GoObserve Observation Report

Name: Foote, Amy Jo

Classification:
Observed by: Jennifer Richmond
Observation Date: Wednesday, April 1, 2015 at 9:05 9:30 AM
Course: Support Services
Department: Reading Recovery
Focus/Purpose of Lesson
Reading a Recovery with Adyn
Instructional Strategies
Teacher maintains an organized and orderly environment.
School rules are conveyed and enforced.
The classroom is a healthy and safe environment for students.
Teacher conveys directives in a positive manner.
Teacher demonstrates respect and interest in all students.
Teacher creates a favorable, professional impact by words, actions, and
appearance.
Teacher conveys and enforced clear behavior expectations to students.
Formative assessments used to measure student understanding.
Provides opportunities for active involvement of learners.
Materials are organized and readily available for instruction.
Teacher displays competency in subject matter.
Reading
Guided Practice
Level of Teaching and Learning
Application
Comprehension
Level of Application
Applied in One Discipline
Academic Context
Individual
Number of Students Actively Engaged: 1
Number of Students On-task: 1
Number of Students Disengaged: 0
Students in Class: 1
Important Postings
Learning Target is clearly defined.
Lesson Plans are easily accessible, readable, and linked to standards.
Walls of the Classroom
Teacher has control of the classroom.
Transition routines are established and executed smoothly.
Transitions are done quickly and quietly.
Students focus on teacher.
Teacher directives are clear to all students.
Student attention is focused on teacher.

Calendar
Displays
Equipment
Subject Specific Reference Materials
Student Work/Artifacts
Supply Center

Notes/Closing Comments
At the start of the observation, a student reads a book aloud to Mrs. Foote. Mrs.
Foote asks questions to gauge the students understanding.
When the student has finished reading, Mrs. Foote finds a spot in the reading that the
student did well and she points that out to the student. (ex: an excited mark and
also when the student self-corrected an error)
Next the student transitions to sorting letters on the board. Mrs. Foote provides
direction to the student and helps correct student misunderstandings. They review
real versus nonsense words.
They transition back to a desk to the students writing book. The student reads their
previous writing aloud and then begins to write about an event of their choice. The
student writes three sentences with some guidance from Mrs. Foote. Then Mrs.
Foote writes the sentence on a strip of paper and cuts it apart. The student pieces
the strips back together to form the original sentence.
Next the student asks about a tally system. The student is very excited about getting
a tally and Mrs. Foote has the student explain the reward system to Mrs. Richmond.
The tally system is used as a positive reinforcement and acts as a system to keep
the student on-task and giving good effort.
The final transition of the observation is of the student to reading a new book. As the
student reads, Mrs. Foote gives praise and corrections when appropriate. Mrs. Foote
stops the reader at times and asks questions to clarify areas of confusion.
Mrs. Foote demonstrates a positive rapport as she works with the student individually
and the student demonstrates a good work ethic for Mrs. Foote.