Protocol for a Pre-observation (Planning) Conference

Teacher or Specialist
Name of Teacher: Stephanie Willmarth (student teacher)

School: Geneseo Central Elementary

1. To which part of your curriculum does this lesson relate?

This lesson directly proceeds two days of instruction regarding the five structures of nonfiction text.
The reading lesson serves as review of the five nonfiction text structures, an assessment of student
understanding, and as an activity to reinforce the students understanding of the functions of text
structures. The Common Core Standard by which this lesson aligns with is:
Reading Standards for Informational Texts: Craft and Structure
5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
2. How does this learning fit in the sequence of learning for this class?
Up until the first week of March, Ms. Murawskis fourth grade class has been exploring and studying
fictional texts. Purposes of fiction, literary elements within fiction stories, and approaches to reading
fiction pieces have been explored by the students and formally assessed in February. Now that the class
as a whole has a firm understanding of fiction, the students are beginning to study nonfiction. At the
start of March, the students were first introduced to nonfiction texts by exploring a variety of nonfiction
texts and observing differences between fiction and nonfiction pieces. Then, the students identified and
studied the functions of various text features, including headings, captions, sidebars, and photographs.
Most recently the students have been learning about the five structures of nonfiction texts. After
learning all five text structures and purposes, the students will receive an article and identify which text
structure it belongs to. Students will discuss in small groups which text structure their nonfiction piece
falls in to and why. Once the students decide upon a text structure to classify their text by, they will
explain their reasoning to peers that have not yet read the text.
3. Briefly describe the students in this class, including those with special needs.
As in any class, this class of eighteen fourth graders is diverse in learning style, ability, and behavior.
All eighteen students have had the same amount of instruction in nonfiction text structures over the past
week of reading lessons. Several students require redirection of attention and appropriate behavior
throughout instruction. Also, there is a small group of three to four students that work with Mrs. Lynch
on a daily basis. These students have a reading-level that is below grade-level and are working to
improve comprehension, fluency, and vocabulary skills. Mrs. Lynch will be in the room while the
lesson occurs, and may provide additional support throughout the small group work. Three students also
work with Mrs. DeBell for reading enrichment on a weekly basis, as these students perform at an aboveaverage reading level. The three students that receive reading enrichment will be in the room throughout
the lesson participating in all activities.
4. What are your learning outcomes for this lesson? What do you want the students to understand?
For this lesson, the students will identify a nonfiction text as a description, sequence, compare and
contrast, cause and effect, or problem and solution text structure. Once each student classifies the text
on their own, they will meet with a small group of students that read the same nonfiction text and
discuss what the text structure is. Discussion in the small group will focus on how the student knows
which nonfiction text structure the text is. After each small group has decided on the text structure of
the given text, the students will return to their assigned table seats. Each student will explain their texts
structure to the table and how he or she classified the text. Throughout the lesson, the students will infer
the text structure independently, further their thinking through group discussion, and reteach the concept
to peers.

5. How will you engage the students in the learning? What will you do? What will the students do?
Will the students work in groups, or individually, or as a large group? Provide any worksheets or
other materials the students will be using.
There is very little teacher instruction throughout the lesson simply teacher prompting and guiding of
learning. The structure of the lesson is a jigsaw. First, the students will read one of five nonfiction texts
about Saint Patricks Day. Then, the students will individually decide on the text structure of the given
text. After five minutes of reading and classifying the text structure, the students will sit with peers who
read the same text as themselves for a discussion regarding the text structure. I will prompt the students
as a whole group and in individual small groups with guiding questions regarding how the students can
support their thoughts about text structure. Once the students have had five minutes to discuss their
specific text, they will write one sentence about the structure of their text. Then, they will find their
seats at their table to explain to their peers how they know that their nonfiction text is the structure that it
is. Throughout the lesson, I will monitor the time of the small group discussions and display the
instructions and prompts on the Smart Board. I will also monitor the conversations that are occurring,
redirect attention to the topic if needed, prompt students with deeper or more meaningful thinking
through questioning, and provide individual support to students who need extra support or additional
enrichment.
6. How will you differentiate instruction for different individuals or groups of students in the class?
Each student has received about the same amount and same level of instruction. On Monday, I will
administer a brief, informal assessment at the end of my lesson regarding nonfiction text structures.
From this assessment, I will evaluate which students need individual support in classifying nonfiction
texts by structure. More advanced students will receive the most difficult text to classify, and struggling
students will read the most basic text to identify by structure. Throughout Tuesdays lesson, I will
support the students who need additional reinforcement with classifying nonfiction text structures. For
support, I will observe the students that seem to be struggling throughout the lesson, I will offer
reminders about specific text structures, and I will provide specific question prompts to guide students in
appropriate thinking.
7. How and when will you know whether the students have learned what you intend?
There are two opportunities for students to demonstrate their learning. First, when students meet with
other students that have read the same text, I will listen to the small groups conversations to evaluate
what students are participating in conversation, what students are avoiding discussion, and which
students seem to be avoiding participation because they are unsure of the learning outcomes. The
second opportunity that students have to demonstrate their learning is when re-teaching a specific text
structure to their peers. If students are able to identify a texts structure and verbally explain why it is
classified as it is, the students will prove that the learning outcome has been achieved. Re-teaching is
one of the highest-level forms of presenting knowledge and therefore will represent a deep
understanding of text structures.
8. Is there anything that you would like me to specifically observe during the lesson?
One area that I consistently work on is behavior management. As a student teacher, it is difficult, yet
essential, to present as a professional teacher in front of the students. I consistently aim to attend to the
needs of all students while keeping the class engaged in learning. My confidence lies in instruction, and
I continue to work on consistently managing behavior to facilitate a positive learning environment. I
would also love additional suggestions about differentiating instruction. I question whether my methods
for differentiation are enough or effective to meet the needs of all learners.

Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching. 2nd ed. Alexandria, VA: Association for
Supervision and Curriculum Development, 2007, page 173.