UCLA Center X Teacher Education Program MS/SS Observation Form

Novice Teacher Date

Jenna Fishoff
Observer

April 16, 2014

School/Class

Jeff Share
TPE 1: Pedagogical Skills _X High-level tasks Community circles __ Think-pair-share KWL chart _X Concept map X Word bank Self-reflection/Peer feedback _ Multiple modalities (incl. non-verbal) Other TPE 2: Monitoring Student Learning X Checking for understanding X Asking & answering relevant questions Other TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations X Student writing TPE 4: Making Content Accessible _ Accessing prior knowledge __ Referencing lived Experiences _X Scaffolding Other TPE 5: Student Engagement _X Student participation X Culturally relevant materials Other TPE 6: Developmentally Appropriate Differentiation X_ Use of media & technology Other TPE 7: Teaching English Learners _ SDAIE methodology X_ Academic vocabulary Other TPE 8: Learning About Students Community building activities Other TPE 9: Instructional Planning X_ Lesson plans Agenda communicated to students Other TPE 10: Instructional Time Starting and ending class Transitions Other TPE 11: Social Environment X Inviting and clean; safe X Student work displayed X Caring environment Other TPE 12: Professional, Legal, & Ethical X Classroom management X Teacher speech: clear, pace, warm, tone Other TPE 13: Professional Growth TEP portfolio Daily reflections Other

Clinton Elementary School, GT: Lisette Estrada, room B16, 3rd grade Observer Commentary
10:01 T: Class, class, Sts: yes, yes. T tells sts what to look for in the clip from Frozen that they will watch. Then T asks sts to tell what they will look for. Yes, this is the way to do checking for understanding. 10:02 T projects the movie clip. Sts silently watching. Sound very low. 10:04 Video ends. T asks st to turn on the lights. T tells sts to turn to their elbow partner to talk about what the problem was and what the solution was. Sts go right to work talking well with their partners. Great opening move, students applied the skills with a text they were familiar with and they showed good comprehension and lots of engagement. T walks around to listen to a group. 10:05 T walks to next group and asks them what they talked about. This was a good time to ask the whole class. Other groups are done and now talking about other things. If you stopped them at this point and asked the whole class to answer you would have saved time and kept the students on task. 10:06 T walks to third group and asks them what they think was the problem and solution. T then asks the next group. What are the other groups supposed to do after you have talked with them? 10:07 T: I hear some quieting down, do you guys think you have T now talks with whole class and calls on sts to share their ideas. Sts very interested. T asks if they agree with what a st says by showing thumbs up. 10:08 T asks if there are other problems. Sts share ideas. T then asks for solutions. Sts share about hugging to cure her frozen heart. 10:09 T uses popsicle sticks to call on sts. Great. 10:10 T asks for other solutions. T then explains that now they will read chapter 10 in Charlottes Web. And what they should think about while reading. T explains that she will pulls sticks. She tells them to look up here when they are on page 66. Sts all quiet and ready with their books. 10:11 T pulls a stick and calls Ansell to read first. He stands up and reads well. T calls Diana and she stands up and reads. 10:12 T at the front with her book and all sts following along as one st reads at a time. T should move around the room. T tells class to read the last paragraph again all together out loud. 10:13 Class is reading out loud together. T then explains what they just read and tells sts to take out their reading journals and think of Charlottes plan to save his life. Class is silent as sts are writing in their journals. 10:14 T walking around checking on sts as they write. 10:15 T: Im going to give you guys about 30 more seconds. Great to give time warnings so they can anticipate when they have to stop. T counts down and explains that if they have seen the movie, try not to spoil it for everybody. T calls on Ivan and asks if he has a prediction. T asks sts who have not seen the movie to give their predictions. 10:16 T calls on sts to share their predictions. 10:17 T chooses popsicle stick and calls on Ruby to continue reading. 10:18 T thanks the girl who just read and then calls on Daniel. You should ask some questions during the reading. 10:19 T sits at the front. Get up and walk around. Use your body and proximity to keep students engaged and on task. Also feel comfortable to interrupt readers and ask questions about the content or words. You can also give praise when sts read with prosody. 10:20 T thanks Daniel and then has class read together out loud. 10:21 T calls on Sarah to continue. 10:22 T calls on a different student to read. 10:23 T tells the boy to read the first sentence of the next paragraph. T then mentions the vocabulary words and asks the students what they think pasture means. T reads the sentence again. Lots of hands in air. St: it's a kind of bush. T asks who wants to add to that? 10:25 T tells sts to get out their vocabulary books to write down the definition. T explains her definition for pasture. Sts copy what she says. T reads it again. Sts write down her words. 10:26 T when you are ready look up here. T: I will read it one more time. This could have been the perfect time to do the picture activity and let them define the word in their own language. Try to avoid this type of pedagogy: Teacher explains and students copy the teachers words. 10:27 T calls on Alvin to continue reading that paragraph. While st reads T writes definition of pasture on the board. Another girl is reading. Ask about the content. The girl just read about the egg breaking open with the terrible smellthis is perfect time to shout yuck!!!! Hold your nose and help them smell how awful it must have smelt. Make the reading come alive, make it exciting. 10:28 T continues writing the definition on the chart while sts are reading. Pay more attention to the students reading, not the vocab on the chart. 10:31 Girl finishes and T has the class read out loud together. 10:32 T tells sts to write in their journal again this time about how they think the goose egg saved Charlottes life. She tells them they can do bullet points. Sts silently writing. What a well behaved class, but this story is not coming alive.

Observation Focus:

Language Arts: Reading Charlottes Web

10:33 T gives a 30 second time warning. T then counts down and asks the class the question. T calls on Aaron. He tells that when the egg broke Avery left so he did go after Charlotte. T asks if everyone agrees. Sts: yes. T says ok, I will read. 10:35 T reads from the front of the class. Good reading with prosody. It is good to move around the room while you read. Stop and ask questions occasionally about content or form. 10:37 T explains that they will go over the sequence of events from that chapter; what were the sequence of events and the solution. T projects her flow map. T tells sts to turn to page 67 and she explains her thinking about what happened. T tells her thinking and writes her ideas that are projected on the Elmo. Nice job being metacognitive and stating your thinking out loud for the students to understand your thought process. 10:38 T asks sts what they think the next important event will be, what happened next in the chapter. T calls on one girl and she tells her idea. 10:39 T tells sts to look at page 69 and asks what was something fun that Fern and Avery were doing. One girl mentions them swinging. T asks the class if they think that is a good event to add thumbs up. 10:40 T writes this as a second sentence. T asks sts to tell her what they did next. T calls on Ivan and he tells the next (struggling for a word, T adds the word event) he then says event and continues to tell what happened next. T writes his ideas in the thinking map. 10:41 T asks what happened next. Sts tell her what happened. T records their ideas on the flow map. This is a great guided lesson where you are working with them to model how to chart the sequences and reviewing the chapter they just read. 10:43 T continues, asking sts to tell what happened next. 10:44 T asks for one more event. T: what happened when Lervy showed up? One girl tells more and T asks what did he do when he smelled the stench. Good followup questions. T writes the final event. 10:45 T tells sts to look at the 5 events charted on the Elmo and tells them to talk with their partner to identify the problem and solution. 10:46 T numbers the boxes in her flow map and walks around to talk to the groups. 10:47 T moves to second table and asks them to tell just her. T calls students attention and asks which number on the sequence of events is the problem. One boy tells which one and why. Great explanation by the boy. You can point out that he told what and why. 10:48 T then calls on a student to tell the solution. T retells what the boys just said and asks if they agree or disagree with thumbs. T calls on one girl who does not agree and she explains her idea. 10:49 T asks if they agree with her idea. T tells sts that she wants them to write their own sequence of events and solution for the chapter. She asks them to call out the characters and they can make-up their own sequence of events. She asks what are the two things they must include. Sts say: problem and solution. 10:51 One girl asks if they have the same thing do they have to make it different. T now explains that they need to make up their own series of events. Another boy asks. These instructions were not clear. You just modeled how to write the sequence from the story and now you are asking them to do something very different. You should have modeled this then done a checking for understanding before expecting them to do it on their own. 10:52 St: oh now I get it. Sts still asking about using their own imagination. 10:53 Sts now working on their ideas talking with their partner. T walking around encouraging sts to work together and use their imagination. 10:55 GT walking around listening and talking with students. T writes the characters on the board. This was a good idea, to be more clear by writing the characters you want them to use to write a different version of the events with these characters. 10:56 T and GT walking around and talking with sts. T walking around with her water bottle and checking with students. 10:59 T asks students to share examples of the problems they are choosing. Sts sharing great ideas of different things that could happen. Sts excited and sharing their ideas well. 11:00 T tells sts to get ready for lunch since it is a short day.