Towson University

Classroom Observation

Intern: Amanda Slaysman Date: March 27, 2017

Time: 9am-10am

School: Halstead Academy Grade: 2nd Class 18

Size:

Mentor: Susan Wilken Subject: English/Language Arts

Planning Observed Not

NA
In Progress Observed

Lesson is aligned with appropriate content standard and indicator. X

Lesson is aligned with appropriate InTASC principle. X
Lesson objective identifies intended learning. X
This week we will:
Read and write words that end in -ly
Add endings to a root word to change its meaning
Use ly adverbs to describe how something is done

Lesson objective is worded in student terms. X

Formative assessment (teacher observation) and the summative assessment (completed X
worksheet) are directly aligned with the objective.

Instructional materials are attractive and readily available. X

Comments: You planned a whole group lesson that included guided practice and opportunity for independent reading and writing work.
Each activity demonstrated your ability to plan instruction based on knowledge of the MCCRS and BCPS reading standards, and your
students strengths.

Context for Learning

Students demonstrate adequate prior knowledge to be successful learners. X
Grouping techniques are appropriate for intended learning. X
Comments: Todays lesson was a whole group phonics lesson that provided several options for the children to see, hear and perceive the
new information on the value of using adverbs in written and oral language. It was clear that the students have been working on learning
the conventions of standard English grammar and usage when writing and speaking, and using modifers to expand on ideas. The Brain Pop
review of what an adjective is, that went into the new learning of what an adverb is provided great interest and connected the childrens
prior knowledge of modifers to their new learning. They were ready for this new learning!

Motivation for Learning

Connections are made between students experiences and the new learning. X
Strategies are used to promote excitement and stimulate thinking. X
Positive reinforcement is used when appropriate. X
Comments: You started the lesson with stating the learning objective and posting a sentence on the Promethean Board Amari politely
raised his hand and waited for Ms. Slaysman to call on him. First, you asked the children what they thought the purpose of the highlighted
word was in the sentence. Then, you pantomimed the difference between politely raised his hand and frantically raised his hand so that the
children had visual and physically support to start to develop their learning that adverbs affect the meaning of a sentence. Students were
reminded again that they had been learning about descriptive words (adjectives), and that learning adverbs was the next step. This
opening activity definitely hooked the children to the instructional learning that followed!
Implementing the Lesson
An appropriate review/drill/warm-up/motivation is conducted. X
Objective is posted, shared with students, discussed and clarified as needed. X
Instructional activities are meaningful and relate to the objective. X
Instructional activities are appropriately sequenced. X
Instructional activities are varied to address different learning styles. X
There is a balance between teacher-directed and student-centered learning experiences. X
Students are actively engaged during instruction. X
Teacher/student modeling sequence is appropriate to intended learning. X
Expectations/standards for student work are clearly communicated. X
Class begins and ends on time. X
Pacing is appropriate and adjusted based on student feedback. X
Transitions between activities are efficient and effective. X
Levels of questions are varied and support the objective. X
Content is accurate. X
Instruction makes cross-curricular connections (as appropriate) NA
Instruction integrates the use of technology (as appropriate). X
Homework assignment is appropriate. NA
Comments: Each step of this lesson was so well-developed that when the children started to work independently, it was clear that they
would be successful. You provided a clear explanation of the learning expectation for the whole group and independent work. There was
an appropriate balance between teacher-led inquiry and student-centered involvement throughout the instructional period. All of the
instructional activities were appropriate for the level of the students, and addressed their different learning styles and needs.

Not
Observed
Assessing Student Learning/Differentiation Observed In Progress NA

Student data (as available) is used to inform instructional decisions. X

Informal assessment strategies are utilized throughout the lesson. X
Instruction is adjusted based on informal assessments of student understanding. X
Instructional modifications (interventions/enrichment) are provided and based on needs X
of students.

Students practice new learning independently. X

Formative assessment is completed during the class period. X
Future instructional planning is based on formative data (Post observation discussion). X
Comments: You provided differentiated work expectations for the completion of the worksheet. Children who struggle with writing were
not required to complete the writing portion of the worksheet, but could illustrate the sentence to show understanding of the adverb and
what the word means. Students also used a WONDERS online phonics game for extension and re-teaching.

Summarizing the Lesson

Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments: It was very clear to me that the students have a good basic knowledge of adverbs and how they affect the meaning of a
sentence. Your observations and completed worksheet will help you plan your future lessons.
Classroom Management
Student behavior is managed effectively. X
A positive and supportive atmosphere is maintained. X
Classroom routines and procedures are evident. X
Appropriate feedback and reinforcement are used consistently. X
Instructional space, equipment, and materials are organized. X
Comments: You have a very pleasant manner with the children, with high expectations for both behavior and learning. Your use of
effective praise was evident throughout the instructional period, for example, Thank you for being so respectful and raising your hand
and Thank you for making a choice that is best for you. The children responded to you immediately, no child was disrespected in front of
the other children, and instructional time was not lost due to inappropriate behavior.

Professionalism
The intern uses correct English. X
The intern demonstrates knowledge of instructional strategies. X
The intern appears sensitive to individual needs and differences. X
The intern uses AV materials and technology appropriately. X
All written materials are clear and legible. X
The intern uses a clear voice, which is appropriately adjusted in volume and inflection. X
The intern uses non-verbal communication effectively. X
Comments: Throughout the whole and independent activities, you were patient and encouraged the children to stretch their thinking. The
children felt safe and valued, and were willing to take a risk speaking up in class.

Anyone who has never taught 7 and 8 year old children, would wonder about the active nature of the learning atmosphere of a primary
classroom. Having taught second grade for seven years, I recognized the organized chaos, the well-structure routines, and the behavior
and learning expectations that the children were familiar with. Your students are very lucky to have you!

Thank you for a wonderful Monday morning start to my full day

of completing observations!