Observation 6 Edu 1055

Appendix A: Template for Lesson Analysis and Deconstruction in Video Log
Your Name: Maria Michael

Name of Video and link: https://www.youtube.com/watch?v=OKk2XzCSHu4 2nd grade reading
Date viewed:
Video length and total number of hours accumulated from viewing:
Literal Notes with Time Stamps:

 The teacher shows a cap and ask student what it represents. Students respond that they are
thinking (0:12-0:20)
 She sits with a group of students at a table
 She asks students what reading fluency is and explains that we read in expression (1:06-1:35)
 She asks students how they read a word that they never read before. A student raises their hand
responding, “sounding it out” or “skip it” (1:48)
 she shows students a image of a dessert (2:42) students are all engaged in looking at the image
 she asks them several questions to get students thinking
 students look over the pictures with the teacher in the book and she asks students what they see
(6:55-8:40)
 Each page with students she reads with she explains and states examples of the book
 She points out captions in the book (14:41)
 Shows students an ostrich egg (35:54) and students gasp when they see it
 Asks students different questions based on the page (44:20)
 Students read independently to the teacher helps them pronounce words (51:12)
 Students work independently on a chart based on the book. Teacher guides and help them with
the chart (57:05-end)
Deconstruction of lesson:
1. What was the content objective and to what degree did the teacher meet it? How did you
know?
The content objective is reading fluency. The teacher met the content objective because
she helped students comprehend the book and pronounce words. I knew she met the
content objective because students were able to answer her questions based on the book.
2. What was the language objective and to what degree did the teacher meet it? How did
you know?
The language objective was met because the teacher explained words that students did
not understand In the book and pointed out different captions and headings in the book. I
knew she met this because students were able to identify the ostrich egg and it’s hard
shell that was explained in the book.
3. How did the teacher build students’ background knowledge?

Students built on students background knowledge by asking them about background
knowledge and what good readers always do first.
4. What kinds of student activities did the teacher use (i.e. small groups, turn and talk)?
Students worked in small groups
5. How were the objectives presented during the lesson?

The objectives were presented because the teacher had told students that they will be
learning about reading fluency.
6. What kinds of practice and application were used?

Many visuals and hands-on materials were used during the lesson. The students were able
to each have their own physical copy of the book. The teacher’s visual of the ostrich egg
engaged students right away
7. What forms of review and assessment were used?

Students were formally assessed and informally assessed. During reading they were
asked different questions on each page (informal assessment). At the end of the lesson
they were given a chart to work on independently based on the book (formal assessment)
Reflection:
1. If you could give this teacher one “glow,” what would it be and why? Be specific and
provide an example of something they did that made you think this was a positive
quality of their instruction.
This teacher did a great job in teaching reading fluency. She did a great job
comprehending the book with students. Going page by page with students and
comprehending what each page means helps students build on comprehension. Students
will most likely understand the book this way.
2. If you could give this teacher one “grow,” what would it be and why? Be specific and
provide an example of something they did that made you think this was a quality of their
instruction that could be improved upon.
Overall, this was a great lesson on reading fluency done by the teacher.

Observation 6 Edu 1055

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Appendix A: Template for Lesson Analysis and Deconstruction in Video Log

Your Name: Maria Michael

Literal Notes with Time Stamps:

3. How did the teacher build students’ background knowledge?

5. How were the objectives presented during the lesson?

6. What kinds of practice and application were used?

7. What forms of review and assessment were used?

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