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Teacher Observation #3 Anita Hoekstra - 7th Support Class - ELL 11/20/2013 8:00-9:30

7th grade support class 4 students: 3 male, 1 female all fluent in conversational English only 1 with dual ELA and ADHD, no meds, male 1 ELA plus possible speech issue, male *Main focus today will be the three levels of questions: literal, inferential, and evaluative

Students get out quote journals for first activity: Students copy a quote from the board. One student reads it. Teacher asks what it means. This particular quote had to do with opening your heart which one student was able to articulate. She told him that he did a good job and had used contextual clues and background knowledge to determine what it meant. Then she asked the students to write an instance in their journals when they had to open their hearts and what happened to them and what they got from it.

Now the teacher moves on to working on the three levels of questions using the book they are reading: The Secret Life of Bees. Students each have a sheet of notes that was prepared by the teacher. On a previous lesson, she had them highlight each of the different types of questions in a different color so that

Chesney 2 they would be able to reference the notes easier. Each section explains a different type of question and includes examples of phrases they can use to help them formulate their questions.

Working on literal questions: Each student reads one of their literal questions that they formulated from reading the book. She then had those who felt they had written their literal questions correctly to read another one. If students did not think they had done it right, they did not have to read another one but were to write a correcting note in their journals. She asked why she has them do that and one student answered correctly. Then she clarified that it was for them to take responsibility for their own learning.

Working on inferential questions: Asked what an inferential question is. No one answered so she referred the students to their highlighted note sheets. Then they went over the inferential questions they came up with from reading the book. She reminded them that they need to include page numbers to prove their point and that if they have forgotten to put page numbers then to make a note on the pink section of their note page and in their reading logs to help to remind them. She also told them to make sure their questions are specific so that anyone can tell who and what they are talking about. She instructed them to use the characters names and not pronouns.

Working on evaluative questions: Asked what an evaluative question is and referred students to their highlighted note sheets. One student said that he really did not get it. She told him that she wants him to turn that

Chesney 3 statement around so that it was not a negative comment about himself. The student re-phrased it into I am confused. One student said that he did not understand how to do this one when he was at home doing his homework. She asked him to tell her what strategies he used to solve this problem. The student did not have an answer. The teacher said that he could have asked one of his peers. The student responded that he did not have any peers phone numbers so she asked him whose phone number he did have. The student said that he had her number. She said that he could have called her then.

The lesson now moves to a writing assignment for another class. She asks the students to put everything away and get their persuasive essay rubrics out. She reminds them that it is blue to help them find it faster. She asks them why they think she asked them to put everything else away. A student answers correctly and she clarifies that it is because she wants them to be focused on this one thing. One student cant find his rubric. The teacher asks how he might be able to get another one. The student asks her for a copy and she goes to make him one while they all take a break. She then asks if it is a tragedy that he could not find his rubric. No. What do you do? What do you do when you are hungry? Right, ask for food. So what do you need to do if you cant find something you need in school? Right, ask for help. You have to be responsible for your own learning and figure out how to get what u need. She then asks if anyone has any questions about the rubric. Students say no and explain that they dont because their classroom teacher had already explained it. Then she says to make sure they ask whenever they have any questions because who is responsible for knowing the rubric? Students indicate that they are. Then she asks them what the expectation was for their outlines that they are finished today. I am going to make you accountable for that, so I want

Chesney 4 you to go print them and show me what you have done. Students go to computers and begin working.

Now she has to talk to one of the students about an email she received today from his teacher about his behavior. Asked him why he think she emailed her. Because she is mad. Then asks if he knows why she is mad and he says no. I want you to think about why your teacher is mad, I dont know is not an acceptable answer for me. Student decides that the teacher does not like his behavior and he is being disrespectful. How can you fix this? He needs time to think about it. Now, she is looking at his outline, which is not even close to being done. Student is getting upset. She tells him to maintain eye contact while she is talking to him. (Reminds him of this several times while she is talking to him.) Asks if he worked on this last night. No. She tells him that when a teacher assigns homework, he has to do it that night even if it is not due the next day because you have other classes and they are going to all have homework and you will get very behind. What did u work on last night? I know what that was and it should have only taken you about thirty minutes to do. Did you have time to work on it then? Student says yes. Then she asks him what he is going to do about this because it is due today. He says to work on it now. Before he starts working, she has him read the email from the teacher about his behavior. What do you think her expectations are? To not bother others. Can you make that happen? Yes.

Students continue to work on their outlines until the end of the period. The student with the poorly done outline, shows her his outline. It is finished. See I knew you could do this this is great. I will not have you come in during your lunch to work on this since you get it finished.

Chesney 5 But see, you can do it. You knew exactly what you wanted to put in it otherwise you would not have been able to finish it here. I am proud of you for getting it together and getting it done. Can you continue to do this in the future and get your homework done when it is assigned? Thank you for working so hard and getting it done.

Critique: I thought this was a very well planned and orchestrated lesson. The lesson was well paced for the students and there was no down time. I enjoyed getting to hear her interactions with the students about the lessons, their thoughts, and any issues that arose. That was something I was not able to observe as well in the general education classrooms. I think I would follow this format again in the next lesson because they will still be reading the same book. Repeating what was done in this lesson will help the students to have a better understanding of the different types of questions and the importance of how to formulate and back up their questions with the text. Having the students read their questions aloud is also beneficial for all of the students to learn from the thinking and ideas of the others.