Observation/Reflection Form for Multiple and Single Subject

Candidates
Teacher Candidate ____Petah Kelsey__________ Date _____4-21-15_____ Subject ____Reading______
Grade ________1st Grade____ Observer of Lesson (check one): master teacher peer colleague university
supervisor self/candidate

VANGUARD UNIVERSITY - Graduate Program in

Education
Areas of Strength (Please collect evidence during lesson and
connect it to the TPEs): Petah accessed prior knowledge by
opening with a question about what a watermelon patch is. She
validated student ideas (yes it is kind of like a strawberry patch)
and practiced the words to know so that the students would be
successful reading the story. She also reminded them of a previous
phonics skill that we have worked on silent letters the b in climb is
silent). She set her expectations for the group (rules, behaviors), and
she also explained the objective of the lesson at the end you will be
recalling details and summarizing the story. She clearly explained the
protocol for her reading group (whisper read to ourselves, when
teacher taps your book you read a little louder so she can hear you).
Petah also clearly explained her directions for the written summary
page for the group. She modified the assignment for a very tired little
boy who was unmotivated to draw his picture (drew the picture for
Ethan to get him going). She validated their ideas and reminded them
of the big purpose for our CCSS reading standards- look back into the
text for your answers.
Areas of Improvement (Please collect evidence during lesson
and connect it to the TPEs): Did any of the students choose to
write their own summary? Or did they all complete the cloze
document you created? If not, I would recommend targeting a few
students that you think might need to be challenged and encourage
them to complete their own.
Jenna read the story very quickly, and you instructed her to re-read it
then. She read it quickly because she was most likely skimming over
the words that she did not know. For struggling readers I would
emphasize them tracking the words as they read- so that forces them
to slow down and work hard on all of the words. Model that for Jenna
and then tell her you will watch her track as she reads.
Next Steps (With the candidate, create 1-3 action steps for the
next observation based on the TPEs): If you were going to teach
this lesson again to the same group what would you do next? I would

recommend doing the same lesson format with a new story and then
give them some struggle time to complete the written activity on
their own. Each time you teach the lesson, gradually pull back the
amount of scaffolding you give them we do until they are writing
and drawing summaries on their own.

Signature: Heather Lebus