We can all remember the early days of our Orton-Gillingham (OG) training. Those moments of being observed by supervisors while nervously delivering lessons. The feedback we received during those times was invaluable. It shaped the way we planned our lessons, interacted with students, and refined our teaching approaches. Even now, we often reflect on those observations and the impact they had on our growth as educators.

Today, we find ourselves in a new role, mentors and observers for the next generation of OG trainees. It’s both exciting and humbling to step into this role. Observing others has become a cornerstone of our teaching practice, not only for assessing student progress but also for honing our instructional techniques.

Observation is one of the most powerful tools in an educator’s toolkit. In an era dominated by formal assessments, we can’t overlook the insight that comes from simply watching our students. Observing is both an art and a science, and knowing what to look for (and when) can sometimes feel overwhelming. That’s why we’re diving into how to use student observation effectively to inform and improve teaching practices both in the moment and over time.

Here are the What, When, and How of Student Observation in Orton-Gillingham Lessons

The What: Observations

Observing a student during a lesson provides two important perspectives: a glimpse into the student’s learning process and a mirror reflecting our own teaching practices. Both views are essential for refining instruction.

In OG lessons, nothing is left to chance. Our students often come to us with varying levels of background knowledge, and we know that much of what we teach is entirely new to them. This means observation is critical to ensure the material is being absorbed and understood. Teachers actively monitor student responses, paying close attention to errors or struggles, which allows for real-time adjustments and future planning.

This approach aligns with structured literacy principles, adaptive teaching, scaffolding strategies, and the gradual release of responsibility model (I do, we do, you do). It also integrates metacognitive strategies that build students’ awareness of their own learning processes. Effective observation highlights the art of teaching—leveraging teacher knowledge and experience to make instructional decisions that foster student growth.

vations can also be highly targeted. For example, focusing on specific skills or concepts being taught can reveal whether explicit instruction is landing or if additional scaffolding, reteaching, or practice is necessary. By combining observation with frameworks like gradual release, we can assess when students are ready to move from guided practice to independent work.

The When: Timing Observations

Knowing when to observe during a lesson can make all the difference. Observations should be ongoing and intentional, starting from the moment the student enters the learning environment. Here are some key moments to focus on:

• Lesson Start: Pay attention to how students transition into the lesson. Are they prepared? Do they show signs of frustration or anxiety?
• Warm-Up Activities: Observe how quickly students retrieve previously learned material, such as phonemic awareness (PA) drills. Notice if cues or prompts are needed to jog their memory.
• Card Drills: Monitor sound-symbol correspondence retrieval. Do students require additional support or visual aids?
• Blending and Sweeping Drills: Determine whether students need more think time or scaffolding for blending sounds. Are they at the oral reading stage, subvocalizing, or internalizing?
• New Material Introduction: Watch how students respond to precise language and multimodal instruction. Are they engaged, or do they need additional practice?
• Practice and Review: Observe engagement during game-based reviews and oral reading activities. Are students demonstrating understanding and retention?
• Dictation and Handwriting: Pay attention to their ability to apply learned concepts during SOS dictation and sentence construction.
• Transitions and Breaks: Note how students manage organizational tasks and transitions between activities.

Each of these moments provides rich data that informs decisions about pacing, scaffolding, and lesson adjustments.

The How: Documenting Observations

Effective observations require thoughtful documentation. Here are some practical ways to capture what you see and use it to drive instruction:

1. Note-Taking: Keep a dedicated notebook or digital log to record observations. Use shorthand or symbols to make documentation quick and easy.
2. Progress Monitoring Forms: Create checklists or rubrics that align with lesson goals and skills being assessed. These forms make it simple to track patterns over time.
3. Photos and Videos: Capture visual evidence of student work or engagement during activities. This is particularly useful for sharing progress with parents or supervisors.
4. Audio Recordings: Use voice memos to record oral reading samples or dictation exercises. This provides a clear record of fluency and accuracy growth.

These tools not only help track student progress but also record teaching strategies that work (or don’t) so lessons can be refined and improved.

Final Thoughts

Observation is more than just watching, it’s a dynamic process that informs teaching decisions, strengthens instruction, and supports student growth. As educators, we must embrace both the art and science of observation, refining our skills with every lesson. Whether you’re a seasoned OG instructor or just starting, making observation a priority will transform the way you teach and the way your students learn.

So next time you step into the classroom, take a moment to observe, not just your students but yourself. The insights you gain will make all the difference.

For the full discussion, check out our latest episode of the Together in Literacy podcast. If you like what you hear, don’t forget to rate, leave a positive review, and subscribe!

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