Letterland Kindergarten 5 Step Intervention
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
Step 1: Letter sounds (3-5 minutes) - Basic Activity
8. Children name the characters and give the sounds in response to picture side of several Letter Sound Cards (LSCs) or Picture Code Cards (PCCs). (Option: Teacher says character names and sounds ﬁrst.)
9.The children give the sounds only in response to the plain letter side of several LSCs. May include Action Tricks. (Option: Teacher says sounds ﬁrst.)
Alternative Activity 10. Children play a game that involves naming characters and/or saying sounds in response to characters or letters.
Step 2: Beginning sounds in words (3-5 minutes)
Basic Activity 11. Teacher says a word. Children repeat it and then isolate the first sound (e.g., “sun, /s/”. May use Beginning Sound Pictures.
12. Children decide which of the displayed letters or Letterlanders match the sound. One child points to it.
Alternative Activity 13. Children play a game that involves isolating beginning sounds and may involve matching them with letters or Letterland characters (pictograms).
• Note: Lessons may only include Steps 1 & 2, until the ﬁrst seven letters are learned (c, a, d, h, m, t, s).
Step 3: Blending and word recognition (6-8 minutes)
Basic Activity 14. Teacher builds words with LSCs.
15.Children use the Roller Coaster Trick (arm-blending) to blend the sounds and read the words.
16.Teacher lists each word after blending.
17. Children read the accumulated list after each word is added.
Alternative activity 18. Children participate in an activity that involves reading simple words made with LSCs. On Unit Word Cards, or in lists.
Step 4: Phoneme segmentation and spelling (6-8 minutes)
Basic Activity 19. Teachers says a word and children repeat it.
20. Children use the Rubber Band Trick (word stretching) to say the word in an elongated way.
21.Children repeat the Rubber Band Trick stopping on each sound to segment the word.
22.Children select letters and build the word cooperatively with LSCs or with individual letter sets.
23.Children use the Roller Coaster Trick to check their spelling and read the word. (With individual letters they ‘point and say’ the sounds and then slide fingers beneath to blend the word.)
Alternate Activity 24. Children do an activity that involves segmenting the sounds in a word, and may involve building or writing the word.
Step 5: Sentences and stories/Additional Activities (4-10 Sentences / 10 minutes)
Basic Activity 25. Children and teacher read a sentence on a strip several times while pointing to words.
26. Teacher cuts a strip into individual words and hides them in random order under a mat (treasure chest).
27. Children repeat the sentence and then repeat the first word. They identify the initial sounds. Then one of them finds the word in the treasure chest.
28. Children follow the above step to retrieve each word and rebuild the sentence.
29. Optional: Children hide their eyes while teacher removes a word from the completed sentence. Children identify the missing word and its first sound (Robbing Robots Game).
Alternative Activity 30. Children orally read a simple story or play a game that involves reading sentences.
Use of Assessments
31. Evidence of assessments have been administered and scored.
32. 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)
33.The time allocated for the lesson was sufficient.
34.The teacher covered an appropriate amount of material for the time allocated.
35.The delivery of the lesson was paced to students’ needs.
TOTAL NUMBER OF BLANK RATINGS:
Should be Empty: