Type of Observation: Short observation

Name:
Date: 12-15-16
Grade/Subject: Afternoon circle, Calendar and Small groups
Rating Component Observations Notes/Questio
ns
2A1 1.- T and SS greeting each other with a song/ lap
Safe pattern during circle time Good afternoon
Learning ________ we are so glad you are here, HEY. 4/12
Environmen students following the lap pattern. 12/12 students
t singing.

2.- Olivia goes to calendar and starts counting to

15.

T Nice and loud like a teacher

SS students start counting with Olivia to 15.

3.- Student counting during calendar to 15

T and classmates clap T whoo hoo

2A2
Establishes
High
Cognitive
Expectation
s
2A3 Creates
a Culture of
Persistence
2B1 1.- T We are going to go for a walk, lets march
Establishes and count to 20. Where are going to end up when
and we are done marching?
Maintains
Classroom S On your name
Routines
and
Procedures T - On your name, on your square spot

2.- T - to your square spot, sitting crisscross

everyone song

SS 12/12 students sat on square spots

3.- T Teacher takes cards and show students:

Lets check when Im on the carpet I can

SS I can sit crisscross

T Are you sitting crisscross?

SS Yes

T Ready? Check with a hand signal

SS check and hand signal check

Also, I can statements for listening ears, raise my

hand, quiet mouth

4.- Transitions.

T If you are ready for centers touch your head..

shoulders, fold your hands, show me a big smile

12/12 students followed.

5.- After students were done with Math work:

S1 - went put her work in blue folder/ back table,

after that went to play table.

2B2 1.- Dana plying with name tag

Monitors T Dana please stop, please stop, all done.
and
Provides S stopped Continue to play with name tag
Feedback to
Student T Dana stop
Behavior
S stopped

2.- Counting 1-20 - Marching

2 students not marching

T grabbed students by their hands and started

marching with them

SS continue marching

1 Student running

T grabbed student by his hand and started

marching with him

3.- S - ____ is sitting on my spot.

T Did you say excuse me? Please move

S I said please move

T Ok and it worked, she moved

4. T Does anybody know what number comes

after 14?

S shout out answer. 1 and 5

T takes the visual card: I can rise my hand and

shows it to student

S stops and raises hand

3A1 Uses
Content
Language to
Promote
Learning
3A2 * Writing center Letter F What was
Communica the
tes LT and Teacher gives directions for center Today we are expectatio
Directions writing the letter F, Do you know what words start n for the
with F? T Food starts with F students in
the writing
Observer asked: What letter is this? center?

S1 Israel C

S2 Alex shrugs

S3 Nasir D

* Art Center Food on plate

T Putting food on your plate. You can put any

food you want.

Observer asked: Qu tienes que hacer aqu?

S Pegar cuchillo, cuchara, luego pones comida en

el plato. Student was cutting beans

*Math center with Ruth

T Talking about more and less

Students working on cutting and pasting pictures

with more and less. Ruth was helping students

* Mary Lou - reading book Fire engine and

practicing vocabulary with letter F firehouse, fire
 engine

* Teacher center Practicing letter S worksheet

with pictures and small articles/toys

SS circle and color words with S

3B1 Uses 1. Circle time counting. 1-20

Instructional
Strategies T When we count today lets pretend we are
to Engage taking a bite of some yummy food. Does anybody
like popcorn?

SS Yes!!

T Lets eat 20 pieces of popcorn. Are you

ready?

SS Yes! 12/12 students started counting 1-20

pretending to be eating popcorn.

12/12 students counting bacon 1-20

9/12 students marching counting to 1-20

2. Calendar time. Counting 1-15

T How many buttons do you think we have in

here?

S 15

T Do you think we have 15? Alex come on and

count for us

S gets in front and starts counting in chorus with

the class

3. Calendar songs Days of the week song.

 T and students sing the song Days of the week
raise hands on the actual day - T and SS raised
hands on Monday. Also, practice today, yesterday
and tomorrow.

4. Calendar helper:

T - I say, you say

Student takes pointer with teacher and together

point to Day, Month and date.

5. Small centers:

* Writing center Letter F

* Art Center Food on plate

*Math center with Ruth Talking about more and

less

* Mary Lou - reading book

* Teacher center Practicing letter S

3B2 Uses 1. T - I want everybody to think for a second, think

Questioning in your head, dont say it yet. Think in you head of
and your favorite food. We are going around in a circle.
Discussion Do you have an idea in your head? Whats your
favorite food? What food do you like?

SS 12/12 students sharing their favorite foods:

Hot dogs, cookies, pizza, bacon..

2. Can you think of another food we can eat?

Raising hand. Im going to call on Sunny who has
his hand up
 S Bacon

T Should we use our forks or fingers?

SS had an option to use fingers or forks and

started counting 1-20 bites

3. Questioning strategies during calendar time

(volunteers and non-volunteers, )

T Does anybody know what number comes after

14? Ill let you think about that for a second, what
comes after 14?

T Olivia what comes after 14?

S a 1 and a 5

T Whats that number?

S 25

T Lets count so we can figure out together. Are

you ready to count? T gives counting stick to
Olivia.

Olivia goes to calendar and starts counting.

3B3 Groups
Purposefully
3B4 Uses 1.- Ill let you think about that for a second, what
Appropriate comes after 14?
Pacing and
Structure 2.- I want everybody to think for a second, think in
your head, dont say it yet. Think in you head of
your favorite food.

3. Lesson components:

*Afternoon meeting (10 minutes): greeting,

sharing, counting
 *Calendar (about 5 minutes): singing, counting,
days of the week, month, year

*Small groups (left after 10 mintes): writing, math,

art, reading, phonics

3C1
Formative
Assessment
s to Inform
Instruction
3C2
Provides
Academic
Feedback to
Advance
Learning
3C3
Promotes
Student
Self-
Assessment

Post-Conference Reflection Questions:

What were your impressions of the lesson? How do you feel it went?
How did the students respond to what you had planned? What do you
feel went especially well?

Compare and contrast the lesson as planned to the actual classroom

events observed.

If you were to teach this lesson again to these students, what would
you do the same or differently to ensure that all students are
cognitively engaged throughout the lesson?

Student learning is best when . . . . .

 Student learning could be better when . . .

Next Steps:
Based on our conversation, what is one thing weve discussed that
could increase student learning?

Based on this conversation and your PDPLC goals, what else would you
like to work on?

What was helpful for you about this observation process? How can I
make it a more supportive/useful process?