Towson University

Classroom Observation

Intern: Mandy Slaysman Date: 4/27/17

Time:12:00 p.m.-12:30 p.m.

School: Halstead Academy Class

Grade:2nd Size: 26

Mentor: Erika Moore-Thames Subject: English/Language Arts (ELA)

Planning Observed Not

NA
In Progress Observed

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: Ms. Slaysman had all of the required components previous to the implementation of the lesson.

Context for Learning

Students demonstrate adequate prior knowledge to be successful learners. X
Grouping techniques are appropriate for intended learning. X
Comments: This information was to be completed with students during small group rotation instruction, based on reading level and writing
supports needed.

Motivation for Learning

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:

Implementing the Lesson

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
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:

Students were working to create opinion pieces about Bessie Coleman with supporting facts from a read story.

Completing opinion writing task in small group with teacher support. Students used an independent writing activity
that was in the format of a paragraph graphic organizer, to help them with reviewing their opinion statements and
supporting details. During the small group they discussed if the statements were truly opinion statements. Students
shared their topic opinion sentences and they then reviewed each statement to determine if it was an opinion or
not. Students then evaluated if each statement was a fact or opinion. The definition was given the group that an
opinion was something that we think, feel or believe. When evaluating the first sentence the group was directed to
thumbs up or thumbs down if it was a fact or opinion. Since the first sentence had both fact and opinion the group
changed part of the sentence to make the whole statement an opinion.

Bessie made a difference by being a lady pilot it was changed to Bessie made a difference

Students then went over supporting sentences and how they have to be facts from the story. Students did review
support factual sentences, and Ms. Slaysman did discuss that copying from the book is not appropriate and when
stating a fact from the text it should be written in the students own words not just copying the writers words. Ms.
Slaysman also used this as a moment to share with the class this point and how important to not use the writers
words, but that you should put it in your own words. She noted that facts from the book go into our heads and
comes out as our own written response using our words and facts together. She did discuss that the facts that are
chosen are those that show that she made a difference or changed the word, not just random facts. She detailed
that when choosing a fact it must be one that supports the opinion stated in the topic sentence.
 Not
Observed
Assessing Student Learning/Differentiation Observed In Progress NA

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 x

of 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

Comments:

Summarizing the Lesson

Summary provides connections to past and/or future lessons. x
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments: Not all students were able to exhibit their knowledge today being that they would meet in group with Mrs. Slaysman the next
school day, due to it not being this groups day to meet with her.

Classroom Management
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: Attention to task prompts with clasping prompt. Used Activeinspire board to assist with monitoring
rotations and time in each rotation. Used visual markers in the classroom to help students to know the area and
location that students should be at. Used countdown to signal students to the time they had to get to their location.

During the lesson Ms. Slaysman did monitor students in the room and was able to also focus on the group. When
students needed reminders to focus or calm down they were directed to do breathing exercises to help refocus to
task. Students were able to access a sample graphic organizer to understand how they were to compose an opinion
topic sentence and closing sentence for their opinion writing assignment about Bessie Coleman. Students also knew
the routine of when the light was on during small group that they are not able to talk to her unless they are a part of
her small group.

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: