Ready, Set, Teach!

Book Extension Observation Rubric

Leslie Mancilla

Goodman ES

Interns Name______ _______________________ Field-Site __________________ ___

Six-Weeks (Circle One)

Date: ___________
Grade Level _________
10-26-16

English
Language taught in: ____________
85
Students Grade on Book Extension Observation: _________
(Counts 3 times)
5
Objective and Relevancy Clearly Stated: (WORTH 10 POINTS) _____
I like the way you:

Clearly stated objective

You need to work on:

How is lesson necessary for the real world?

Anticipatory Set (Focus): Questions to get students thinking about the lesson:
(WORTH 10 POINTS) _ 5__

I like the way you:

Introduced book

You need to work on:

No author stated

Book Reading & Activity match objective. (WORTH 40 POINTS) __35

Students clearly understand what to do:
Questioned students at beginning, middle, and end:

I like the way you:

Used document camera to read

Asked questions throughout book that were tied to objective verbally
explained activity
Used board to model how to work the problem
Had sticky not with problems on each to quickly distribute to students-giving
each student different problems
Circulated room to help students during independent work-need to circulate
to more tables more quickly

You need to work on:

Require their complete attention to get their attention before explaining

It was great to have a bucket of supplies prepared for each table ahead, but don't put
on tables until you want the students to touch them.
You can lay cubes on document camera to show exactly how you want students to
use their cubes
Once students have completed the one sticky note problem, what else can they do to
stay busy-you had extra sticky note problems they could do but nothing to require
that they did the extras-maybe require 4(this is part D of your objective)

Conclusion allows students opportunity to wrap up what they learned: (WORTH 10 POINTS) 10____
I like the way you:

You need to work on:

30
(EACH PART OF THIS SECTION IS WORTH UP TO 2 POINTS) _____Pts.
Of 30
I. Human Relationships:
Accepting of Pupils does not show favoritism for some and slight others
Patient/Tolerant/Tactful does not lose temper or embarrass pupils
Friendly gets along well with others

Low ----- High

0 1/2 1 1 1/2 2
0 1 2 3 4
0 1 2 3 4

Comments:
Patient
Positive throughout lesson

II. Communication Skills:

Voice Projection speaks loud enough for students to hear
Enunciation articulates well
Grammatical proficiency uses good grammar
Communication between mentor and intern prior to lesson in order to prepare

0
0
0
0

1
1
1
1

2
2
2
2

3
3
3
3

4 N/A
4 N/A
4 N/A
4 N/A

Comments:
Great voice projection and articulation
Book sense well-rehearsed

III. Classroom Management:

Firm/Consistent
Organized/Effective Time manager
Demonstrates proper responses

0 1 2 3 4 N/A
0 1 2 3 4 N/A
0 1 2 3 4 N/A

Comments:
Used code word to cue class to begin activity magic word
If you want, I brought worksheetsis it an option to do the
worksheet?
Raise your hand when you are ready to listen

IV. Preparation for Teaching:

Presents lesson in an organized manor
Relates subject matter to level of the children
Exhibits concern for individual learning styles

0 1 2 3 4 N/A
0 1 2 3 4 N/A
0 1 2 3 4 N/A

Comments:
Lesson included book, discussion, modeling, independent work with
manipulatives

V. Execution Lesson Plans:

Motivates
Overall job performance

0 1 2 3 4 N/A
0 1 2 3 4 N/A

Comments:
Continue to work on praising students

Coordinators Signature: _____________________________ Date: ____________________