Teachers: Kaitlin Schell and Jackie Lowe

Instructional Focus: Literacy Tutoring

Generalized Observation: x Focused Observation: Use of higher order thinking

Notes (objective): Comments (subjective): Suggested Actions:

3/30/2017
Writing Persuasive:
Jackie (J)-Reviewed
persuasive essay outline.
Asked him to come up with
reasons ____.
B-He gave a reason.
J-Told him he would need to
find evidence in the book for
that reason.
J-Gave him a choice of Choice is good.
articles to choose from. Told
him underline any evidence. Was a strategy taught for Incorporate text-coding with
Told him he would also need choosing evidence? Or choosing evidence. - Jackie
to find opposing evidence highlighting? realized this on her own.
later.

Brian read silently for a few

minutes.

Brian found a piece of

opposing evidence.

J-Ok highlight it, so you dont

have to keep rereading the Did not ask what evidence he
text. Ok Good Ok found and highlighted.
Awesome

B-Im assuming
neuro-degenerative means
brain damaged.

J-Yeah. Neuro means brain
and what do you think
degenerative means?
Brain read some more.
Did not dig deeper into his
process for coming up with Support metacognition by
the meaning. asking open ended questions
that facilitate strategy use.

J-You dont have to read it, How could you find the
just look at those headings. information faster without
reading it all through?

Read Aloud:
B-mentioned he was starting Did not review what he read
to think about whose point of during the week.
view the story was written.
What is the goal of read
J-Read a portion and asked aloud?
who would?

B-Asked a question, but

decided it was the judge
telling the story.

K-read aloud

J-stopped K and asked who

was narrating 1+1+1 reading
I read aloud
B-did not get it correct at first, You read aloud
but through some discussion Read a part silently
figured it out. Discuss

K-read aloud again for over a Brian does not have a copy Develops silent reading skills
page to follow along

Create accountability during

read aloud for listening
 Appreciative Inquiry

Questions Notes

What stands out for you as you observed?
What else?
-Made us feel better because we saw you do
a lot of what we do.
-The modeling was very similar to what we
do.
-They like that the teacher read silently with
him.
-He made a lot of connections during the
coding.
-Should we encourage other coding?
-Suggestion: Give him a list of what to do: 2
connections, 1 wow fact, 1 question.

-Jackie - said she should have followed

through with the text-coding during the
persuasive writing.

What has been your best experience with

tutoring Brian, a time when you felt engaged
and happy with what was going on? Describe
that moment in detail.

What do you value most about teaching and

yourself as a teacher?
How does that come through in your
teaching?

When things go well in tutoring (or your

classroom) what helps you to be successful?
What enables you to be at your very best?