Appendix D

Towson University

Classroom Observation

Intern:Shannon Leroy Date: February 21, 2017

Time:1: 20
School:Seven Oaks Elementary School Class
Grade:pre-k Size: 21
students 4 adults
Mentor:Christine Lanahan Subject:Routine,reading.

Not
Observed Observed N
In
Planning Progres A
s
Lesson is aligned with appropriate content standard and indicator. X
Lesson is aligned with appropriate InTASC principle. X
Lesson objective identifies intended learning. X
Lesson objective is worded in student terms. X
Formative assessment is directly aligned with the objective. X
Instructional materials are attractive and readily available. X
Comments:
The students will participate in a review of all the routines during the day by following teacher directions.
ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners. X
Grouping techniques are appropriate for intended learning. X
Comments:
Students arrive off the bus at 1pm.
They are escorted in and placed their coats in their locker.
They pull their name-tags to show they are present and what daily job they had for the day.
They then went to the rest room.
The classroom is set up with 4 tables. 2 with 6 each, 2 with 4
While the students were waiting for the lesson to start they completed puzzles at their desk.
MotivationforLearning
Connections are made between students experiences and the new learning. X
Strategies are used to promote excitement and stimulate thinking. X
Positive reinforcement is used when appropriate. X
Comments:
Each student had a copy book at their desk. Todays word of the day is is
The students sere given lead time in order to transition from play to their lesson.
ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted. X
Objective is posted, shared with students, discussed and clarified as needed. X
Instructional activities are meaningful and relate to the objective. X
Instructional activities are appropriately sequenced. X
Instructional activities are varied to address different learning styles. X

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There is a balance between teacher-directed and student-centered learning experiences. X
Students are actively engaged during instruction. X
Teacher/student modeling sequence is appropriate to intended learning. X
Expectations/standards for student work are clearly communicated. X
Class begins and ends on time. X
Pacing is appropriate and adjusted based on student feedback. X
Transitions between activities are efficient and effective. X
Levels of questions are varied and support the objective. X
Content is accurate. X
Instruction makes cross-curricular connections (as appropriate) X
Instruction integrates the use of technology (as appropriate). X
Homework assignment is appropriate. X
Comments:
Class started by asking the students to find their last name. They found their name and sat on the carpet. 5 across 4 deep.
The adults asked the students to repeat their last names. my last name is..
You explained positive reinforcement with the tickets and the 5 things to get ready to learn.
The schedule was reviewed. Arrivalto.. dismissal.
The students participated in purposeful movement. They were directed to stay in their squares.
The students followed along with the song and completed different actions.
The class sang the weather song. One of the students is selected to pick the weather for the day.
Calendar and dance leaders were selected. The students sang the calendar song while one of the students pointed to the months of the year.
The students then answered certain questions about the calendar. (counting, patterns, number, day of the week, year)
Tickets were distributed for good behavior.
The students sang the ABC song. One of the students was the leader.

The schedule was reviewed. Reading was next

Site words were reviewed. My, in, is, on, a, and, the.
Pictures were then reviewed for pre-reading of a book that will be read on another day.
The concept of how things are different when we compare things.
Snow and raindrops. The students were called on to answer. Many of the students had different answers.
Blending was done with some of the words of the story. The students used hand movements to show blending
The students then reviewed the sounds of K. Hand movements were also used.

The students stood and sang the happy and you know it song.
This indicated to the students that they will transition to another activity. Story time.
Nature Spy. The students were asked pre-reading strategies about the pictures on the cover of the book.
The students were read from a large colorful book. They were asked questions about each page. The concept of a magnifying glass was
discussed. From large picture to a small picture. Nature spy

For small group each pair of students was given a magnifying glass to spy on nature.
The students would go outside and find things of interest.
The pairs are to come up with one interesting fact about what they found.

Not
Observed In Progress Observed NA

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions. X
Informal assessment strategies are utilized throughout the lesson. X
Instruction is adjusted based on informal assessments of student understanding. X
Instructional modifications (interventions/enrichment) are provided and based on needs of X
students.
Students practice new learning independently. X
Formative assessment is completed during the class period. X
Future instructional planning is based on formative data (Post observation discussion). X

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Comments:
At each table there were materials needed for the daily lesson.
All routines consisted of music, dancing, visuals and displays.
A highly engaging book was used for story time. (colorful with large print)
Hand movements were used to simulate sounds and blending.
Hands on activity of going outside to spy on nature was completed.
SummarizingtheLesson
Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments:
After the students returned from outside, a summary was completed on what they found.
ClassroomManagement
Student behavior is managed effectively. X
A positive and supportive atmosphere is maintained. X
Classroom routines and procedures are evident. X
Appropriate feedback and reinforcement are used consistently. X
Instructional space, equipment, and materials are organized. X
Comments:
Re-direction with a soft positive voice was used throughout the lesson when needed.
Professionalism
The intern uses correct English. X
The intern demonstrates knowledge of instructional strategies. X
The intern appears sensitive to individual needs and differences. X
The intern uses AV materials and technology appropriately. X
All written materials are clear and legible. X
The intern uses a clear voice, which is appropriately adjusted in volume and inflection. X
The intern uses non-verbal communication effectively. X
Comments:
Shannon, it is obvious that you have settled in very well to the routine of the class. Your transitions from activity to activity were flawless. Very
smooth and deliberate. You have established a very comfortable and nurturing relationship with your students. They were focused and engaged
throughout the lesson.