Sarah - 3Rd Grade - Observation Tool

Date: 12/18/08 Initial Classroom Observation (B-3) Collection of Evidence: CSTP

CSTP 1: CSTP 2: CSTP 3: Engaging and Supporting All Creating and Maintaining Effective Understanding and Organizing Subject Students in Learning Environments for Student Learning Matter for Student Learning

All students had think time before Ss st of floor for initial eading and Vocabulary and Concept Development answering. Had Ss visualize a discussion 1.5: importance and relations of words; statue they had seen. SmartBoard comprehension and analysis was used to show words with Ss could easily find new partners to definitions & matching words with talk with 2.2: comprehension and analysis, ask pictures. TPR for vocabulary and Tables are teams of 5 students that questions and support answers for informal assessment (thumbs) work together as a team 2.3: identify answers in text were stted Partner/table group discussions. Used random #s to send Ss to in lesson plan Ss had ind. "think time" when SmartBoard Lesson started with reviewing stories pointing to head and whole class Called on 8 boys/7 girls to answer with themes of fantasy and compared it "answer time" when point at group questions to realistic stories Groups created motions for Groups work to earn table points First read words in context, 2nd discuss vocabulary and voted on them words in story, 3rd SmartBoard After much whole group T thanked several Ss who were on definitions and pictures, 4th team discussion, Ss illustrated task to motivate others to follow motions and voting , 5th drawing vocabulary their example individually or with a partner Ss had to come up with motions for Ss took risks when sharing their SmartBoard pictures and vocabulary vocabulary as well as draw them motions for vocabulary words matching and justify why they chose it All Ss did the motions. All tables Discussed why Italian words were SmartBoard definition with a hidden got to share the motion they created used in story; because story takes vocabulary word place in Italy T made sure to wait for tables to pay attention before groups shared Textbook to read and practice book to their motion draw in Waited till all Ss sat criss-cross apple sauce with books in their lap before starting Several quick questions to gain attention "class, class" "yes, yes" Timer was used when tables created motions--1 min/word

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – 2010 Assessment of Teaching and Learning – Initial Classroom Observation (B-3) Page 1 of 3 CSTP 4: Planning Instruction and CSTP 5: CSTP 6: Designing Learning Experiences for Assessing Students for Learning Developing as a Professional Educator All Students

Ss had to visualize a statue they Lesson plan stated standards T stated in her K-W-O chart that she had seen and think about its addressed and learning objectives would like to learn how to teach her characteristics--doesn't move, struggling writers. She also contacted TPR-thumbs up and down, utilized usually big, etc. Kristi XXX about Step Up to Writing while reading in-service possibilities. T told Ss that she wants them to Table teams creating motions and know the difference between justifying the connection to the T has volunteered to work with student fantasy and something real vocabulary council and has volunteered to attend When T read introduction to the some PTO meetings Ss were able to vote on the best story, she stated the bolded words motion that the whole class would were the focus for the story The T and I collaborated on the use for each vocabulary word vocabulary and share ideas/lessons on Lesson plan goals-TPR for words Illustrations of the vocabulary the SmartBoard with our team. and answer comprehension words questions Vocabulary test will be given on T was able to write a complete Thursday lesson plan stating objectives, End of unit vocabulary test given in standards, nd events in the lesson a few weeks Ss were not able to focus & listen Parents receive folders of student while other groups presented, so T work on Fridays and must be decided they needed to cool down. signed and returned They stopped doing motions and did illustrations for vocabulary

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – 2010 Assessment of Teaching and Learning – Initial Classroom Observation (B-3) Page 2 of 3 Date: 12/15/08 Initial Classroom Observation (B-3) Collection of Evidence: Induction Program Standards (IPS)

IPS 5: Pedagogy IPS 6: Universal Access: Equity for all Students

Lesson plan stated vocabulary and concept development T called on 8 boys and 7 girls to answer questions 1.5-specificity of words and relations between words, T used a random number generator to call Ss to the comprehension & analysis SmartBoard 2.2 ask questions and support answers, and T created learning experiences for Ss to learn whole comprehension analysis group, table teams of 5, partners and individually 2.3 identify answers in text In the classroom during group work all Ss participated Informal assessments were used throughout the lesson: in developing motions. High and low achievers were TPR, motions for vocabulary, illustrations, matching on in each group, so all Ss could work together for a SmartBoard, and verbal answere common goal Ss worked together in groups and shared their motions. Auditory learners heard the story read, repeated the All had to listen/watch tables present, so they could vote words/vocabulary and definitions as well as discussed on universal motion. Every S participated and respected issues with partners and in groups others. Visual learners had the picture and word matching Technology was used to demonstrate definitions of words activity on the SmartBoard, definitions with hidden and visual pictures of the words (matching activity) vocabualry word and illustrated the vocabulary independently Kinesthetic learners used TPR (thums) to agree/disagree and made motions with vocabulary words.

IPS 6a: Universal Access: English Learners IPS 6b: Universal Access: Special Populations

Ss worked in pairs and groups to answer questions, Ts two Ss with IEPs (Brian and Tyler) were not present discuss items, and create motions during the lesson because they go to Mrs.XXX's during this block Pictures on the SmartBoard were matched with vocabulary words. Even though the T does not have these Ss, she still models before she expects Ss to complete an activity. Ss used TPR to demonstrate opinions and comprehension. T addressed visual learners, auditory, and kinesthetic Vocabulary words were repeated after the teacher said learners with various activities. T also used partners them and groups to help struggling students. As groups worked she checked in on Ss. She also Ss created motions for vocabulary and justified why the monitored and helped Ss as they completed motion was related to the word (This was done in teams) illustrations independently. Ss illustrated vocabulary words independently

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – 2010 Assessment of Teaching and Learning – Initial Classroom Observation (B-3) Page 3 of 3