different materials or assignments based on their learning needs? They did
have one special needs student in class, and I noticed that what they do with him is have
him work on his own on a leap pad machine practicing skills by himself.
b. Were there opportunities for advanced students to work at higher levels and/or was there
evidence that remediation support was available to students who were struggling? No, but there
was a little bit of that 1 on 1 times.
c. Was there evidence in the classroom that students could get help if they needed it? I could tell
that the teacher is a teacher that will provide extra help to students who need it. She was on
the computer emailing parents and writing notes in agendas when the parent was reading.

7. Identify technology available in this classroom.

a. Did the teacher use technology? If so, what kind and how was it used? (If technology is not
observed consider ways in which it could have been used to enhance the lesson OR briefly
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Clinical Observation Report #1:Observing an English Language Arts Class

NAME_________Brandon Horton____________________________ DATE 11/2/13
________(Due: Week 10)
discuss why you think technology would not necessarily enhance the lesson). The only
technology that was used was the smartboard, when she played it song. This made the
lesson come alivge and get kids excited for learning the word it. Its not necessary, but it
makes it fun for the kids.
b. Did students use technology? If so, what kind and how was it used?None used
c. Was there other technology in the room not being used? The TV

8. Provide a written summary and reflection of what you learned and are thinking about teaching
English Language Arts based on what you have seen.
a. Was the lesson effective? What made you think so? (Give specific reasons for your answer) I
thought the literacy block and how the teacher taught the lesson was great and very
effective. I am EL ED major, so I know I will be teaching this subject. What made this
lesson effective specifically was the balance in how it was done. Large group, independent
time, and buddy time keep the kids moving through the lesson without loosing them.
b. Would you want to be a student in this classroom? Why or why not? I would again because of
all the balance in activities that the teacher has her students doing.
c. What concerns (if any) did you have as you observed in this classroom? I had no concerns,
other than trying to make sure kids are on task while reading on their own.
d. What did you learn from this observation? (The ability to look back and make sense of what
happened and what you learned from the observation is really important!) I learned so much
from this literacy block. That idea of literacy balance is what has stuck with me, and my
observation was a month ago. This is such a great idea and a tool that teachers can use
when teacher English Language Arts to students. It keeps the kids moving and keeps their
attention, all while allowing them to work as a group, work independently, and work with a
buddy, all again while building literacy skills.

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