```Weekly Feedback

WEEK 8
10/21-25

WEEK 7
10/16-18
10/18
Dailies (20 minutes AM/PM)--questioning, assessment through observation and questioning
Finished bulletin board for art integration activity with matter and leaves

10/17
Reminder that Lesson plans for your full week of teaching (Nov 4-11) are due to me by
Monday, Oct 28, if not sooner so we can make necessary adjustments if needed.
Created small group activities
Worked on bulletin boards for PBIS 50th day of school

10/16
Individual conferencing in math PM (30 minutes)
Dailies PM (20 minutes)--practiced questioning (higher order), assessment through observation,
classroom management, housekeeping in folders
Individual conferencing in math AM (30 minutes)
Preparing materials for week’s lesson in math and science--copying, laminating/cutting, bulletin
board (30 minutes)

WEEK 6
10/7-11
10/9 Full day of teaching (sub that day)

WEEK 5
10/3/19 Full day teaching
No formal lesson plan; only highlighted text from Eureka lesson and RPE Matter lesson
Small groups--nothing prepared, so after we checked homework. I created 2 small groups for
her to pull to review

Next week I will need a full lesson plan (for October 9, 2019) so we can work on transitions,
differentiation, time management, and how to create small group lessons. Please have these to
me by Monday. You will be teaching M3, L6 in Eureka and Matter is Poppin’--Pop Rocks Day 1
experiment lesson.

Review before jumping into the practice. Remind students of the RDW strategies to solve word
problems. That’s why they were stuck and you had to work together.
Whole group--
● How can you challenge those students who already understood and were beginning to
get off task?
○ Think, share with your partner, this practices accountable talk and challenges
students who understand the concept. It also allows them to see other people’s
thinking to broaden their understanding and that problems can be solved in
different ways
Time management
○ Math went until 11:30. This is going to make your time for the science lesson way
too short. Students were not able to see the full affect of the change in states in
the popsicle.
○
Science--monitor student conversations about their observations
Think about what students could do while you are opening popsicles.
Be sure to give instructions completely, model, before you hand out materials. Otherwise, they
are not listening.

October 1, 2019--taught half-day with my sub as I was out

WEEK 4
9/27--DOT DAY

9/26 THURSDAY Full day teaching and observation

Dailies and homework
● Questioning continues to be good
● Do you have a strategy as to who you are calling on?
Math lesson Eureka M2, L8--written lesson plan
● Classroom management
○ Use attention getters to wrangler talking; otherwise, you’ve lost several and
others are talking and not about math
○ MIC-KEY to get focus, doorbell if they are not listening
○ ]Knowing when partners are finished, “high 5 and freeze your partner”
○ Use timer for transitions
○ On plans, you can include ways you can use these strategies
● Lesson
○ On rug--(18 minutes)
■ Modeled all examples
■ **Have a student try example 2 and 3
■ Watch wording as to why 4 is now 0. Maybe try “new start”
 ■ Give an example with the 0 and same example beside it with the 4 as the
“new start”
■ Partner talk--be sure you are walking and listening to various students
■ Remind them that today we are applying what we’ve learned about
measurement to solve “real world problems”
○ At seat (40 minutes) Real-life problems
■ Here is where you kind of lost many of them
■ Use attention getters
■ Not all students will always finish each measurement, especially if they
are not understanding
■ This went long for 2nd graders attention.
■ Lesson idea is good, maybe try to shorten a little
■ The activity with the envelopes could be done in a small group.
■ Problem set--do #1 with them before sending them off to work
independently
Planning and instruction--materials ready, only saw Eureka lesson (nothing written up with
additional info), knowledgeable of content and asks questions when unsure
Learning Environment and Mgt--students are learning to show the same respect to ST,
management is consistent with T, ST acknowledges differences in students and accommodates
modifications when necessary or required
Communication--communication has either been at school, email or weekly feedback form;
responses are mostly in a timely manner
Professionalism--appearance is nice, talked about length of dresses and lower cut shirts;
attendance is punctual; ST participated in Parent Night (Sept 25 after school)
Professional Growth--open to changes to lessons, flexible when adjustments need to be made

Lesson PM--
● Explanations much better during mini-lesson (12 minutes), but independent work went
really long (8-10 minutes total is plenty)
● Stop and go over; remember this is still practice, they aren’t supposed to get it today or
quickly
● What happened to small groups to do the extension activity?
● Remember to give an early finisher activity to help with management

Weekly lesson plans should be sent to me by Thursday for the following week so explanations
and adjustments can be made?

9/25 WEDNESDAY
Dailies and Homework--
● Good job addressing Student L’s behavior and have him answer to bring him to focus
● Questioning continues to be good
●
Planning for Dot Day on Friday--
 ● Checked ipads for updates and created a short iMovie video with explanation to create
our Dot Wormhole

9/24 TUESDAY

9/23 MONDAY--Full day teaching math

Observation lessons due for review today EUREKA M2, L8

Dailies and Homework--

● Good job addressing Student L’s behavior and have him answer to bring him to focus
● Questioning continues to be good
●
Planning for Dot Day on Friday--
● Checked ipads for updates and created a short iMovie video with explanation to create
our Dot Wormhole

Dailies (20 minutes)

● Good questioning and having students explain answers. Walked around room checking
students’ work
Watch transitions, time and noise
Math (am)--
Mini-lesson (22 minutes)
2.MD.1--I can use estimation strategies by applying prior knowledge of length and using
mental benchmarks.
2.MD.3--I can estimate the lengths of objects.
Students were engaged in whole group and partner work using a ruler to measure 2 sides of a
piece of paper.
Students use clue words to compare those sides and strategies they would use to solve them.
● Be sure all students are engaged.
● Good use of partner talk. Walk around listening to hold them accountable. Give them
time cues and maybe a verbal cue to come back to your focus
● Have a strategy for items brought to rug--rulers, paper, pencil
Independent work/Small group rotations (40 minutes)
Students practice mini-lesson through independent problem sets and small groups. Additionally
they practiced fluency using FastMath and Zearn.

WEEK 3
9/19 THURSDAY
Dailies and Homework
● Worked on transition time with students, reminding of procedures
Math Dailies
 ● Continued with good questioning beyond the problem including higher order questions
and answering in proper responses
Homework
● Walked around checking for correct answers and understanding
● Explained misunderstandings as needed

Discussed teaching both math lessons on Monday based on Eureka Math Module 2, Lesson 6
including fluency and lesson; lesson plans should be due on Thursday

Dailies and homework (PM)--

● Be sure to walk around to check students' answers and understanding
● When students are in small group or independent work, this is their time to problem
solve if they are not sure what to do or how to do something. Try not to help them. When
you are in your own classroom, you would have to stop small group in order to address
the issues. You want to teach them independence and problem solving skills.
Problem set review (30 minutes including 6 minutes of transition)
● Good use of having them find clue words to determine their strategy to solve.
● Lots of students blurting answers and some not looking at their work. Jacob W was
playing with something in his lap the whole time.
Science (30 minutes)
● Read Matter, Matter Everywhere as a class
● Looked for words they did not know; those words were discussed and explained.
● Students then answered a set of questions using the text for evidence to show
knowledge of matter.
Math (pm)--
Mini-lesson (20 minutes)
● Students were more engaged and held accountable for work
● Continue to think about how to handle materials to keep them from playing with them
and being a distraction

9/18 WEDNESDAY
Dailes
Math Dailies
● Continuing with good questioning and having students explaining answer
● Praising students for proper response answers :-)
Math small group--Moving from pictorial to concrete strategies for subtraction (15 minutes each)
● Group 1--Cayden, Landen,Rylan, Anaiah
● Group 2--Welsey, Ryleigh, Jacob W

9/17 TUESDAY
Dailes and Homework review
● Good questioning--why, how do you know
● Much better variety of assessing all students not just those that raise their hand.
● Reminded students to use math vocabulary
9/16 MONDAY
Math lesson (switch class) Review addition and subtraction strategies for test tomorrow
● Call to rug (be sure you have everyone’s attention, use a timer to help with efficiency)
● Remind students of their Actor’s Toolbox (control body, voice, focus)
● Reviewing strategies
○ Be sure to ask questions--why, explain how
○ Have problems written ahead of time until you can easily come up with them

Week 2

Week 1--OBSERVATION only