Letterland 2015 (*2011 Adaptations noted throughout)Second Grade Intervention Day 1
Fidelity Observation Form
TEACHER'S NAME (LAST):
TEACHER"S NAME (FIRST):
Is this the first school year that the teacher has implemented the instructional model?
Has the observer established inter-rater reliability with someone trained in this program?
DATE OF OBSERVATION:
NUMBER OF STUDENTS OBSERVED:
GRADE LEVEL(S) OF STUDENTS OBSERVED:
NUMBER OF LESSONS TAUGHT TO DATE THIS SCHOOL YEAR:
Read the following statements and use the rating scale below to best describe your observation of the IMPLEMENTATION of each instructional skill. The observation should last through the entire reading lesson. Space is provided at the end of this form for comments. SCALE Rating 0 = Skill not demonstrated Rating 1 = Improperly Implemented Rating 2 = Somewhat Properly Implemented Rating 3 = Appropriately Implemented Leave the rating BLANK if the skill was NOT APPLICABLE to the observation
1. Lesson preparation prior to instruction is evident.
2. Teacher is able to manage materials to transition from one activity to the next.
3. Lesson begins within 2-3 minutes of designated time.
4. Materials displayed to enhance instruction (e.g., posters, wall frieze, PCC, etc.).
5. Various instructional strategies are utilized.
6. Questioning techniques are used throughout the lesson.
7. Students are engaged and attentive.
Teacher / Student Engagement 1) Letter sounds (2-3 minutes)
2011 Teachers Manual *NA
2015 Teachers Manual – Quick Dash - 8. Teacher shows picture side of 4-8 recently taught LSCs and then the plain letter.
9. Children respond to picture side with the character name or story logic and to the plain letter with the sound.
10.Teacher goes through 10-15 plain letter sides 2-3 times, faster each time.
11.Children respond with sounds.
2) Word building: READING and spelling (10 minutes)
12. Teacher shares pages in Beyond ABC or Far Beyond ABC and/or Story Phonics software.
13. Children role-play the story logic for digraphs or other concepts (some lessons).
14. Teacher builds word with LSCs (plain letters) withspaces between syllables in multi-syllable words (Units 32-42: children divide the syllables.)
15. Children decide on syllable type and predict vowel sound. Vowel LSCs are turned to picture side.
16. Children finger tap each word or syllable and palm the syllables in longer words to read them.
3) Word cards and fluency (5-8 minutes)
17. Children take turns placing Word Cards under the related LSCs. (Day 2: ‘Sort Game’)
18. After a child sorts a word, he/she points to all the words in the column for the group to read.
19. After sorting, teacher guides children in rereading the columns of words at gradually increasing rates.
4) Tricky words and dictation (2-5 minutes)
20. Teacher writes word and reads it (1 or 2 words in total each day).
21. Children decide which letters do not make expected sounds. Teacher marks these with wavy lines.
22. Children practice word with 3-by-3 Strategy.
23. Children read several Tricky Words on cards.
5) Text reading – Review Sentences (4-10 Sentences / 10 minutes)
24. Children read a sentence silently.
25. Teacher asks a question.
26. Children read orally.
Use of Assessments
27. Evidence of end of unit fluency assessments have been administered and scored. (Reading Robots Racers Chart)
28. Evidence of end of unit spelling assessments have been administered and scored.
29. Data is used to inform instruction with activities for reviewing and re-teaching used as needed.
Please rate using the following scale: Not At All (0) Needs Improvement (1) Satisfactory (2) Outstanding (3)
30.The time allocated for the lesson was sufficient.
31.The teacher covered an appropriate amount of material for the time allocated.
32.The delivery of the lesson was paced to students’ needs.
TOTAL NUMBER OF BLANK RATINGS:
Should be Empty: