Letterland Kindergarten Whole Class Section 2
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
Who do you hear? (some lessons)8. Teacher guides children using the Rubber Band Trick to hear one or more phonemes in words. (1 of the 2 activities below is included in each lesson.)
Quick Dash - 9. For picture side of PCC children say the character name; for plain letter they say the sound.
10. Teacher repeats the set of plain letters two or three times with increasing speed. (Option: Action Tricks)
Guess Who? - 11. With PCCs hidden, teacher says sounds.
12. Children repeat the sound and identify the letters or characters. (Options: air-trace or write letters)
Day 1: New letter sound
Sound, action, song - 13. Teacher uses an alliterative guessing game and the PCC to reintroduce the new letter.
14. Children rediscover the sound, using the Sound Trick and practicing the Action Trick.
15. Children listen to and sing the song (from Alphabet Songs CD) for the new letter.
16. Phonemic awareness and language development Children listen to the story in the ABC book and/or the Living ABC software and look for items beginning with the new sound.
17. Teacher leads one or more activities that practice hearing the new sound at the beginning of words.
18. Teacher models letter formation while reciting the lowercase handwriting verse, and then guides children in rainbow-writing the letter on A-Z Copymasters.
Day 2: New letter shape
19. Letter Shapes Teacher traces the Big Picture Code Cards – Lowercase (BPCC) while saying the handwriting verse. (picture side, then plain letter).
20.Children air-trace a large letter on the board or on software screen as they sing the handwriting song (Handwriting Songs-Lowercase CD or Living ABC software) for the lowercase letter.
21.Teacher shows the uppercase BPCC (Big Picture Code Cards – Uppercase) and explains the Letterlander’s trick to make it. (Option: Handwriting Songs – Uppercase CD)
22.Teacher shows Character Name Card and points out the two capital letters in the name.
23. Teacher models and then children finger-point to read the sentence in the Sentence Copymasters. Then they find and circle the new letters.
24.Teacher introduces digraph with Beyond ABC or Far Beyond ABC and/or Story Phonics software.
25.Children role-play the story logic and/or retell it to each other.
26.Teacher makes words with the new digraph for children to read. (See ‘Blending’ below.)
27.Children sing the alphabet songs (Alphabet Songs CD) for review letters.
28.Children air-trace large letters on the board or software screen as they sing the songs (Handwriting Songs – Lowercase CD, Handwriting Songs – Uppercase CD) for the review letters.
29.Uppercase Game: Children hold lowercase PCCs and find the child holding the matching capital.
30.Children examine the pages of the ABC book or the Living ABC software. Then with the book closed or the screen turned off, they try to recall words that begin with the letter.
31.Optional: Children sing the action songs (Action Songs CD) with interpretive actions.
32.Optional: Children play the ‘Eyes Shut Riddle Game’. Teacher or children read riddles and others guess the Letterlander.
The 2 items below are a part of all blending activities. 33.Teacher displays the word, but does not say it.
34.Children say each sound and then blend them while using the Roller Coaster Trick or the Finger Tapping Trick.
Score only the blending activity/activities used below. 35.‘Live Reading’: Teacher arranges children with PCCs in word order, others blend.
36.Pocket chart or software: Teacher forms words with PCCs, children blend.
37.Teacher writes the word, children blend.
38.Teacher names letters or sounds. Children build words on the Letterland Word Builders (magnetic board or app) or other letter sets and read them. Children may ‘touch and say’ each sound instead of using the Roller Coaster Trick.
The 3 items below are a part of all segmenting activities.39. Teacher says the word, children repeat it.
40.Children use Rubber Band Trick or Finger Tapping Trick to segment the word.
41.Children choose the letters needed to spell the word.
Score only the segmenting activity/activities used below.42.‘Live Spelling’: Children spell the word by holding PCCs in word order.
43.Pocket chart or software: Children decide on the letters needed. Children or teacher form the word.
44.Use Letterland Word Builders (magnetic board or app) or other letter sets for each child to spell the words.
45.Children write the words on whiteboards or paper.
Use of Assessments
46. Evidence of assessments have been administered and scored.
47. Data is used to inform instruction with activities for reviewing and reteaching used as needed.
Please rate using the following scale: Not At All (0) Needs Improvement (1) Satisfactory (2) Outstanding (3)
48.The time allocated for the lesson was sufficient.
49.The teacher covered an appropriate amount of material for the time allocated.
50.The delivery of the lesson was paced to students’ needs.
TOTAL NUMBER OF BLANK RATINGS:
Should be Empty: