Professional Documents
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Points 275.04: STUDENT NAME - STUDENT NUMBER
Points 275.04: STUDENT NAME - STUDENT NUMBER
Points 275.04: STUDENT NAME - STUDENT NUMBER
Oregon
SCHOOL STATE:
Cori Wingett
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Candace Pelt
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
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CLINICAL PRACTICE EVALUATION 2
✔
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 0.00
learning differences or needs.
Comments
In the development of language, Sydney used rhyming sounds, patterns, and repetition to provide language development to all students. Her lesson was developed fro whole
group and also incorporated the unique differences of her learners including behavior and academic supports necessary for success.
CLINICAL PRACTICE EVALUATION 2
Teacher candidates create opportunities for students to learn, practice, and master academic language in 85 1.00
their content area.
Comments
Sydney has a deep understanding of oral language development needs for young learners. In reflection, she would add talking and engagement strategies like turn-and
talk into future lessons.
CLINICAL PRACTICE EVALUATION 2
Teacher candidates prepare all students for the demands of particular assessment formats and make
appropriate modifications in assessments or testing conditions especially for students with disabilities and
language learning needs.
Comments
✔ 0
Sydney uses both formal and informal observation strategies. Informal observation and 1:1 , large group watching and noting – providing opportunities for reading inventory
training -
CLINICAL PRACTICE EVALUATION 2
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
90 1.00
and helping students to question).
Comments
As a preschool teacher Sydney utilized questioning as an engagement strategy as well as a an assessment measure. She varied her questions, type,a nd style We did talk
about the options available for her to increase production of all learners with her questioning techniques.
CLINICAL PRACTICE EVALUATION 2
Comments
Each interaction and discussion with Sydney and her cooperating teacher indicates that she is professional in nature and takes the role of educator seriously.
CLINICAL PRACTICE EVALUATION 2
INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty Supervisor or by GCU
staff.
Attachment 1:
(Optional)
Attachment 2:
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I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
Preschool classroom:
Upon entering the room, Syndney was observed sitting with a few students
comforting them from the morning activities. One girl was sad and shared she
missed her mother. Sydney reassured her and spent time-sharing some of the day’s
plans with her. At transition time, the lights were turned off and on, and T
instructed students to clean up from playtime to begin the lessons for the day.
T asked student to come to their number at the carpet in a circle. “Levi- go find your
number. Where are you? “ in a cheerful tone.
How are we today friends?
Today we are learning a new letter, do you guys remember what letter this is. T
worked with circle on words that start with “p”. Students shared other words they
knew. T said we are learning about an animal that starts with the letter P. S guessed
Pig. T shared story of the Three Little Pigs – the original version.
T- reminded students that during listening of a story out loud she wanted good
listeners. S will listen to share if the story sounds the same or different.
T – read out loud the story of the Three Little Pigs from the Wolf’s version.
As T read out loud she showed the pictures and stopped after a few pages to review
the pages and ask clarifying questions of the students.
During the circle reading, all students were listening and would interject thoughts
on the story. “What do you think about the story? How was it different than the
other story?” Do you like this story r the other better? S random answered.
“If you could build your house of anything, what would you build it out of? “ S-
around the circle shared materials and T wrote responses on the chart paper.
S- some gave serious and some gave silly answers. S laughed as silly answer was
shared. T- moved to the next student. “That was a good one”.
Note- possible redirection, when they started to get extra silly maybe redirect/share
on group response when one friend shared. It ramped up a bit as they moved form
student to student. Overall, well done with not being frustrated with their
responses and just moving along. Also, try “turn and talk” with peers for increased
oral production.
Rhyming lists in circle time- T shared rhyming words and then began to give a list of
words and called on S to give words that rhyme with selected word. S- gave a wrong
answer and T responded with “those don’t have the same ending they do at the
beginning – what word has the same ending?” Choral style questions to the group-
“What is this called? What would rhyme with: tire, cart, van, etc. “ Raise your hand if
you know something that would rhyme.
Note- varying call and response opportunities, perhaps in a circle use turn and share
with your neighbor giving all students an opportunity to talk. Oral production
would be the goal Single student responses during the closing portion of rhyming.
Activity- T- shared she had a special letter for each student. Students received
envelopes with their names on it. T- asked, “Whose is this? Reading names on
envelopes. S- responded, saying names out loud. T asked S to take out letters for
spelling out their name. Students used letters to lay out the spelling of their name
with the card as an example. T- held up a letter and asked students to hold up
corresponding letters for the one shown. T said the letter and students identified if
the letter was in their name. Note- this was a great identification task for name and
letter recognition. Wondering: What would you do next? How will you
differentiate for students who know this and are ready to move to the next step?
How will you review for those who don’t have this yet?
S- moved envelopes to their backpack then move to stations.