# 8 Formal Cooperating Teacher Observation

Talia Verrecchio

I had the pleasure of observing Mrs. Tosti’s first grade class for my field experience.

During the time I was there, the students were in writing. The class was working on writing

Nonfiction books, otherwise referred to as “teaching booklets”, as they were to be teaching the

reader about something. Mrs. Tosti took them through the entire writing process step by step.

Each couple days would be filled with specific instruction on a certain step, execution, and then

they would move onto the next step. There was a set routine when it came time for writing. The

students would retrieve their writing folders and all materials needed and place them on their

desks. Then, by table, they would be called to the rug in assigned seats. Mrs. Tosti would sit in

front of them in a rocking chair and teach that day’s specific lesson. She would use her own

example book as well as a real nonfiction book to show the students real examples of nonfiction

work. After she would explain that day’s writing step or lesson, she would allot time for

questions. After this, the students would be instructed to go back to their desks and

independently work on their own nonfiction book, specifically implementing the step/lesson that

was just taught into their writing. The students would be allowed to talk to their assigned writing

partner if they needed help. During the time of independent work, Mrs. Tosti would call back

students to conference one on one to ensure that they are on the right track. This was very

beneficial to make sure that the students were actually implementing the lessons into their work.

When a student would finish their book, they were allowed to start another, but when new

lessons were taught, they would be instructed to go back to their previous work and implement

the new methods.

 To provide an example, I will use a lesson she taught about “twin sentences.” Twin

sentences are a pair of sentences that end with a word, which begins the next sentences to define

and explain it further. An example of twin sentences is as follows: In lacrosse, a team wants to

score a goal. A goal is when the ball goes in the net. This is beneficial in nonfiction books as it

helps the students explain their ideas further. Mrs. Tosti and the students gathered at the rug, as

they do every day, and she began the lesson by asking if anyone knew what a twin sentence was.

A lot of the students were eager to guess, but no one was correct. Mrs. Tosti then defined the

term, and pulled out a real nonfiction book called “All About Sharks.” She announced that she

would be reading the third chapter aloud and asked the students to motion a “thumbs up” if they

heard twin sentences. She dramatically emphasized the part of the work that was a pair of twin

sentences and looked around the room to see if the students caught on. They did! Before telling

them why twin sentences are effective in writing, she asked them what they thought first. They

responded positively, claiming that it helped the reader to understand better. She applauded them

for their understanding and ensured that every single student understood. Then, to really

reinforce the idea, she asked for a volunteer. A student named Sadie raised her hand. Mrs. Tosti

asked Sadie what her story was about, and Sadie replied that it was all about gymnastics. Mrs.

Tosti asked Sadie for an example of one of her chapters. Sadie told the class that one of her

chapters was about the bar and the certain moves gymnasts do on the bars. Mrs. Tosti then

picked out a sentence from the chapter and asked the class how Sadie could turn it into twin

sentences. The sentence was “Gymnasts do cool flips over the bars like a pullover.” Mrs. Tosti,

with the help of her class, turned it into “Gymnasts do cool flips over the bars like a pullover. A

pullover is when you raise yourself up with your arms over the bar and flip over it on your

front.” Now that the class had around three examples of twin sentences, they were ready to go.
Mrs. Tosti instructed them to go back to their seats and independently work on their stories as

they try to implement the use of twin sentences.