Appendix D

Towson University
Classroom Observation

Intern: LaShell Wallace Date: 4/24/17

Time: 9:20-10:00
School: Milbrook Elementary Class
Grade: 3 Size: 3
Mentor: Kari Hill Subject: Phonics

Not
Planning Observed Observed N
In
Progre A
ss
Lesson is aligned with appropriate content standard and indicator. X
Lesson is aligned with appropriate InTASC principle. X
Lesson objective identifies intended learning. X
Lesson objective is worded in student terms. X
Formative assessment is directly aligned with the objective. X
Instructional materials are attractive and readily available. X
Comments:

LaShells lesson was well planned and aligned with the appropriate standard. The objective was written in student friendly terms
which aligned with the formative assessment. All materials (large sound cards, copies of passages, dry erase boards and markers)
were neat and orderly and easily accessible.

Context for Learning

Students demonstrate adequate prior knowledge to be successful learners. X
Grouping techniques are appropriate for intended learning. X
Comments:

Students demonstrated adequate prior knowledge by reviewing previously taught vowel teams and r-controlled vowels. They were
able to fluently read previously taught trick words and decodable words.

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:
Students were motivated by their confidence in accurately identifying previously taught skills. They were motivated by positive
praise throughout the lesson.

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 X
experiences.
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) X
Instruction integrates the use of technology (as appropriate). X
Homework assignment is appropriate. X
Comments:
The lessons objective was posted and reviewed with the students. The objective was written in clear, student-friendly language and
expectations were explained. The students were motivated and engaged throughout the lesson. The pacing of the lesson was
appropriate and the students easily transitioned from one activity to the other. LaShell explicitly modeled the skill of reading
multisyllable words and provided enough time for student independent practice.

Not
Observed In Observed NA
Assessing Student Learning/Differentiation Progres
s
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 X
needs 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 X
discussion).
Comments:
LaShell informally assessed the students by observing them throughout the lesson and providing feedback during their
independent work time. LaShell asked questions to ensure her students understanding of the skill.

Summarizing the Lesson

Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments:
LaShell wrapped up the lesson by asking students what they learned today. All three students raised their hand to share their
learning for the day. Based on the formative assessment, it was evident the students were able to demonstrate the objective
(identifying and dividing multi-syllable words from a passage).
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:
LaShell demonstrated effective classroom management during the lesson. Students followed classroom routines and procedures.
They were able to pass out materials appropriately and in a timely manner. All materials were organized and easily accessible. At
one point during the lesson, a student became upset because a peer was making comments about how slow he was reading his
flashcards. LaShell handled the situation in a positive and supportive manner, resulting in the one student apologizing.

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 X
inflection.
The intern uses non-verbal communication effectively. X
Comments:
LaShell consistently demonstrated professionalism throughout her lesson. She was sensitive to her students needs when one
student in particular showed difficulty reading words written on flashcards. LaShell worked with the student one-on-one and
helped him read multisyllabic words by breaking them apart. She also used non-verbal communication effectively.