WEEKLY MEETING FORM
COOPERATING TEACHER AND STUDENT TEACHER
DATE 03/12/17 ST: Jaydeen Yonekura
CT Topic/Discussion/Information
1. Second Week of Solo Teaching
2. 1st Draft of President Narrative
Writing Completed
3. Plan for Week of March 13 - 17
4. How to Handle Students with
Behavior Problems
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CT: Shauna Abiva
Action/Decision
1. (See Reflection with US)
2. Topic: Write a First-Person Narrative as if
you were the President. Explain a day in
your life. Describe where you are going
in the White House and what you do
during the day. Organize your narrative
with a beginning, middle, and ed. Support
your topic with details from the sources
using your own words. Students and
Teacher Completed the Model Flow
Map with Students. Students completed
Flow Maps, and began drafting their
narratives. Students check in with
teacher periodically to make sure they are
on task, and their writing is meeting the
requirements. Students need to stay in for
recess, or take home their narrative
writing if it is not completed by the due
date. All students were able to complete
their 1st draft of the narrative by the due
date. (Friday)
Struggling Students: Teacher sits with
student and supports student by
prompting them through their writing.
This helps the writing process for all
students go by smoothly.
Teacher Conferences with each student
and helps students improve writing. The
teacher always prompts students with
questions. How did the President feel
about this new bill that he created?
3. ST and US met on Thursday after school
to plan next weeks agenda.
Reading Intervention- Monday
AVA Practice Tests
Completing Unit in Wonders
(Unit 3, Week5) Unit test is
broken up into two days. Tuesday
and Wednesday.
Students will be completing their
President Narratives. Revising
and Editing, and completing their
Final Drafts by the end of the

INFORMAL EVALUATION OF STUDENT TEACHER
Directions: ST records discussion notes from CTs identification of STs Positives and Areas for
Improvement
Positives
a. Transitions through lessons
are improving.
b. Explanations, and examples
ST gives to students when
asked a question are also
improving. (It helps to look
over questions/think of
vocabulary words to help
prompt students before
teaching a lesson.) Reading
over the whole group
readings etc.)
c. Pacing throughout lessons
are improving, starting on
time when moving on to
different content areas.
US: Bernice Kihara
MODE OF DISCUSSION: (Circle One) EMAIL
US Topic/Discussion/Information
1. Reflection for Week 2 of Solo
Teaching
2. Response To Email Question:
"As part of quality core instruction, teachers
routinely check for understanding. They
can do so through oral language
interactions and questions, as well as by
assigning written products, projects, or
tests (Fisher & Frey, 2007). In addition to
using a variety of formative assessments to
check for understanding, teachers use
them to plan instruction (Moss & Brookhart,
2009). These are routines that have a
strong evidence base and are expected to
be part of the work every classroom
teacher does" (Fisher, Frey, & Rothenberg,
2011).
As part of the US and ST conversation, you
may share how formative assessments
influence your planning, preparation, and
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week.
Areas for Growth
a. Be more firm with the students. Change
tone of voice when directions need to be
explained to gain the students attention.
b. Continue to work on pacing/classroom
management
c. Continue to look over lessons, and write
notes in order to guide students through
lessons smoothly.
d. Work on improving ways to check for
understanding:
Ask students to think of questions
that they may have to prompt higher
level of thinking.
DATE(S) OF DISCUSSIONS 1/25/17
PHONE FACE-TO-FACE
Action/Decision
1. Overall, Week 2 of Solo Teaching went
well. A positive that happened this week
was getting used to, and settling into a
consistent routine with the students. I
think classroom management improved
slightly, but could still use some work.
Students have adjusted to ST being the
lead teacher, and CT assisting in small
areas of need, or doing small group
interventions. I must also add that I felt
more confident leading my lessons this
week, as I was better prepared, and I
could anticipate what kinds of questions
the students would have. (ea. Vocabulary
in the Wonders Unit) I was also doing a
better job pacing out my lessons, and I
didnt feel as rushed to complete lessons,
or worried about running out of time.
lesson implementation. Some improvement I could make are to
continue working on my classroom
management, and gaining better control
of the students. To do this, I will follow
the procedures for disciplinary actions
that CT uses in her usual routine.
Students are given 3 warnings. After a 2nd
warning, students write a reflection about
their behavior, and how they can
improve.
2. This week, I was able to use formative
assessments to plan my lessons to focus
on one main topic that the students need
more practice on. For example, last week
during a math lesson with area and
perimeter, just by walking around the
room and observing the students working
together on a constructive response, I
noticed students were confusing the
formula for perimeter and area. To plan
my math intervention lesson for this
week, I decided to focus just on the
perimeter. Students wrote the step by
step procedures to solve perimeter in
their math notebooks, followed by a
practice constructive response to apply
what they have learned.

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