Design for Learning

Instructor: Miss Harding

Lesson Title: New Plants, New Words
Curriculum Area: ELA

Grade Level/Cooperating Teacher: 1st/Jordan

Date: October 23, 2015
Estimated Time: 40 Minutes

Standards Connection: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on Grade 1 reading and content, choosing flexibly from an array of
strategies. [L.1.4]
a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]
Learning Objective(s):
When given a passage, students will define two new vocabulary words by using context.
Learning Objective(s) stated in kid-friendly language:
You will learn how to define words that you dont know when youre reading by looking at the
other words and ideas around it.
Evaluation of Learning Objective(s):
The teacher will present the students with a new passage to read. The passage is selected on a
first grade level. The teacher will select two words for the students to define prior to the reading.
The students will read the passage aloud with the teacher. Students will be given a multiple
choice quiz and will be assessed on their ability to use context clues to find the meaning of the
word or phrase. To be considered proficient and in the green range, students will identify the
meaning of two words selected by the teacher using context clues. The students who are unable
to define one word using context clues will be considered in the yellow range and will receive
additional practice. Those who are unable to define any words by using context clues will be
considered in the red range and need further remediation. Additional vocabulary words in a
passage and context clue support will be given to students for practice if the teacher deems
necessary.
Engagement:
The teacher will show the short video Jack and The Bean Stalk.
(https://www.youtube.com/watch?v=_VCpAYajmvo) She will ask students questions before as
well as after the clip. She will use a vocabulary anchor chart to list descriptive qualities about the
beanstalk to trigger students thinking and background knowledge about big plants. Okay boys
and girls, I need all your attention on me. Are you sitting next to someone who will help you
focus? Teacher makes sure that students are in good positions and ready to learn. How many of
you like learning about plants? Turn to your neighbor and tell them one interesting thing you
know about plants. Teacher listens and observes student interaction. One, two, three, eyes on me.
Can one person tell me what your partner shared? Awesome! Thats very interesting. Have any
of you ever heard of the story Jack and The Bean Stalk? Thats great! Its a fun story. We are
going to be reading about plants today. I want you to pay attention to this video and different
things that you notice about plants. Teacher shows clip to students. Did you all notice anything
strange about the plant in this story? Teacher waits for student response. Yes, it was a very big
plant. Do you know what that plant is called? Its called a beanstalk. We dont see many of those

around our backyard do we? What makes you think that? Teacher waits for students to respond.
Teacher is making students think about context clues. Good job boys and girls! You all are
looking at context clues to help you find out what that word means. Can you say context clues
with me? Students repeat context clues. It is very important to look at many different parts or
clues to help us understand the meaning of things. Teacher passes out a sticky note to every
student. On this sticky note I want you to write one word that described the beanstalk or a word
that reminds you of the tall plant. An example would be it was really big. We know that because
it reached to the sky. Think of words that are similar to big or something that you know is big.
Teacher waits for the students to write a word. The students place their sticky notes on the
anchor chart for the class to see. Boys and girls, we did this to get our brains thinking about what
we are going to learn today. Today we are going to learn how to look at clues in a passage about
strange plants that help us define words that we may not understand!
Learning Design:
I. Teaching:
The teacher will explain the objective to the small group of students again. She will explain what
context clues mean to the students. The teacher will use the students prior knowledge from their
short discussion on strange plants and the video, Jack and the Bean Stalk, to connect to this
reading. The teacher will use the Frayer Model as well as an anchor chart to explain the meaning
of two difficult words. These are strategies for students to use when reading a passage on their
own in the future. Discussion will take place throughout the text as students will be asked
questions that lead them to a better understanding of the new vocabulary and about strange
plants. Good morning boys and girls. Can I have everyones eyes and ears on me? Teacher waits
to gain attention from the students. How many of you have read a book and come across a word
that you dont what it means? It happens to me sometimes too! When we come across a word
that we dont know, do we keep reading and never come back to it? Just forget its there?
Teacher waits for students to respond no. No! We want to know what the words mean because
it could be important! What if we skipped over a word that we didnt know and it told us one of
the most important parts or facts? Youre right, that would not be good. We are going to read a
passage together today and there might be some words that you dont know in it. Do you think
we should just skip over them? No, I dont think we should either. We are going to be detectives
today boys and girls! What do detectives do? Teacher listens to student responses. This is
triggering background knowledge and helping students think about what they are going to be
doing. Teacher brings out a magnifying glass. What do detectives do with this, do you all know?
Teacher draws attention to magnifying glass and waits for student response. They use it to look
closely at things. Today we are going to do that when we find words that we do not know! We
are going to learn how to look at the other words and sentences around the word we dont know
to see if that can give us any clues about what it means. We are going to call these context clues.
Can everyone say that with me? The students say context clues. Teacher shows them a card
with the word context clues on it and displays it so that she can refer to it throughout the
reading and for the students to see. Good job. You are all doing a great job of paying attention.
Teacher passes out the Strange Plants guided reading passage. Boys and girls Im passing out
this passage but I want you to wait until I give you further instructions to read it. Teacher makes
sure that every student has a copy and draws attention to the title. Does everyone have a copy?
Great. Lets look at the front page together. Can everyone point to the title? Teacher observes
students to see if they are one the right page. Lets read the title together. Strange Plants.

Looking at this, do you think this reading is going to be true or make believe? Teacher calls on
student A. Good. We call this an informational text. What are some things that all plants have in
common? Teacher looks for answers like petals, stems, roots, etc. Good job. Why do you think
the author says that some plants are strange? Students discuss some possibilities and then move
into reading the text. Great thinking boys and girls. Before you start to read, make sure that you
are listening so that you know what to read. Dont move on until I tell you to. Give me a silent
thumbs if you understand. Teacher waits to see student response. Are you ready to be detectives
as we read this passage? There are some tricky words in here. Try to use those context clues
(teacher refers to the card) and even pictures to help you understand the meaning! Put that
detective thinking cap on. Okay, you all may begin to whisper read the first page. There are a
few different sections so just take one at a time. Give me your eyes when you finish reading.
Teacher observes as students read and makes sure they are decoding words correctly. Great
reading boys and girls! I am impressed. Lets look at the first section. Can everyone point to it?
Lets look at that big word on the first line. Can someone read that aloud to the class? Student
reads, towering. Thank you. Give me silent thumbs up if you know what that means. Teacher
observes and sees that the word needs to be explained. This one was tricky because we had to
read the whole page in order to understand it. Lets come back to this word after we discuss the
rest of the passage. (Teacher gives them this word as practice). What are we again today boys
and girls? Teacher holds up the magnifying glass and they say detectives. Thats right! Did
you all remember to look at the clues around it? Remember to be thinking of clues that might
help us! Looking at this first section again boys and girls, what is the main idea that is
introduced in the paragraph in bold print at the top of this first page? Remember that the main
idea tells us what we are reading about! Teacher waits for student response. What words does
the author use to describe the plants that are talked about in this passage? Teacher waits for
student response and writes down the characteristics on the white board. Great thinking. Can I
have everyones eyes and ears again? Lets look at this next section. What is it called? Students
say Monster Flower. What does monster mean, boys and girls? Students respond. We
sometimes think of monsters as scary, but there is actually a real meaning to the word! Did you
all know that? Teacher listens to student responses. What kinds of things do you think of when
you think monster? Teacher writes down these characteristics under the section of an anchor
chart labeled I think. Lets think outside of just scary monsters. What are some other things
that you think of? Teacher writes down one or two more characteristics of what they think. Good
job. Now lets look at these clues from the text. Put that detective hat on! Can you all give me
some clues that you found in the reading from this paragraph that give us a clue what monster
means? Teacher waits for student responses and writes down their answers under column clues
from text. Good observations boys and girls! Okay, now lets make some predictions about what
you all think it means from what we have looked at so far. From what you already know about
the word monster and from what we see from our reading, what do you think the actual meaning
of the word is? Look at the similarities between the two columns. Teacher waits for student
response and writes down their answers under the column labeled Now I think. Wow, great
thinking. I am so proud. Now we know that monster means unusually large. What is the title of
this passage again boys and girls? Strange Plants. If a plant or a tree is unusually large does
that make it strange? I think it does too. Have you ever seen the tallest trees in the world? I got
to see them this summer when I was traveling with my family! They are in California. Thats a
long ways away from us. Teacher shows them a picture of the redwood trees that she took. What
was this last section about? Giant Trees. Thats right! Do you all know what giant means?

Lets look at this chart and talk some more about the word giant. Teacher uses Frayer model on
projector and writes in each section as they talk about it. This section first that says
characteristics. We will define the word giant at the end! Characteristics are traits about the
word or something that describes it! What are some characteristics about the word giant?
Teacher listens to student responses and writes them on the board. Now lets look at this section.
Teacher draws attention to the box labeled examples. What are some examples of something
that is giant? Look at the context clues of the passage to help you think of words! Teacher listens
to student responses and records them on the chart. Think back to Jack and the Beanstalk. What
was giant in that video? The beanstalk! Teacher and students finish discussion on examples.
Lets look at the non-examples. This is something that is opposite of giant. What do you think is
opposite of the word giant? Teacher records student responses on the non-example section of
the Frayer model. Now that we have thought about the word giant, lets look back at the
definition. How can we define the word giant in no more than 3 words? Teacher listens to
student responses. Great job. Lets say huge, large, big. Teacher writes these in the
definition section. Do you see how we used a lot of different strategies to help us find the
meaning of the word? What is the one that we are talking about today? Students say context
clues. I have some pretty great detectives in my class today! Before I let you all practice lets
look at this last section titled How Tall? How Wide? It tells us some very interesting facts
about these giant trees and monster plants that might help us understand the meaning even
more! What is a monster flower? Teacher waits for students to respond saying that it is the
largest flower in the world. What is the tallest tree in the world? Teacher waits for student to
respond saying redwood trees and shows them the picture again. Good job. What is one
interesting fact that you found out about these strange plants as you read? I will call on you so
please do not blurt out. Teacher calls on student A, B, C. Those are great facts. I think that your
detective training in finding context clues to help you find the meaning of the word is coming to
an end. Do you think you all are ready to be detectives together? Then I want to see if you can be
a detective on your own! I think you all can do it. Remember the word towering that we read at
the very beginning of the passage? Lets look back at that. Teacher transitions into practice.
II. Opportunity for Practice:
The teacher will explain once more what context clues are and how to find the meaning of words
by using them. She will hand students a graphic organizer in the form of a semantic word web.
She will remind them how to use a word web. She will give the students the word towering
that they didnt understand at the beginning of the passage Strange Plants. They will work
together to fill in the word web with context clues and prior knowledge about the word,
broadening their view of the meaning. This will give the teacher an idea if students can selfsufficiently identify clues from the context of a passage in order to expand the students schema
and understanding of the word. Alright detectives, I am going to pass out a sheet that has a word
web on it. Do you remember how we used this the other day to explain pumpkins? You all are
going to work in pairs to find the meaning of the word towering at the beginning of the page
that we read. What are we going to use to help us find the meaning? Teacher calls on student B.
Context clues, good! Can someone remind us what those are? Teacher calls on student A. Great
job. Remember that when we start to learn what the word means we can use ideas that we
already know to help build on that. Remember like what we did just a few minutes ago. You can
give examples or characteristics in these bubbles. I want you all to use the graphic organizer to
tell me what the word towering means. You will put that word towering in the middle and then in

the bubbles around it you will put a word or idea that you get from the text! Heres a little clue.
Look and see if you notice any words that you recognize in that big word towering to help you
find the meaning. Do you all have any questions before you begin? Detectives, you may begin to
work nicely together in pairs. Teacher observes as students look back at the passage and fill in
the graphic organizer.
III. Assessment:
The teacher will assess to see if students understand how to use context clues by giving them a
new passage and having them identify two new vocabulary words in the passage. The teacher
will use the passage on the back of the guided reading page, Bug Zappers. They will correctly
identify the meaning of creep and snap when given multiple-choice answers. Alright boys and
girls, now that you have learned about how to find the meaning of words using context clues and
have had time to practice, its your turn to show me what youve learned. I want you all to turn
over the page and look at the passage titled Bug Zappers. What do you notice about this that
is similar to the passage we just read? Thats right, its about plants. Lets read this passage
together and then I will give you further instructions. Lets read it aloud. Can everyone point to
the title? Lets read it together. Teacher and students say Bug Zappers. Okay now point to the
first paragraph and lets read it together. Teacher does this for the other 3 paragraphs. Okay
boys and girls, can I have all eyes on me? Can we all point to the word creeps on this page?
Teacher directs attention to the word. Great, now can you point with another finger towards the
word snap? Teacher directs attention to that word as well. Good job. You are going to do the
same thing that we did on the other page with these words. I want you to use your detective skills
to find the meaning of these words using context clues. I am going to give you some definitions
and you will pick which one correctly matches the meaning of the words creep and snap. Does
anyone have any questions about that? Teacher waits for student responses and answers any
questions that they have. Dont forget that you use those detective skills to find the meaning! I
know that you all can do it. Just circle the letter/ answer that you think is correct. Remember that
this is your work. Your eyes should be on your paper only. Teacher passes out the assessment.
You may begin to work. Please hand it in to me when you are finished and sit quietly until
everyone is done. You may get your writing journal and finish your story if you get done early.
Teacher observes if students are doing it correctly and collects assessments as they finish. She
will analyze the data when assessment is finished.
IV. Closure: The teacher will remind the students about being detectives and that they used
context clues to find the meaning of words. She will hand students a slip of paper and ask them
to tell her one new thing that they learned about a word that they didnt know before. She will
collect the data and see if the students actually understood the meaning of the words from using
context clues. Boys and girls, you participated so well today. I am very proud! Do you feel like
you learned how to better find the meaning of words that you dont understand? Good! Being
detectives is no easy job, but it pays off when you get to the bottom of it, right? Can we all say
one more time the two words that weve been talking about today? Class says context clues.
Good. We learned about a lot of new words too, didnt we? What I want you all to do before you
leave for P.E. is to write down on this slip of paper that I am handing out one new fact that you
learned about from the new words we learned. Remember the words that we have learned today
are creep, snap, towering, monster, and giant. Do you all remember learning those words?

Teacher passes out slips of paper. Think about what we talked about today and write down just
one thing you learned and hand it to me before you line up at the door. Great work today!
Materials and Resources:
Video (https://www.youtube.com/watch?v=_VCpAYajmvo)
Sticky Notes
Anchor Chart
Word Web Handout (Attached)
Frayer Model (Attached)
Anchor Chart (Attached)
Magnifying glass
Picture of Redwoods
Guided reading passage
Differentiation Strategies (including plans for individual learners):
For students who struggle with using context clues to find the meaning of words, I will give them
extra practice with a simpler passage and more support in finding the clues. By giving them an
easier passage, it will allow them to identify the key points more easily and therefore find the
meaning of the word being identified. For students who achieved more than what we expected, I
will give them a more difficult passage with challenging words, making them rely heavily on the
context clues given to define the word. The end goal is not for them to recognize context clues
but to define the words that they do not understand. The differentiation will be geared towards
helping students achieve the mastering of difficult words by using context clues and other
strategies if necessary.
Data Analysis:
I was not able to get to the assessment due to time, but students were able to complete the
practice portion together. I explained to them how to use the word web and they worked together
to identify the word towering. The words in this passage were too simple for the students at the
level that they were on. These students are above the 1st grade reading level and even though the
passage was chosen according to their level, they could have done a passage from an even higher
level to really challenge them. They were all proficient in the practice with guidance form each
other. Next time I would take more time to explain how to do a word web and give an example.
They seemed to understand how to use context clues to derive the meaning of a word. This is a
practice exercise that I would use again; I would just give them more support before giving it to
them.
Reflection:
This was the second lesson that I taught to a small group of students. This one was video taped
but I felt that my first one was better executed. I think that teaching this lesson was more difficult
because the students ended up knowing the meaning to most of the words that we talked about,
and I was not expecting that. I intentionally chose the passage to be on their level and they
exceeded the reading and the vocabulary part. I used multiple strategies and resources such as the
Frayer Model and the I Think, Context Clues, and Now I Think chart to help support the
instruction and I found it to be very beneficial. It allowed the students to look at the words in a
deeper context than just defining them. Giving examples and non-examples and relating it to
what they already know engaged them more and they were able to grasp the words in a deeper

meaning than before. Using those resources also helped me as the teacher and made me more
comfortable with the instruction. Next time I would pick a passage or a book where the words
would challenge the students more and where they would have to rely on the context clues. It
was helpful for me to watch myself and see different strengths and weakness.

Samford University
Design for Learning

LINK TO VIDEO *****

https://youtu.be/gigTtv85mrU

I think

Clues from
Text

Now I
think

BUG ZAPPERS
Pick the answer that tells me the meaning of the words listed!
1. Creep
a.
b.
c.
d.

Moves quickly and high in the air

Moves slowly and close to the ground or surface
Shines bright
Smells bad

2. Snap
a.
b.
c.
d.

Moves into quickly and suddenly

Breaks into many pieces
Moves a little bit at a time
Jump

SELF REVIEW
Content Knowledge
o
o
o
o
o

I establish good eye contact with my class. I do

not talk over their heads, to the blackboard or to
just one individual.
If I tend to teach predominantly to one area of
the classroom, I am aware of this.
I make a conscious effort at all times to pay
attention to all students equally.
I divide my students into small groups in an
organized and principled manner.
I recognize that these groups should differ in
size and composition, varying with the

Teaching/Learning
B. The Classroom
o I arrange the seating in my class to suit the
class activity for the day.
o I consider the physical comfort of the room
such as heat and light.
o When I need special materials or equipment, I
have them set up before the class begins.

Literacy
C. Presentation
o My handwriting on the blackboard and /or
charts is legible from all locations in the
classroom. It is large enough to accommodate
students with vision impairments.
o I speak loudly enough to be heard in all parts of
the classroom and I enunciate clearly.
o I vary the exercises in class, alternating rapid
and slow paced activities to keep up maximum
interest level in the class.
o I am prepared to give a variety of explanations,
models or descriptions, understanding that one
explanation may not be sufficient for all
students.
o I help the students form working principles and
generalizations.
o Students use new skills or concepts long
enough so that they are retained and thus future
application is possible.
o I plan for "thinking time for my students so
they can organize their thoughts and plan what
they are going to say or do

Notes:
I had a small group of students, so it was easy to engage
them and intentionally include them in the discussion. I
made eye contact with the students even though I was
being video-taped. I had a mini white board and the
materials needed with me so my attention was never
diverted from them. I think those small group guided
reading lessons are beneficial and that varying group
sizes are important. I look forward to teaching a whole
group and using the turn and talk strategy for discussion
purposes as well as other strategies for a whole group.

Notes:
I took the students into a separate work room so that
they could focus and not have many distractions. I had
the materials that I needed with me before the lesson
began so I did not have to take time to get them. The
only thing I forgot was to get the pencils for the
students/ ask them to bring them into the work room.
Other than that, everything was prepared.

Notes:
I made my handwriting legible when writing on the mini
whiteboard and on the Frayer models and charts being
used. I tried to vary my resources and use many different
types in order to give the students the most support in
helping them find meaning for new words, especially
using context clues. I found the charts and exercises I
used to be helpful, although they could have been
executed in a better way. I think that the selection of the
vocab words were too easy and therefore made the
strategies not as effective because they already knew it. I
helped the students understand what context clues are
through comparing it to the work of a detective and
triggering prior knowledge of what detectives do in
finding clues to get to the meaning of the crime. I found
that to be beneficial. I think that more thinking time is
something that I should work on. I am not great at that
wait time and want to work on that.


Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect the
learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily activities
and am aware of culture misunderstandings,
which might arise from the activities I choose.
o I work for an atmosphere of understanding and
mutual respect.
o I tell students when they have done well, but I
don't let praise become mechanical.
o My activities are varied, some more visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize
learning in each of these areas.

Professionalism
B. Self-concepts
o I treat my students with the same respect that I
expect them to show me.
o I plan "one-centered" activities, which give all
students an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
o I am aware that my students learn differently.
o My exercises are varied, some ore visual, aural,
oral and kinesthetic. I provide models,
examples, and experiences to maximize
learning in each of these areas.
o I finish my class period in a way, which will
review the new concepts presented during the
class period. My students can immediately
evaluate their understanding of those concepts.
III. The Activity
A. Interaction
o The activities maximize student involvement.
o The activities are organized to insure a high
success rate, leaving enough room for error to
make the activity challenging.
o The activity is focused.
o The activity is geared to the proficiency level of
my class or slightly beyond.
o I make the content of the activity relevant and
meaningful to my students' world.

Notes:
I have found that cultural differences are very important
to take into consideration and accommodate when
teaching, especially when the students are coming from
ESL homes. This small group of students was all on the
same level, so it was not hard to accommodate them and
their learning needs. In the other groups that I have
taught, I have had to differentiate and make sure that
they are accommodated according to their background. I
love praising the students and complementing them from
the work effort that they are putting in. I feel as though I
do a good job of that. I tried to use different models and
resources to engage them, but I am still learning what is
best to use and when.

Notes:
Like I said earlier, I am learning how to accommodate
students with different background and learning levels.
This lesson was not difficult to do that because they
were all at a similar reading level. It was interesting
though, because they were all above grade level and all
came from good homes. It showed me the impact that
the home has on student learning and how vital the role
of the teacher is in some of these kids lives. I finished
the lesson with a review of what context clues are and
how to find them in a passage. The practice and
assessment reiterated that and then for closure students
had to think about what they learned about the new
words from using the context clues. Because it was a
guided reading, there was not much activity, just a lot
of discussion and the students working together. I think
that closure would be the best time to do an activity, but
I did not have time to get to that. Relativity is key, so
whenever I do teach a lesson where I do the closure part
I will remember that everything should tie back to the
objective.

Video Observation
Notetaking Tool
Lauren Hughes

Observers name
Lesson observed
Lindsey
Harding
Purpose: To provide a framework for reflection and collaborative conversations about teaching
and learning.
Directions: Read over the guiding questions below. As you view the video, jot down notes
about what you see and hear. Note any examples or evidence to support answers to the questions.
Student Engagement/Classroom
Involvement
1. How are students involved in the
lesson? What is the extent of student
involvement?

2. Were there opportunities for students

to ask questions? What kinds of
questions were they asking? How did
the teacher help students make
connections to what they were
learning?
3. Describe the interaction in the
classroom.

Student Learning
1. What evidence do you see that
indicates student learning?
2. Was the learning outcome explicitly
conveyed to the students?

Notes
They were encouraged to formulate their own
thoughts. Involvement included them writing
some of their own definitions of why some plants
were strange. The lesson was also filled with
discussion between the students as well as
between the students and teacher.
There was not a time in the lesson where the
teacher asked if the students had any questions,
but the discussion format allowed for questions to
be asked. The teacher connected the word
strange to a video of a beanstalk, which is a
strange plant. She then continued in teaching
new vocabulary words about plants.
This lesson was with a small group, so the
students were seated around a kidney table with
the teacher at the center in front of them. This
allowed for more direct conversations to take
place. The students and teacher interacted
through a dialogue about new vocabulary words.
Notes
Together, students were able to give context clues
to formulate definitions for new vocabulary. As
the students presented these context clues, the
teacher wrote them in a diagram.
At first, it seemed like the goal was to talk about
strange plants. Later in the lesson, it was evident
that the students were supposed to use context
clues to determine what words meant.

3. What evidence did you see that the

learning goals were achieved?
4. How did the teacher monitor student
progress?

The students were able to fill out a diagram

together and answer questions based on the new
vocabulary words.
The teacher monitored student progress by
keeping them on task and making sure that each
student had opportunities to answer or ask
questions.

Instruction
1. What is the teacher doing?
(Facilitating, lecturing, co-learning,
etc.)
2. How was content/concepts presented
to students? Was there adequate
explanation of the concepts to ensure
student learning?

3.

What kinds of questions did the

teacher ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for
responses? Probe for deeper
understanding?

1. Most of the teaching section was co-learning.

She allowed the students to have time to think
on their own instead of giving them all the
answers in a lecture format.
2. After students were engaged in the lesson
using a video, they discussed the word
strange. They read a passage about plants and
then discussed various vocabulary words in
the passage. The teacher did well in
explaining how to use context clues to give a
definition of bold words in the passage.
What do we do when we dont know what a word
means?
What do you think this word means?
Can you write your own definition for this word?
Do you think this text is true or a fairytale?
What are some characteristics about strange
plants?
What are some examples of things that are giant
in size?
There was time for wait response, but there could
be a little more.

4. What tasks are students doing? Did

the students have the opportunity to
practice their new knowledge or
skill? Did the practice help support
the learning outcome?
5. How did the teacher manage the
learning environment? (Procedures,
securing attention, time on task, etc)

The students had opportunities for practice that

supported the learning outcome. They whisper
read the passage and then discussed what various
words meant. After, the teacher wrote in a
diagram as the students answered questions
pertaining to new vocabulary words.
The teacher used strategies such as whisper
reading, eyes on me, having students sit on their
bottoms, and telling students the amount of time
they had to complete various task.

Feedback
3-2-1
3 Affirmations based on the observations and evidences above
1. The students seemed to be engaged in the lesson.
2. The teacher provided opportunity for the students to think for themselves instead of
giving them all of the answers.
3. The students were attentive to the teacher for the whole lesson.
2 Questions for Consideration
1. Would there be another way for the students to display their learning such as a
matching game?
2. How would this lesson look if you were teaching vocabulary words for a subject
other than Science?
1 Recommendation
1. You could incorporate some more strategies such as turn and talk into the lesson
and use that as a time to actively listen to the students discuss the vocabulary words.
Great lesson! J