5/2/2017 Mail - sgrubb1@gardner-webb.

edu

Notes

JasonParker
Mon3/6/20179:37PM

To: mjarrett2@wcpss.net<mjarrett2@wcpss.net>;SamGrubb<sgrubb1@gardnerwebb.edu>;JimPalermo<jpalermo@Gardner
Webb.edu>;

Sam Grubb - 3-6-17

835 - observation began

837 - ST asking about worldly wise...asking Ss to get materials out - tells Ss to

quickly put up math

837 - ST starts the review of the word of the day (penetrate) - st asking was about
the denition of the word...continues to ask about synonyms -

839 - discussion about synonyms and antonyms continued

840 - discussion moved toward having Ss share sentences they had written

841 - Discussion transitioned to asking where S were going to be in a few days

(DC) - st tells students that they will be reviewing theme - ST continued
introducing theme...asking Ss about theme and to read the learning target

843 - ST continuing to give review information for the review packet for
theme...remind Ss to annotate, read, etc.

843 - ST discussing the rough draft of the fantasy writing - reviewing the
checklist

846 - Ss began working on theme packets...847 - Ss called reading group to side

table - ST started by passing our leveled readers

849 - ST reviewing what group had completed previously - 850 - ST continued to

review the answers from the previous reading group time
https://outlook.ofce.com/owa/?realm=gardner-webb.edu&path=/mail/search 1/3
5/2/2017 Mail - sgrubb1@gardner-webb.edu

852 - ST transitions to the level text - starts reading aloud to the students...ST
starts asking about predictions related to the text

856 - ST discussing text interactions with Ss

900 - small group work continued - ST working with individual Ss

_________________________________________________________________
___________

Suggestions / Feedback:
- the discussion of the synonyms and the antonyms was good for relevancy -
continue to grow this practice
"I see your train of thought" - good way to give re-direction to Ss when
answer is not what you wanted
You moved around the classroom a lot - continue this practice - make sure
you are visually sweeping the room constantly (S front left had his head
down a lot)
Remember...you need to have something to immediately engage Ss with the
instruction...your questions were goof but this did not give you a clear
indication of the learning readiness for all of your students.
Just curious...how did you arrive at 13/18 for the criteria for success?
Were Ss supposed to be on iPads during your instruction? (It looked like
they were doing instructional work...just asking)
How did you establish relevancy for the theme packet??? Remember, don't
just let kids do work for test prep...why do they need to demonstrate
understanding of theme in order to be successful in life or as a reader?
Should you have reviewed the "THINKER" strategy with students? What
was the incentive for Ss to use this strategy as they were reading the packet?
During the beginning of your reading group, there were a lot of low level
questions - - - how can you increase the effectiveness of your questions to
gain a better understanding on what students really know/do not know?
Should you have setup the reading of the story differently? How could you
have tapped into the students' prior knowledge more specically to the text?
You are using the ller "OK" a lot..
https://outlook.ofce.com/owa/?realm=gardner-webb.edu&path=/mail/search 2/3
5/2/2017 Mail - sgrubb1@gardner-webb.edu

Make sure you are keeping a visual on the entire classroom as you are
working with your small group.
Lesson planning?
CE: "remember to slashing the trash"

Dr.JasonL.Parker,NBCT
AssociateDeanoftheSchoolofEducation
UndergraduatePrograms
SchoolofEducation
P7044063890|F7044063921
CraigHall106G
Twitter:@_parkerjl

https://outlook.ofce.com/owa/?realm=gardner-webb.edu&path=/mail/search 3/3