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Pre-Observation Form ‘Administrator:_Mel Hewitt Date of Conference: _ Friday, February 12, 2016 Date of Observation: February 16 and 17 Grade Level / Subject: 3 Grade Reading 1. Briefly describe the students in this class including those with special needs: There ere 23 students in his class. Thre are seven students who are reading less than 115 wom, These seven students are broken down int the flloing ‘Student: special education with Kay Gustin ‘Student 2: reading and math goal IEP, receives extra reading support with Hedi, and receives speech services ‘Stunt 3: reaing goal IEP, receives extra reading support with Heil ‘Stunt 4: reading goal IEP, receives extra reading support with Heil ‘Student 5: at risk, progress monitor ‘Student 6: at risk, progress monitor ‘Student 7: substantially deficient with an intervention ‘Along with these seven students, the other 16 studenis are reading above 115 wpm with at east 95% accuracy or higher. | ao have wo students who are moritor with ther behavior. These two students ae broken down int the folowing ‘+ Student: behavior goal IEP with Kay Gustin Student 2: SST behavior goal 2. What are the goals for the lesson? What do you want the students to learn? My goal forthe lesson is for students to understand and comprehend informational texts. | want the students to lear and be able to ident informational text and grephic features ike headings, captions, labels, diagrams, and imelnes inorder logan awareness of stelegis fo use when reading and understanding an informational text. Reatng and analyzing an informational ext wil help prepare my students for future encounters they wil have wit hese types of texts, 3. How do these goals support the District curriculum? Within these lessons | aligned the lesson’s standards, objectives, activites, and assessment o suopotthe Distet curriculum, | am Using resources within the dsticted adopted reading curiculum ofthe Joumey's soris tha direct relates tothe Common Core standards, As | work through the curriculum | make sure to stay consistent withthe lessons, Students are leaming, practicing, and mastering reacing target sk Such as identifying text and graphic features in an informational text, comprehending a grade-level ted, asking and answering questions, reading fluent with accuracy, and reporting ona topic 4, How do you plan to engage students in the content? What will the students do? | plan to use the online reading textbook fr students to listen the story being read aloud. The speaker demonstrates good fluency, accuracy, and expression with his words. Students also have the option to follow along inthe book, or on the board. Also, within ‘ur whole group instruction | allow students to workin pairs andlor table groups to discuss responses. This allows fr each student to getinvolved and engaged within the topie. Especially my shy sludents take advantage ofthis opportunity to collaborato with their peers. The students wil also be engaged by the routine of each lesson. Students will understand the expectations of the assignments, and will successfully complete the worksheet. My reading biock also includes small reading groups where students are able to use many diferent materials to work on ther reading skils, Some of these fun materials incude chrome books, leveled- readers, and manipulatives 5. What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties? | am anticipating the students to not understand specific vocabulary words within the text. For exemple te diferent kinds of tress listed in our strying including bristecone pines, palm tea, white oak, gingko, empress tree, red maple, baobab bee, calabash treo ‘and much more, | need to make sure students havea general understanding of diferent types of trees This wi help students understand the text better, widen thelr perspective on trees, and make connections. | am going to include pictures and visuals of different types of tees. This wit prompt discussions about ling organisms, andi willbe a great way to cross content knowledge ‘subjects of reading and science Pre-Observation Form 6. What instructional materials or other resources, if any, will you use? Please attach samples of the ‘materials you will be using in this lesson, | |Win my lessons | am using a graphic organizer to record atleast three detals to identy text and graphic features. The other resources | am using include the lesson 18 vocabulary cards, online student book through ThinkCentral, and Reader's Notebook pp. 35-36. Ihave attached all samples ofthe materials | vl be using in the lessons. 7. How do you plan to asses student achievement of the goals? What procedures will you use? Please attach any tests, rubrics, performance tasks, or scoring guides. | am using formative assessment within my lessons to assess student achievement. The activites of identifying text and graphic features using a graphic organizer and completing the Reader's Guide questions all seve as the purpose to help prepare and Practice forthe summative essessment. The sludents will be formally assessed on these skls of identifying text and graphic features and understanding an informational text on the lesson 18 vocabulary and compretension test. Students will complete this test February 16°. What lowa Teaching Standards and Criteria will be demonstrated in this observation? > OPEe> List any items you might want to call to the attention of the administrator. | Observation Reflection Form Name_JenniferDohmen Attendance Center__Anderson Elementary. Grade/Subject_3 Grade- Reading Observation Date___Tuesday, Feb. 16% and Wednesday Feb. 47 Time__10:15- 44:15am. Post-conference Date_Friday Feb. 19_Time_10-11am 1. As reflect on the lesson, to what extent were students productively engaged? (Overat,| fel that my students were engaged throughout the two lessons. During small reading groups, the students were engaged Within their assigned center. Each center's actiity is designed to help praciog mastering a word work or vocabulary skl. The students are encouraged through the acts to take an active role in their reading and language ats skills. During whole group the students seemed fo respond very nicely of folloning along with the text as itwas read aloud to them through the Think Central online textbook. Students really seemed to respond well o our Reader's Guide when asked to draw pictures, labels, and caption. Creating hand+on activites is such a great too for this specifi class since they love to take an independent and active role in their learning, 2, Did the students lea what | intended? Were my instructional goals met? How do | know? ‘My goals forthe students were to practice identfying text and graphic features from the text and tobe able fo understand and comprehend informational texts. These goals were met by students completing a graphio organizer of adding atleast trae details, ‘and students also completing the Journey’s Reade’s Guide to answer questions based upon the informational tex. Both ofthese skils are not tobe master within one day or even one lesson. These goals are designed for students lo practice and work on throughout the year fo master. During these two lessons, some students stil led on my guidance of finding deli or evidence in the text | know tha the students learned wha | intended based on the formative and summative assessments. | used my formative assessment to help guide instruction in order to make sure students understood the informational text. The summative assessment was a final grade and reflection of how they met the leaming goals. | am taking this data ino consideration for future lessons on sinilar reading goals 3. Did | alter my goals or instructional plan as | taught? If so, why? During these two days of lesson I didnot alter my goals, but changed my instuctional plan due toa schedule change in our grade. \We pushed our reating black up to eal inthe morning forthe frst lesson du to the naed of extra time fo test students on thelr iowa Assessments. | pian my reading block sts routine fr the students, and wit ths change it confused them ate bit because they fet ike they needed tobe in math class. With some reminders the students were able to adapt to the change of ime and stl completed the usual routine of our reacng. Another tem Ihad to alter was one of my smal groups. They got pulled to finish their testing, so they missed our whole group instucton that day of analyzing the fox. | was able to make up this tim with hem in @ small group. We had also done los of activites wth te ext aeady, s0| was not ovely word about what they had missed, 4 If had the opportunity to teach this lesson again fo the same group of students, what would | do differently? Why? If Thad the opportunity to teach these two lessons again, ! would include more independent work from specific students and smal ‘group with other. | have los of students this year thal are sel-molvated and are able fo complete actives on thelr own, but | also have a small handful that needs extra guidance in their reading sks. | would plan it differently by allowing some to take an active ole in the completing the actvty individually, and | would take the opportunity to pull a small group back to help guide them, 5. Provide several samples of student work related to this lesson. The samples should reflect the full range of student ability in your class and include the feedback you provide to students on their papers. Soe attachad samples. Observation Reflection Form 6. _List the lowa Teaching Standards/Criteria that were related to this lesson. OF E> Ero Teacher's signature Date Administrator's signature Date

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