Letterland 2015 (*2011 Adaptations noted throughout)Second Grade Intervention Day 3
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:
Date Picker Icon
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 (4-6 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.
2015 Teachers Manual – Guess Who? 12.Teacher keeps 8-15 LSCs out of sight and says sound.
13.Children repeat sounds and write or air-trace the letters, and then name the letters.
2) Word building: READING and spelling (5-8 minutes)
14. Teacher says a word, a sentence, repeats word. Children say the word.
15. For multi-syllable words, teacher palms and says each syllable separately. Children repeat.
16. Children repeat each syllable, finger tap it and build it with Letterland Word Builders (magnetic board or app) or other letter sets.
17. Children touch the letters in each syllable as they say the sounds, then side their fingers under the syllable to blend.
18. Children slide their finger under the whole word to read it.
3) Word cards and fluency (5-7 minutes)
19. Teacher leads children in reading Student List in unison.
20. All reread the list together and teacher times them.
21. Group sets a goal to reduce reading time. Then they reread (with teacher) until goal is met.
4) Tricky words and dictation (2-5 minutes)
22. Teacher dictates a sentence from Student List with rhythm and expression.
23. Children repeat the sentence twice in unison.
24. Children write the sentence.
25. Children read their sentence to teacher or partners.
5) Text reading – Read unit story (10 minutes)
26. Children recall information from the Unit Story.
27. Teacher and children read it chorally or divide up the roles of the characters.
28. Children reread with a partner.
Use of Assessments
29. Evidence of end of unit fluency assessments have been administered and scored. (Reading Robots Racers Chart)
30. Evidence of end of unit spelling assessments have been administered and scored.
31. 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)
32.The time allocated for the lesson was sufficient.
33.The teacher covered an appropriate amount of material for the time allocated.
34.The delivery of the lesson was paced to students’ needs.
TOTAL NUMBER OF BLANK RATINGS:
Should be Empty: