Alverno College

Milwaukee, Wisconsin

Cooperating Teacher Feedback Sheet

ED 215R
Lesson Two
Miss Checker immediately got the students attention by asking a question about remembering The Three
Billy Goats Gruff book from last week. She clearly explained how today students would use the book to
work on retelling. Using a prepared anchor chart, she referenced the important parts to retell the story.
Taking the time to define the beginning, middle and end of the story, helped set the students up for success
as they reread the big book together. When using transitional words for next and after that, she even
linked to previous class lessons by acting out how we say transitional words. This connection
reminded the students of their background knowledge to be used for this lesson. When Miss Checker
talked about the end of the story, she mentioned that not all of their just right books might have clear
endings yet. She acknowledged and reassured students that their retellings might sound different.
As she read the story, Miss Checker again used proper expression, phrasing and volume. She also
changed her voice as she used transitional words. By pointing to pictures in the book when reading about
the valley and meadow, she helped to build vocabulary for those who needed it. When they were going to
choral read parts, she let them know by stating, Lets all say that so students knew the expectation to
read certain parts. By taking time throughout the story to talk about the beginning, middle and end, the
students were able to successfully retell the story parts. Miss Checker engaged the class by asking to give
a thumbs up if they thought so when a student would respond.
After they finished reading the book, she referred to the anchor chart to retell the parts. She asked guiding
questions such as, What was the first thing they decided to go? Next, she explained her special
surprise of using the retelling sticks to practice this skill using one of their own books during partner time.
She modeled by pretending to be a partner and she immediately got their undivided attention by roleplaying and not saying the right things. Using this type of style is reflective of what Miss Checker sees
in our classroom. She then invited a student to come up to try it again. After repeating the directions of
how to use the sticks and the importance of retelling the parts of their just right books to their partners,
she called them off to begin their independent reading time.
Miss Checker stopped to check in with students and take notes while retelling about the characters,
setting, beginning, middle and endings. She would often ask if that would be the book they would use
during their partner time. It was a terrific reminder and helped to keep the students accountable for the
upcoming work. She listened in carefully when it was time for partners to use the retelling sticks and
continued to jot down notes. It was impressive how Miss Checker also remembered to look around the
room when she was conferencing with both individual and partnerships to ensure students were
completing work appropriately. Great lesson!!

Cooperating Teachers Signature _______Colleen Korpal___________Grade: 1st

Date: October 29, 2014 Did _X_ Did Not ______ meet criteria