EDR 317 Observation

Name: Amy Ramson Date: November 28, 2017

Topic/Grade: prediction and text evidence /4

Teacher demonstrated enthusiasm and interest while teaching.

Amy taught with enthusiasm and planned the lesson with student learning in mind.

Students were provided with necessary materials.

Students each had a copy of the book and brought a pencil. They received graphic
organizers at an appropriate time in the lesson.

Lesson was presented in a clear and logical manner.

The lesson was presented in a gradual release format.

Students were engaged throughout and were aware of what to do and what was expected
of them.
Students (3) were very engaged in solving the mysteries. They seemed to understand the
teaching point.

Amy introduced the lesson by asking students if they had ever read or watched a mystery
story and explained that detectives solve mysteries by looking for clues and that they would
do this today. She introduced the book Partners in Crime and read the first mystery entitled
The DiNucci Case as students followed along in their own books. She asked students to use
clues to figure out how the detective solved the crime. After a student successfully
identified using the picture and using background knowledge to figure out what had
happened, she guided them to find the page and review the clues (text evidence) that
helped solve the crime. Next, Amy read another mystery entitled The Assault and stopped
before the end to ask students to vote on whether the character was lying using an app on
the iPad. After she reviewed students votes and noting that everyone voted yes, she asked
for text evidence from the story then revealed the end of the mystery. Students were very
engaged in the reading and discussion of both mysteries. Next, Amy had students practice
this process independently with the mystery entitled The Poisoned Poodle and had students
read to themselves then complete a graphic organizer with a question about the crime (did
Jayme poison the dog?) and text evidence (how do you know?). As students read, she
reminded them to go back into the text to look at pictures and find clues. Students were
engaged in the discussion that took place before they completed their written answers. Amy
closed the lesson by asking students how to use this strategy in their independent reading.
Students were able to successfully answer this question. Amy set a goal to use nonverbal
redirection to keep students attention. She feels as though this is progressing well and will
continue to work on it.