Kindergarten Observation 2/18

9:15- Teacher is working with a small group of students to sound out words sad, bug, hug. She gives each
student a new word and uses hand motion to try to sound out their new words.
9:18- Teacher gives students a book and tells them to do a picture walk. She explains what a ‘picture walk is’
to a student who was absent yesterday. Other students are in small groups: some are coloring, some are
working with blocks, some are using technology. The TA is circulating the room and helping students.
9:20- Teacher is reading the book with the students and demonstrating proper reading technique.
9:21- T reminds each student that each sentence begins with a capital letter and ends with a period.
9:22- each student has the opportunity to read their own page in the book. T uses positive reinforcement and
tells each child ‘good job!’, ‘high five’, or ‘very good’ after each page.
9:23- at the end of the reading group time, T sends each child to a specific student to tell them to go to their
reading group.
9:24- “Can you sanitize your hands real quick” . Teacher places laminated cardstock letters in the middle of
the table and tells students the ‘rules’ of a game. Students are practicing identifying letters in a rotation. The
game is fast-paced to keep their attention.
9:27- T is showing a letter and asking students to practice their letter sounds
9:28- students are able to go to the bathroom as needed.
9:29- a student is rocking in the chair, T redirects with, “Feet down” and the student puts his chair legs down.
9:30- T is reminding students how to use 2 different arm/hand motions for reading and sounding out words
9:31- T passes out books and instructs students to take a picture walk.
9:32- “Today I am not going to read the book before you read it, you are going to read the book on your own,
each person reads a page”. Students begin reading and T offers praise and gentle correction when mistakes
are made.
9:33- TA is still working with students and helping in stations
9:35- T is working with 4 letter sight words and students are identifying the words.
9:37 Students transition again to a new group and begins instructing the new group. Shows how to use their
arms/fingers for counting
9:39- students get a new book and they begin reading; T directs a student back to their assigned station
9:40- the finish the first book, and T gives the students a new book and tells them to do a picture walk.
9:41- T begins working with the new book, and showing new, longer words to the group. This book involves
counting and reading.
9:42- the first student begins reading, and each student follows along.
9:44- the third student begins reading, and the Teacher reminds the students to use their pictures for clues
9:45- students continue reading
9:47 T reviews the information with students- specifically the math in the book
9:48- T switches groups. The transition is quick and students quickly begin their picture walk in their new book.
T asks a student if he is feeling better from yesterday.
9:49- T reminds students about words that were challenging yesterday. She tells them that they are going to
read the book today. She reminds them to keep the book flat on the table.
9:50- student begins reading, T reminds him to look at the picture for a clue. TA is doing sight word flash cards
with a new group
9:51- a student is returning from the exceptional childrens room and is greeted by the T and TA and directed to
his current station location
9:52- students in the group continue reading their books
9:53- T goes over the glossary with the students as a tool to learn
9:54- T tells the students that tomorrow they will have another book, and there is a new group transition
9:55- the new group gets a new book and T tells them the name of the book. Students begin their picture walk
and T tells students that she wants to go over a few words with the students.
9:56- T directs students to the glossary and asks students to lay their book flat. She shows the students new
words to help them understand the new words.
9:57- T shows the students how to identify the words in bold and find them in the glossary.
9:58- T directs students to page 2, so they can begin reading. “Are you ready?” T reads the first page.
Students begin reading in rotation as their peers follow along.
10:00 students are finishing the book in their group.