Lesson Observation: 04/06/2017

Teacher: ______________________________Coach: Amy S. ____________________ Subject: _____________________ Grade: __________

Level:_________

Lesson Objective Area of Focus

Observations from Coach Students Responses and Successes Things to

Reactions During Lesson Consider
Interactive word study, student was asked to match the Student matched the term to + Word study * State
the definition. objective/ set a
definition with the term. The teacher praised the student for interactive
purpose for this
using his wait time and context clues. The teacher asked the activity
Student provided examples
student to explain his reasoning of why he matched the + Student
and
definition appears to
* Is this
reasoning for his answers. have a strong
to the term. She used examples from past lessons, his own grammar topic
vocabulary
the most vital
life, the story, etc. base
skill the
Student puts his head down student needs
and makes snoring noises. to address?
"How come that one is a verb?" "Yup, you are
receiving or getting genes from your parents." "Do you
Student makes sighing noises * Having the
remember what an adverb is?" student read
and is annoyed by the activity.
the
words/definitio
Teacher pulled an example from the text they read previously. ns aloud
The student reads the
Teacher rereads samples from the text to remind the student reinforces the
provided
of definitions or parts of speech. fluency and
example and selects the noun allows you to
make
that the adjective modifies. pronunciation
Teacher uses the iPad and video to review how an adjective
corrections
modifies noun. The teacher reminds the student to reread the
examples and think about the answer. She patiently once Student is disinterested and +Student
again asks the student to reread the passage and carefully then frustrated with the iPad became *More engaging
answer the question. Student was confusing adjectives, activity. interested in affect, both
nouns, and verbs kept choosing adverbs as the adjectives student and
the iPad. The
teacher seem
iPad is
blahhhhh.
interactive.
Teacher inquires about the PSSAs - how they went.

* Further
How do you think vocabulary helps you with reading? Thats explicit
Student reluctantly answers instruction on
called reading with context. How does knowing definitions
the teachers questions. A, N, V maybe
help you?
+ Teacher adj/adv
encouraged sorting?
Ughhhh Im tired, I dont student.
Teacher provides context and reasons for reading and why
want to do this. Teacher
knowing vocabulary helps a reader. She asks the parts of
named
speech that are difficult for the student.
strategy
Student is able to summarize Good
the book - he looks back into readers
Teacher refers to a nonfiction text. Asks the student to * What is the
the text to find specific topic of this
summarize what the book is about.
information. He rereads lesson?
specific passages from the + Student
Objective/Setti
text. Provides a very was able to
Teacher provides student with choice of jotting notes or ng Purpose
thorough summary. provide a
highlighting important information. What would make it easier very detailed
for you? Which one helped you to remember the story better? and through
*Build on
I think the highlighting, I summary
students
could remember more. from his
Reminds student of the rules of highlighting and what good strengths (NF
notes and his
readers highlight. text features)
highlighting.
Student was able to
remember the rules of *Predict, Read,
Teacher praises the student for highlighting the key + Teacher
highlighting. Think, Reread &
information. gave the
Highlight
student the
choice to use
Student highlighted the most
Why is that important? Questions student as to why the post-its or a
important information in the *Important vs.
student highlighted information. highlighter
paragraph. Non-Important
both good
strategies details
Teacher encourages student to go back and reread the text Student makes a connection
correctly. to the book King Darius to
+ Good use of *Student
the movie 300
questioning should be
working harder
Youre getting really good at summarizing.
than the
Student summarizes the text
+ Teacher teacher
from the highlighted text.
had prepped
We talked about this last week why summarizing helps us to
the story with
find what we need to know, like the facts and details.
red dots
where she
*More
wanted him
variety/change
to stop and
Student is able to recall the of activity is
If you had to pick the main point of the whole section, what jot
components of a good needed.
would it be?
summary.
+ Student
You have a lot of good stuff highlighted. Can you write a has good
summary in 15 words of less? Well make it like a game. sense of NF *Having the
Student is engaged the text features graphic
activity and the competition organizer
Teacher reviews the main points of a summary. Main ideas, of trying to beat the teacher prepped will
plot, characters, setting, etc. + Student cut down on
used distractions
Student reads his summary. background and down time.
knowledge
Teacher and student compete to write a summary in 15 words
from school.
or less.

* Give student
+ Student
Teacher encourages the student to take his time and make the a bit of
was able to
summary make sense. background
identify that
about each of
the teachers
the text before
example was
How does summarizing help you? Comprehension jumping right in
a better
to encourage
choice than
wide reading.
his because it
contained the
most
 important * Only needed
information. to use the
second text.
More age
+ Teacher appropriate.
The Coach: Amy S models a lesson for the student and the
does a nice
teacher.
job
questioning
the student at
Coach sets up the activity and the topic of details. She * Would it make
various points
explains how the use of details will help the student as a more sense for
in the text.
reader and writer. Student writes an example the student to
from the text on a post it listen and draw
notes. a picture first?
+ The teacher
Uses the example of a magnifying glass. Provides examples of Then give the
does a nice
how the writer blows up all the details in writing. student a copy
job of
of the text to
reviewing or
highlight the
reminding the
Student describes what he details that
Coach uses a mentor text Lilys Purple Plastic Purse - she student the
pictured in his head. made a picture
isolates examples from the text to show how the author used important
in the students
details. skills and
mind.
aspects of the
skills.
Coach uses a mentor text from a chapter text Hollis Woods Student listed soccer, pop-
pop, etc.
* Engaging
Coach asks student to record the details that make a mental lesson, teacher
picture in the students head. should have
had the coach
Student wants to know how go first to
old the dog is, what kind of ensure that the
What did you picture? You described or found details to
dog is she, where did you model lesson
create mental pictures. + Expressive
rescue her, etc. Student was was delivered.
when reading.
interested and engaged to
Selected an
learn more information about
Coach ties in topics that the teacher touched on parts of engaging
the dog.
speech, summary, etc. text. Positive.
 I know that place. The
place where Amy rescued her
Coach asks student to write down three things the student
dog from. Making a personal
could write about. She models one sentence to the student
connection and demonstrates
We rescued our dog, Gracie, about two years ago. - What
engagement.
questions come to mind when you read that sentence?

Coach adds in details to her story to answer the students

questions.

The questions helped us to add more details to our story.

Sums up the topic nicely.

Notes during Post Conference:

Coach celebrate the teachers accomplishment of the student

was reading a book he likes on his own.

+ Teacher-
C: What is getting in the way of him understanding parts of Were doing
speech? I dont think he knows the parts of speech C: a this next
more selective sort only adverb / adjective week! Im
taking a
picture of
this! It was
C: Do you think he still needs to review the parts of speech?
T: Yes, he was just breezing by it when he was reading. But really good.
when he is reading is makes more sense for him to know what
he is reading.

C: Tell me more T: I think he is doing better than he was

before with the highlighting. C- Think about modeling first
teacher was receptive to that idea.

C- named specific things teacher did well celebrated what

went well.

Teacher was very appreciative of the coachs insight,

guidance, and support. The coach was easy to talk to and
asked probing questions to force the teacher to be reflective.

Notes:

Debriefing Session Will Be: Date:_______________________________________ Time:_________________________

Location:___________________

Classroom Observation Checklist

Observation Look Fors
 Use of Time o Transitions from one activity to another
o Time spent with individual students or small groups
o Time spent getting lesson / class started

Strategic Questioning o Connect to lesson target/objective

o Assess understanding
o Stretch student thinking beyond yes/no
Student Movement o Positive: quickly transition, following directions, taking initiative
o Negative: getting out of seat frequently, fidgeting, interfering with
others
Material Management o Student and teacher materials organized to support the flow of lesson
o Handout are clear, meaningful, and appropriate

Participation Strategies o Use of cold call to ensure variety of student voices

o Use of discussion protocols
o Opportunities for partner or small group collaborative work
Monitoring / Checks for o Monitoring student progress during independent work time
Understanding o Pauses at appropriate points in lesson to check for student
understanding

Pacing o Too fast

Clarity of Presentation
Differentiation
o Too slow
o Time spent is each lesson component
o Modeling
o Clarifying
o Providing clear directions
o Scaffolding of lesson to meet diverse student needs

Classroom Arrangement o Furniture placement supports student learning and engagement

o Visual supports on walls
o Environment for learning

Student Engagement o Positive: volunteering responses, on task student-student interaction,

listening, carrying out roles
 o Negative: speaking out while off task, off task student-student
interaction, interrupting, interfering

Lesson Debriefing
Teacher: ______________________________Coach: _____________________________ Subject: _____________________ Grade: __________
Level:_________

Lesson Objective Area of Focus

Plan for Future Instruction

What successes will support future What will students still need: What will the teacher still need:
instruction:

Plan
Still Needed from the Coach Notes

Signatures - Teacher: ____________________________________ / Coach:___________________________________

Date:________________________