Alignment- The evaluation is aligned to the session objectives

Improvements- Could involve more of child's interests in lesson itself (eg., fishes), incorporate more movement-based activities

• we like how the group uses the emotional scale to check in with the child instead of just asking

• intro has a good flow! :)

Alignment

• evaluation of speed reading 20 words is aligned to the objectives!

Suggestion

• strategy used is blending but not all sight words can be blended, maybe can use another strategy that is more applicable to sight words

IEP is personalised based on what Rolex can do (using strength to teach sight words) and his interests (favourite colour and candies).

Improvement:

Evaluation is not aligned with the "i do" part of the lesson plan (from teaching student to break down words to evaluating using speed reading).

Alignment- Identifying tall/short letters may not align to the objectives of reading

Improvements- Tuning in activity felt slightly like a test of the words from the 2D list (could specify which list), guided practice could have more time for student to practice

recommendations:

• introduction: to recap 2b & 2c may take more than 5 mins. instead, can consider choosing one for recap or maybe one minute dash? be clearer about the objective of the recap.

• evaluation: what is speed reading? maybe can clarify.

  
  

positives:

• the DI explanation allows clear contextual understanding

• highlighting the errors to the students brings awareness to the student, it helps the student to think through and problem solve the errors too.

• great that the child's interest was included for the PPT for the evaluation

• evaluation is aligned with the session objectives but maybe can specify which 20 words youre getting student to recap

• we like how the ID, WD, YD is aligned to the needs of the child and the whole idea of the lesson is very creative.

• There is an error correction for the YD part, which will then be recapped in the following lesson.

Alignment

• Alignment of the evaluation and objective is clear.

Suggestions

• may want to elaborate on introduction. for example, check-in (on wellbeing, or understanding on previous lesson). For class rules, are we creating a new set or going through?

1) good strategy to learn the sight words using task analysis (can pinpoint exactly which step he has difficulties with)

2) steps are very clearly spelled out

alignment:

good alignment:)

suggestion:

1) it might be good to include a plan for error correction (i.e. what will be done if Rolex gets the word wrong)

Alignment- The evaluation is aligned with the session objectives

Improvements- Could refrain from testing the student during the intro, instead use a recap/tuning activity

- headings are clear in the intro

- good use and reinforcement of the reward chart

- SENO shows thinking-aloud, there is also a clear work system for the student to follow

- great reinforcing students with their interest (doremon & mickey mouse) and we think the student will enjoy the fun work :)

- good alignment!

recommendations:

- remove blue words under DI 😉

- just wondering if 20 words in 10 minutes might be too rushed (maybe can give more time for guided prac so that they can achieve it during independence in the given time?)

Alignment - Activity done to review sight words are in line with the objectives.

Improvements - group may want to consider working on filtering out what Rolex is familiar with first rather than zooming into the words that he is unfamiliar with.

Alignment- Asking him to give examples of how to use the word in sentences, may be too challenging

Improvements- Recapping of words could be done in the introduction

1) we like how the SENO tries to find something relatable to the word and the student -- reinforces what the student is learning and gives context.

2) good initiative to include how the fish hunt can be modified based on student's progress.

3) provided error correction procedure.

Alignment:

Clear, good!

Suggestions:

1) The first 3 paragraphs of Guided Practice might be more suited for "I do" since the SENO is modeling

- great that they refer to daily life so students can better connect with the word

- great renaming "treasure hunt --> fish hunt" (highly motivating cos it aligns with child's interests)

- good that SENO will adapt to child's pace (if child finds the task too difficult)

- great that SENO listed the error correction procedure

recommendations:

- remove blue words under DI 😉

- intro: can be more detailed specifying check-in procedure etc.

- recap: maybe can specify what the previously learnt words were

Alignment- Session objectives are aligned

Improvements- Could incorporate more movements into activities

Whole-body listening chart to set behavioural expectations at the beginning. Recap of the reward chart is done to encourage the student and get him to feel motivated to want to do the task. We also like how they start off by getting the student to read the words that he already know, so there will not be repetition. Gave specific praise to student when student get correct.

Area of improvement:

Is 15 minutes too long for the introduction segment? May I know what “written poster” is referring to, i.e., what is on it?

• examples of thinking aloud were clearly given

• task analysis is clearly stated

Alignment

• consider explicitly stating how SENO will assess Rolex on the 20 words

Suggestions

• may want to elaborate on the introduction

• provide alternate strategies (apart from blending) for irregular sight words.

Interesting incorporation of a game to engage Rolex and its nice how its named “fish hunt” because Rolex likes fish. We also like that the classroom space is fully utilised by getting him to go around the room to hunt for the fishes. 

Area of improvement:

For closure/review, is there a specific way how the student’s understanding will be assessed?

Specifically mention to explain the rationale of continuing to learn more words. the specific segregation between regular and irregular words because Rolex does struggles with irregular words. The usage of the idea of a “fish” in the game. 

Area of improvement:

It feels like guided practice for the first part where the process of reading together is repeated for all unfamiliar words.  Will there be enough time for the introduction segment?

We like how the process of modelling is clearly spelt out and it involves breaking down to its individual sounds, something that Rolex is proficient in. There is also a checklist which is helpful as a guide. There is also some amount of scripts to guide the SENO during the session.

Area of improvement:

Perhaps good to include some forms of activity?

·      Check-in & rules are clearly stated before lesson begins

·      Token economy is carefully chose (candy), even wording colours were chosen from his favourite colour

Alignment:

·      Session objective and independent practice is not aligned. Rolex needs to read at least 17 words independently, however 17 words was spread out across I do-We do-You do portion.

Areas of Improvement:

·      Reminders of token economy during the closure can be added to motivate his success or effort

·      Can provide a simple monitoring checklist for child to prac at home with parents

·      Can consider modelling thinking aloud e.g., “Oh no, I can’t read this word. Maybe, I can try blending. Hmm. This word can’t be blended. Is there any familiar chunk I can see in this word?”

·      Check-in & rules are clearly stated before lesson begins

·      Clear directions to still acknowledge efforts of child (praise) were given if child is not able to identify any words

·      Very well scaffolded. From sorted out the words that cant be read to 3-steps strategy then finally thinking out loud

Alignment:

·      Objective alignment is slightly ambiguous because (You-do) didn’t state the number of correct words.

Areas of Improvement:

·      Not sure if it is required for the child to spell out the letters in the sight words – seems more like a strategy for spelling instead.

·      Can provide a simple monitoring checklist for child to prac at home with parents

·      Can consider modelling thinking aloud e.g., “Oh no, I can’t read this word. Maybe, I can try blending. Hmm. This word can’t be blended. Is there any familiar chunk I can see in this word?”

·      Check-in was done

·      Interesting activities related to the sight words (word treasure hunt) knowing that his interest is in word search

·      Good that items are linked to relatable objects in daily life for child’s comprehension

Alignment:

·      During (You-Do), SENO should assess the child’s ability to read all 20 words without error correction first. If corrected immediately, it is a guided practice.

Areas of Improvement

·      Can consider modelling thinking aloud e.g., “Oh no, I can’t read this word. Maybe, I can try blending. Hmm. This word can’t be blended. Is there any familiar chunk I can see in this word?”

·      Examples given ‘watch’ in guided practice can choose from the words in 2D instead

·      Can provide a simple monitoring checklist for child to prac at home with parents

·      Check-in & rules are clearly stated before lesson begins

·      Good that the whole lesson was made fun by using the concept of fishing

·      Regular/irregular words were taught in guided practice

Alignment:

·      During (You-Do), SENO should assess the child’s ability to read all 20 words without error correction first. If corrected immediately, it is a guided practice.

Areas of Improvement:

·      Can consider modelling thinking aloud e.g., “Oh no, I can’t read this word. Maybe, I can try blending. Hmm. This word can’t be blended. Is there any familiar chunk I can see in this word?”

·      Time distribution for modelling can be shorter (10 minutes of modelling) as guided practice should be longer than modelling.

·      Can provide a simple monitoring checklist for child to prac at home with parents

Blue wordings to be deleted.

·      Check-in before lesson begins

·      Getting the student to form a sentence of the sight word is a good strategy

Alignment:

·      During (You-Do), SENO should assess the child’s ability to read all 20 words without error correction first. If corrected immediately, it is a guided practice.

Areas of Improvement:

·      Can state behavioural rules and expectation before check in

·      Can consider modelling thinking aloud e.g., “Oh no, I can’t read this word. Maybe, I can try blending. Hmm. This word can’t be blended. Is there any familiar chunk I can see in this word?”

·      Can provide a simple monitoring checklist for child to prac at home with parents

A clear work system was incorporated and there was a checklist included. Lesson plan is structured and well written. Reward is tailored to his interest.

Improvement:

Evaluation criteria unclear - 10 words this session even though the objective is 20 words, took a while to realise these 20 words were split into 2 days. Session objective does not align with the 10 words taught in the current lesson. There is an inherent assumption that 20 words will be flashed one after another, but in this lesson, words are evaluated one by one as part of I do, you do, we do.

Area of improvement:

Time is not indicated.

- great explanation of the game

- great filtering of the words

- good that self-correction

- aligned with objectives!

recommendations:

- be explicit in i do, show what is regular and irregular words.

- good to recap how to read irregular/regular words

- 10 minutes might not be enough time for fishing game if he has difficulties with irregular words

Alignment - I do (blending) and We do is not aligned. You do also not very clear as they said let the student try but try what?

Improvements - Recap can be done on the correct words rather than the incorrect words to help Rolex build on his confidence level for the lesson.

1) SENO checks in with the child at the beginning

2) good that the incorrect words from the previous sessions are recapped

alignment looks good:)

suggestion:

1) explaining the rationale of learning sight words can go into the introduction instead of the "I do" portion

2) decoding is used as a strategy to read the sight words. perhaps can state what strategy can be used for those words that cannot be decoded

3) we feel that the "I do" and "we do'" can be aligned better. "I do" uses the strategy of decoding but "we do" seems to use just echoing (repeating after the SENO)

- good intro, very clear and detailed

- good thinking aloud

- good to reassure students in independent practice

recommendations

- add the time for each activity

- remove blue words under DI 😉

- not all words can be decodable, need to find a method to distinguish between decodable and non-decodable words.

- closure: specify what is "going through" is it a recap? ensure that student is not tested.