Teachers

name Jennifer Schwartz

Subject being taught literecy


Length of observation (time) 40 minutes
2014

Observers Name Jeff Tessier

Number of students in class 5
School Chase Elem. Date October 21,

Lesson Overview rating: 1-5 with 5 being the highest
Evidence of Planning




Plans objectives with learner outcomes 5




Plans instruction to achieve objective 5




Plans to evaluate each objective 4

Instructional Delivery




Implements a planned procedure for instruction 5




Foster higher level of thinking skills 4




Demonstrates a mastery of subject matter 5




Varies teaching strategies and materials to address learner needs 5




Motivates and involves students 5




Evaluates learner progress and provides feedback 5



Classroom Management




Organizes instructional learning time 5




Organizes and utilizes space, equipment, and materials 5




Manages student behavior to enhance learning 5

Student / Teacher Interaction




Creates a positive learning climate 5




Use effective communication skills to enhance learning 5

Special Focus


Comments: Amarie, Jo Jo, heather, Traniya, Claira
Objective:
1. Students will be able to apply appropriate strategies of background knowledge and prediction before reading, viewing, or listening to a text
2. Students will be able to apply appropriate strategies of rereading and/or confirming/adjusting predictions to monitor understanding during
reading, viewing, or listening to a text.
3. Students will be able to demonstrate understanding of the text after reading, listening, or viewing the text by retelling and discussing the text.
How are you going to measure these?
Small group consist of 5 students.
Students were very interested in their cups as they sat down. Already a good reinforcement! Tokens for points.
New incentive of holding the bear when they want to talk was also an effective strategy. Especially since it was the first day they used it.
Before you start tell the students exactly what they are going to do today (review objective in student friendly words)
Book The Fox on the Box.
You asked questions about what the students think is going to happen
Good pre-reading strategy

The students looked at the book and made predictions. What do you think the fox is going to do?
You asked each of he students what they thought. Effective processing for the students individually.

You reviewed some of the words (4) that may be more difficult with index cards.
Possibly include a picture if the students cant get it. After they have already tried.

Pre-reading.You read the first page and the students repeated exactly what you said. Some student could do it
independently. It is obvious that you know your students and differentiated for each one.

When the students are reading have the site words ready to show a picture. Or refer to the picture in the book.

Book page 2.
Fingers on the words. Students understood this routine.
Each student took a turn reading. It seemed the bear was a good re-enforcer.
As each student completed their turn, you placed a token in their cup. Another effective re-enforcer.

Tell me what the last page should be. There as no words on the page. You gave each of them a chance to answer.

The students re-told the story in their own words.
Each of the students was able to do this.

Now we are going to complete a worksheet.
This was a good break for the students. Get up and get your pencil. Purposeful movement.
The students were asked if they remembered the site words. They were directed to write their site words on the organizer.
You had the words on the board and then moved them to the desk for the students to copy. Effective

The organizer was simple and clear. Appropriate for the students age and level.
1. site words
2. main character
3. most important part
You allowed the students to write the answer or draw a picture. UDL different form of representation.
And then write the sentence under the picture.

For the most important part of the story, you may want to have some sentence starter.strips that the students could
pick from.

You allowed the students to go back into the book and copy from the page. This was an effective strategy for the students that
were having a hard time with the writing part.

Always refer back to the objective so the students understand what they have accomplished during the lesson.

The pace of the lesson was excellent!