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National University

School of Education

National University General Education Student


Teaching USP Observation
Student Teacher: Pecora,Alyssa
Observation #6
Observation Date: 2016-05-02
University Support Provider: Alpert,Madelon

Domain D: Planning Instruction and Designing Learning Experiences for Students

University support provider feedback:


Rubric level: Integrating
Evidence / Feedback / Next Steps:
Alyssa your highly organized lesson was aligned with the kindergarten common core standards on
phonemic awareness. You clearly stated your lesson objective at the beginning of the lesson which
followed what you had written in your lesson plan. You effectively prepared a wide selection of
highly appropriate instructional activities that engaged all students but especially for the learning
needs of EL learners by incorporating visuals and engaging students with finger counting syllables
and clapping with hand motions. The chunking of the lesson into varied activities was intentional
and allowed students to have multiple opportunities to learn the skill.

Domain C: Engaging and Supporting Students in Learning

University support provider feedback:


Rubric level: Integrating
Evidence / Feedback / Next Steps:
Report generated on: 2017-01-29-15.32.26.000000

Alyssa presented an exceptional instructional language arts lesson on phonemic awareness using a
wide variety of engaging instructional strategies that were highly appropriate to kindergarteners.
She intentionally engaged the students by stating why blending of sounds is important and had
students repeat this to their neighbor. She activated their prior knowledge by having them echo her
blending of sounds and clapping it out,Ex: fl/a/g, c/ow. Using a pair/share technique, students
repeated what segmenting was which seamless led to her saying a word and students repeating in
syllables with hand gestures, Ex: black, leash. Alyssa then modeled finger counting syllables and
had students do it with her. She then did phonemic substitution to make new words, Ex: b/ig b/ug,
d/ot c/ot. She competently used pictures cards for students to say the word and then make letter
substitutions and form a new word. Students had a high level of engagement throughout the
entire lesson by her using gestures, clapping, pair/share strategies and modeling to ensure that all
were participating and understanding the skill.

Domain F: Developing as a Professional Educator

University support provider feedback:


Rubric level: Not Observed
Evidence / Feedback / Next Steps:
this domain not observed during this observation

Domain E: Creating and Maintaining an Effective Environment for Students' Learning

University support provider feedback:


Rubric level: Not Observed
Evidence / Feedback / Next Steps:
this domain not observed during this observation

Domain B: Assessing Student Learning

University support provider feedback:


Rubric level: Not Observed
Report generated on: 2017-01-29-15.32.26.000000

Evidence / Feedback / Next Steps:


this domain not observed during this observation

Domain A: Making Subject Matter Comprehensible to Students

University support provider feedback:


Rubric level: Not Observed
Evidence / Feedback / Next Steps:
this domain was not the focus for this observation

Overall observation feedback:


Alyssa presented a lesson on phonemic awareness that met the Common Core standards for kindergarten.
The students were sitting on the rug and fully engaged throughout the lesson. She demonstrated that she has
a clear understanding of the content and approrpriate instructional strategies. The focus for this lesson was
on Domains C and D. This lesson was at the integrated level for all domains. Her focus for the remainder of
her placement is to teach all day and plan with her SSP. Her SSP shared that she has confidence, has
learned the lingo for phonemic awareness and makes learning fun for the students by engaging them.

Report generated on: 2017-01-29-15.32.26.000000

Integrating - The candidate provides clear, consistent, and convincing evidence demonstrating the
competency or competencies. Candidate's practices demonstrate a preponderance of appropriate,
relevant, accurate, and clear or detailed evidence. The evidence is purposefully connected and
reinforced across this TPE Domain.
Applying - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence.
Evidence is connected across this TPE Domain.
Emerging - The candidate provides partial evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
Beginning - The candidate provides little or no evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of inappropriate, irrelevant,
inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Report generated on: 2017-01-29-15.32.26.000000