Phelps Luck Elementary Pre-Observation Discussion Questions

Name: Stephanie Greene Date of Observation: October 17, 2016

Please review the following statements and questions prior to our

Pre-Observation conference and be prepared to discuss them at our
pre-conference. You may use the lines to jot notes if you wish.

What are your learning outcomes for this lesson? What do you want the
students to understand?

The students will understand why organization is important, how we

organize information, how patterns and systems are used in our school.
The students will evaluate the sections of our library
The students will apply strategies to find information independently.

Share the instructional strategies that you will be using throughout this
lesson to keep your students engaged.

Think/Pair/Share to discuss/brainstorm what a mystery is.

Think/Pair/Share to discuss a way we use clues in the media center.
Kinesthetic Learning while students are moving around the media
center locating and evaluating the sections.
Grade as You Go while students are locating and evaluating the
library with their clipboard. I am a checkpoint to move on to the next
section.
Exit Ticket Whole Group Query to notice patterns at the different
checkpoints and asking where else in the school they see patterns or
organization.

What rigorous questions will you ask throughout the lesson to support
student learning and deep understanding?

Questions will include:

Who can tell me one thing they know about mysteries?
What types of characters do we have in a mystery?
Who can tell me a mystery we might have in the media center?
What do we see? What else do we see?
Based on what we see, what do we think will happen in this story?
Anything else?
What do we wonder about before we read this book?
Who can share a way we organize the media center?
Who can show me where some clues are to help us find information
(books)?
What types of ways do we organize or use clues in the rest of the
school?
How will you differentiate instruction for different individuals or groups of
students in the class?

I have provided a separate copy of the book for two students to look at
closely. I have modified the checkpoint worksheet for these two
students.
I have multiple students with IEPs. My expectations are that they will
complete one of three sections of the worksheet.

How will you assess that your students have learned the objective being
taught during the lesson? If students do not demonstrate understanding,
what next steps will be taken to insure learning takes place?

We will use thumbs up for understanding directions.

We will use a library checkpoint worksheet to collect data.
Individual support for the students not demonstrating immediate
understanding.
Follow up lesson practicing writing call numbers for different sections
of the library.