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- many small groups - all used formative assessment throughout - kids were writing but only as needed - mostly adult recording (age appropriate) - notecards not dry erase boards

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Two guided reading groups happening concurrently, each seems to be targeting specific skills - one working on sight words and the other on comprehension.  Template appears to be in use, though unclear how teachers are responding in real time to what is coming up in the lesson.

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Great visit! The teachers were using the template. Students were practicing writing sentences with sight words on white boards and teachers were helping students correct sentences on the spot.

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Great visit! The teachers were using the template. Students were practicing writing sentences with sight words on white boards and teachers were helping students correct sentences on the spot.

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Teacher was taking running records and recording student reading behaviors during GR

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Teachers made sure the students all practiced the sight words and content words prior to reading.

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K- The template was visible and utilized.

Students were all engaged in small group instruction.

There was ongoing progress monitoring as the teachers wrote about their noticing as students worked independently.

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Teachers were conferring with students using a note taking sheet reflecting on students use of the strategy.

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Teachers were using the guided reading template

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Templates were being used by both teachers.

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Templates were being used by

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Template was being used and teacher was checking in with each student individually to check for understanding and accuracy

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Template was being used and teacher was checking in with each student individually to check for understanding and accuracy

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Teacher used picture support and previewed the vocabulary words for the lesson

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Checking in with individual students to check for understanding of the task

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Students wrote in journals to specific prompt mid-lesson in a group. Discussion on text features and their use.

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Students were highly engaged in a guided reading group. The teacher reviewed sight words to which the children were repeating not only how to say the word but associated an action with the words as a way to define what the word means. The groups focus was monitoring for meaning by asking does the word sound right? Does the word match the letter sounds that you seeing? MSV

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Teacher heard students reading aloud individually and stopped to correct a student’s fluency.

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Teacher was able to build background knowledge to promote understanding however there were missed opportunities when assessing students understanding of how to spell tricky words. Teacher was not able to see if all students was spelling the words correctly.

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HIGH excitement and engagement around Bud, Not Buddy. All writing about symbolism (objective) with two small groups pulled. Did not see small groups being assessed differently or retaught

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Teachers were checking in with all students

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stop and check in with students

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One teacher was working with a small group, other was circulating among students reading independently. I didn't notice either teacher keeping track of what students were doing. all

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Where do teachers take notes on what they are working on with each individual child?

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Where do teachers take notes on what they are working on with each individual child?

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Students loved hearing the read aloud. Teacher circulating room listening in to how students were answering the question and helping kids on the spot who were struggling.

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Teacher was conferring one on one with students and using a note taking template

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The students were all engaged in guided reading groups.

The task for each group was clear and students were are of their expectations.

The template was utilized throughout the duration of the lesson. The one group that I observed was working on Theme. The educator checked in with the students for a mid-lesson assessment. Students were engaged and were verbally able to speak to the text that they were reading.

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The teacher working with a small guided reading group in the hallway is targeting instruction of specific skills to individual students based on what she observes. E.g., one student is not accounting for punctuation in his reading, so the teacher reviews this skill with him - and he is able to apply it effectively right away.

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Wonder if the guided reading groups are the differentiation in the classes with everyone using the same book?

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Teachers effectively embedded quick check assessment opportunities and was able to coach/support individual students.

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Teacher was using the tool and was practicing sight words. Students were independently reading the same text. The teacher previewed the book by focusing on the title and asking the students what did light and heavy mean. Teacher provided a visual for the students of light and heavy. Focus for the day was fluency in particular with declarative sentences. Teacher took notes while each student read and corrected/reminded students that it was OK to go back and re-read for fluency.

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Student's were revisiting post-it's to further understanding (after teacher looked at them)

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How do you differentiate when all kids are reading same book? Special education?

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template was used for note taking by the teacher working in the small group

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Use of student notebooks with individualized prompts

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Use of student notebooks with individualized prompts

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All teachers were teaching a specific skill. It appeared that one teacher was using a template to guide the lesson. The other two teachers were taking running records. Teachers were using prompting and questioning to support students' understanding of the skill.

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All of the students in the class are reading the same grade-level text, with no differentiation. Unclear how formative assessment has been used in the planning of this lesson or during the lesson itself.

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Students were working on index cards to collect information - assuming this was used in place of or in conjunction with the template

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The Template was utilized.
The focus was on Traits.

One educator utilized the template throughout the duration of the lesson. The other educator walked around and checked in on the small groups.

The entire class was reading the same text.

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I appreciated seeing students use blocks and other materials to support their learning!!