Teacher Name: Alyssa Simon

Pre Observation Date: 9/30 Observation Date: 10/3 Post Observation Date: 10/3

Pre-Observation:
1. What are your goals for this lesson? Where are we in the unit/pacing? Read and write words with vowel
patterns. By the end of the lesson students will be able to write and read words with a_e spelling pattern.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.2.4Determine or
clarify the meaning of unknown and multiple-meaning words and phrases based one grade 2 content.

2. How will you check for understanding before, during, and at the end of this lesson? Check in at the door,
during the lesson constant questioning, each student is assigned a letter sound and is prompted to answer
questions not by saying their name but by their assigned letter sound, peer lead sight word activity. Formative
assessment throughout using white board to check for understanding.

3. What engagement strategies will be used throughout this lesson? Students have to listen for the sound of the
letter where they sit, group, dancing (students come up with dance move for letter sounds), using cheers to
encourage students

4. What are some areas that you’d like me to focus on during this observation? Use of CLR strategies. Student
to student interactions

During Observation:
Beginning of Lesson: Students greeted at the door reading a teacher chosen sight word followed by
a greeting of hug/handshake/fist bump. Mirror (Echo On) students repeated
lesson objectives

Checking for In a group, students wrote a sentence using a sight word. Completion of dance
Understanding: moves for vowel sounds, Smart board interactive long and short a vowel sound
activity, thumbs up/down for understanding, group yeah or boo when the
teacher put the image of a long or short a vowel image, listening to student
reading in groups

Motivational/Engageme Students encouraged to cheer each other after finishing an activity, use of
nt Strategies: songs and dance, recognizing positive behavior, group work, choice of who to
work with, reward of Go Noodle at the end of the lesson

Distribution/Collection Materials set up and ready to be given quickly and seamlessly

of Materials:

Transitions: Quick transitions made by having timers, printed materials, and interactive
white board activities already set up. Lesson routines set up for how to
transition and how to interact with each other. Clear directions given and
expectations setting students up for success with the next activity.

Lesson Structure and Students given appropriate amount of time to work, consideration was given
Pacing: for groups that took a bit longer by giving finished groups a follow up activity
ready to go

Giving Directions and Constant reminders of how to work in groups and what work that needs to be
Instructions: done, clear directions given along with the purpose for them, said in multiple
ways along with student filling in the blanks as teacher reminded the students
of the clear expectations set up earlier in the year.

Materials Used in White board/dry, erase markers, Smart board, printed stories
Lesson:

Closure (Wrap Up) of Students read a story with the long and short a sounds, students leaving the
Lesson: room read a teacher chosen sight work before they could leave, followed by a
 fist bump/hug/high five/or hand shake

Classroom Atmosphere: Students greeted at door and chose a sight word to read as they came in as a
quick review, teacher used multiple times to take time to celebrate a job well
done after finishing an activity, students have clear expectations of how to
interact with the teacher and with each other; modeling of positive interactions
vs negative ones, very inclusive

Student Expectations set at the beginning of lesson for group work and reminder of
Behaviors/Interactions: PBIS skill of disagreeing appropriately, students set in groups with their success
in mind, students are encouraged to give each other a cheer for finishing work.
Many preemptive prompts before students did activities on how to interact with
each other and how to be positive, being a team, and being inclusive.

Other: Ms. Simon set up her students for success in every activity with clear
expectations before and during the activity, her positive classroom
atmosphere, and following up with group check ins.

Post-Observation:
1. What went well? Students didn’t disagree with the partner chosen for them, train pass it on CLR strategy

2. What would you change going forward? How can I help support? Getting more participation from student A

3. How did your actions connect to student learning? Every activity was connected to the objective of long and
short a sounds, being up beat and positive.

4. How will the results of your assessment impact your future instruction? Students will read the group passage
individually to the teacher, student A will have a private meeting about the upcoming assessment

5. What information if any do you need to share with your CTT? none

6. Observation Ideas (outside of building): special ed kindergarten

Action Plan/Next Steps: Teacher Responsibility: Induction Innovator Responsibility:

Private meetings with student A Setting up time during class to meet Follow up to see how things have
with student A, finding independent progressed.
work for other students