2 Dec 2018 Page 1 of 3

Intern Name: Carolyn Brashar

Internship: Student Teaching Elementary Grad

Submitted: Sep 18, 2018 Supervisor(s): Elizabeth Hartley

Course/Term: ED S688 - J01 : Stdnt Tchg: MAT Spcl Ed -Local ( FALL 2018 ) Mentor(s): Lindsey Huberty
Assessor: Elizabeth Hartley (Supervisor) Site: Susitna Elementry, 7500 Tyone Court, Anchorage AK 99504
Comments: 9/17 Vocabulary: Idioms related to ELA text Subject(s): Elementary Graduate
Grade(s): K

Reading Lesson Observation GRAD ELEM

Date of Lesson

Lesson Name

Grade Level

Number of Students

Time of Day

Please share the above information and any other information to set the context of this lesson.

Please click on the rubric box that best describes each element below. Please add comments and observation notes by clicking on the bubble.

Rubric

Meets the Standard for a Exceeds Expectations:

Developing (1.000 pts) Beginning Teacher (2.000 Professional Level (3.000 Not Applicable N/A
pts) pts)
Lesson Design Needs development All elements are complete Complete and professional
1/20 (5%) lesson design
ACEI-2008.3.1

Comments:
Lesson The objective is not clear Objective(s) clearly stated Objective(s) clearly stated
Objective in the lesson plan in plan and are understood
1/20 (5%) by students
Comments:
Not prepared; not Prepared and organized Prepared and organized:
Preparation
1/20 (5%)
organized lesson flowed with minimal
use of notes
Comments: You were prepared and organized but let the students questions draw you off the intended lesson.
Developmental Not appropriate for age Appropriate for age group Lesson adjusted to be
Appropriateness group: too hard or too developmentally
1/20 (5%) easy appropriate for all students
AK-UAS-SGP.2,
ACEI-2008.1

Comments: The task was appropriate for age group for the most part, However, it was very abstract and inaccessible so manh of them.
Content Not accurate; not current Accurate content Accurate and current
Knowledge knowledge content knowledge
1/20 (5%)
AK-UAS-SGP.4,
ACEI-2008.2.1

Comments:
Context in Lesson not related to Lesson presented in Lesson/activities taught in
Curriculum curriculum context of the curriculum relationship to previous
1/20 (5%) and future curriculum
ACEI-2008.3.1

Comments:
Proactive Routines and procedures Routines and procedures Routines and procedures
Classroom are not apparent are evident promote student
Management engagement
1/20 (5%)
AK-UAS-SGP.6,
ACEI-2008.3.4
2 Dec 2018 Page 2 of 3
Routines and procedures were evident, but expectations were not "100%" compliance, some behaviors were challenged and some were not
Comments: attended to which created some confusion. Discussed creating a collaborative chart of classroom expectations - this would include
consequences for non-compliance.
Management of Behavior not well Student behavior is Management of behavior
Student managed: behavior managed promoted engagement
Behavior interferes with learning and learning
1/20 (5%)

Same as above. One student - AD(H)D - is being led around by the hand. This seems to keep him calm and focused. Can it be done all the
Comments:
time? Suggest some direct work on self-regulation strategies (growth mindset).
Engagement Students are not engaged Students are engaged Students are interested
1/20 (5%) and engaged in learning
AK-UAS-SGP.6,
ACEI-2008.3.4

The strategy of using the mini white boards was intended to engage the students in the discussion of idioms. You initially engaged them in
a meaningful discussion with eliciting their background knowledge of some idioms they were familiar with and from what they had read in
their story. Some students - the higher level learners - appeared mostly engaged with the whiteboards. Think about your audience. Probably
Comments: starting with choosing an idiom from the text and explaining it would be a good first two steps. The more advanced students could create
their own, as they felt able. Most of the rest were in various stages dis-engagement. Teacher talk high frequency - Student talk - low
frequency. Work to include structured interactive strategies (Kagan, e.g.) that will engage more students at a time and require less teacher
talk.
Directions & Students do not Students understand Students understand and
Instructions understand instructions instructions follow clearly
1/20 (5%) communicated instructions
Many students did not understand the instructions. Directions need to be made very clear and explicit - in writing on the board or the
Comments: document projector and with visuals. Model what they are expected to do before sending students off to do the work is best practice. "I do -
we do, we do, we do - you do."
Differentiation not present Appropriate differentiation Activities were Differentiation is not
is present for some differentiated for appropriate for this lesson
Differentiation students individuals and groups
1/20 (5%)
while maintain high
AK-UAS-SGP.3,
ACEI-2008.3.2 expectations that align with
the objective(s) for all
students
It is clear you are paying attention to what needs to be provided for the AELLs and special needs students in your classroom. As you
Comments: gradually integrate these strategies into your instruction, you will be able to make the content more accessible to most of the students in
your class.

Higher Order The lesson did not provide Some tasks or questions A variety of tasks or Higher order or creative
Thinking opportunity for higher provided opportunity for questions promoted higher thinking is not an element
1/20 (5%) order thinking: rote higher order thinking order thinking, problem in this lesson
ACEI-2008.3.3 learning solving, and/or creativity
The final task - creating your own idiom - was a higher order task and a very abstract expectation. A few students were up to the task.
Comments: Engendering this kind of language is difficult when you don't have the background knowledge/experience. You want to challenge them at
an instructional level. Think about how to use visuals with this kind of assignment.
Learning or instructional Some instructional Learning strategies,
strategies not used or not strategies or techniques scaffolding and other
Strategies effective were used instructional techniques
1/20 (5%) that align with the
objective(s) were used
effectively
See comments under engagement. I think you tried to do too much in the time allotted. I appreciated that you experimented with the white
Comments: boards. These need to be very strategically used and can be used for interactive gathering and sharing of answers. This is pretty normal but
it created for a bit of a chaotic lesson - even though you had planned well. Slower talking and less teacher talk is what we discussed.
Technology not used Technology used Technology was used The use of technology was
Technology effectively or appropriately effectively to enhance effectively and wisely and not appropriate for this
1/20 (5%)
AK-UAS-SGP.9 learning was relevant to the lesson
objective(s).
Comments:
Informal assessment was Informal or formative Formative assessment
Formative not used to monitor assessments was used to provided feedback for the
Assessment student learning monitor student learning learners and was aligned
1/20 (5%)
AK-UAS-SGP.5,
with and supported the
ACEI-2008.4.1 accomplishment of the
objective(s).
You walked around and checked on students work and helped them. Called on certain students to respond verbally. Had students hold up
Comments:
white-boards in response to the prompt and to explain to you what they said.
Responsiveness Student needs were not Teacher candidate The teacher candidate was
1/20 (5%) noticed or not attended to responded to student flexible and responsive to
ACEI-2008.3.1 needs student needs
You were very responsive to students. Many students needed your attention. This may have been because many of them did not
Comments:
understand the assignment.
2 Dec 2018 Page 3 of 3
Lesson Students did not meet the Most students met the All students met the
Effectiveness objectives objectives learning objectives
1/20 (5%)
AK-UAS-SGP.5,
ACEI-2008.3.1

Comments: It was not clear if all students or which students met the objectives.
The teacher candidate The teacher candidate is The teacher candidate
Focus
focused on self beginning to focus on focused on student
1/20 (5%)
student learning learning
Comments: A lot going on in this class. This will become stronger the better you get to know your students.
The teacher candidate The teacher candidate The teacher candidate
Reflection was unable to reflect reflected on lesson design, reflected on lesson design,
1/20 (5%)
AK-UAS-SGP.8,
accurately management and learning management and learning
ACEI-2008.5.1 as well as future
adjustments and plans
Comments:
The teacher candidate The teacher candidate The teacher candidate
Feedback was resistant to feedback. accepted feedback in a solicited feedback in a
1/20 (5%)
professional manner professional manner and
AK-UAS-SGP.8,
ACEI-2008.5.2 made plans for
improvement
Comments:
42.000 pts | 70 %