Nichole Piccolo CT Observation Time Chart
Time Celebration/Struggle/ Question
5 minutes and 3 Struggle:
seconds I did not review the essential
question with the students like I
had initially intended to do. I
explained what we would be
doing during the lesson, but did
not explicitly read the essential
question. Instead, I reviewed
what an opinionated writing
piece was.
5 minutes and 32 Struggle:
seconds Rather than modeling each part
of the opinionated writing piece
one at a time, I lumped them all
together at the beginning of the
lesson.
2/6/18
Claim about teaching practice
When teaching any lesson, it is
very important to read the
essential question, or “today I
will” written on the board. Doing
this ensures that the students
understand exactly what they will
be learning for the lesson. Having
them read it off the board also
holds them accountable for their
learning. If there are students that
do not understand any part of the
objective, they are able to ask
questions and I am able to assess
what direction to take during the
lesson.
Missed FEAP:
3c. Identify gaps in students’
subject matter knowledge;
Being that I am in a first grade
classroom and my students are
fairly new to writing, it would
have been more beneficial to
break the four different parts of
the opinionated writing piece
down even further. For any

7 minutes and 25 Struggle:
seconds One of the students had his head
down during first part of lesson
and I did not notice. I am
surprised that I did not notice
being that he was seated towards
the front of the classroom.
12 minutes and 32 Celebration:
seconds As a class, we were able to
translate some of the modeled
sentences that I wrote for the
lesson so that new monolingual
lesson, it is very important to
break down the information as
much as possible to ensure that
the students are understanding
each step and are able to build
their knowledge with a solid
foundation.
Missed FEAP:
3d. Modify instruction to respond
to preconceptions or
misconceptions;
When teaching, it is important to
be as aware as possible about
students levels of engagement. If
there are multiple students with
their heads down, the instruction
needs to be paused to address
these issues in the classroom. In
elementary school, taking a quick
2-minute brain break would be
beneficial in this type of
situation.
Students supporting and teaching
other students is sometimes even
more effective than the teacher
teaching the students. Being that
a lot of the students in my
 student understood. It made him
smile and feel included in the
lesson.
20 minutes and 5 Question/Struggle:
seconds I spent too much time teaching
the modeling portion of the
lesson, where I should have
moved on to the students
working independently on their
own writing pieces.
What is an effective method that
I can use to ensure that this does
not happen in all of my lessons?
30 minutes and 41 Celebration:
seconds While I am working with the rest student in the classroom, it is
of the students, my CT is
classroom are monolingual, they
are able to help translate a lot of
the academic as well as non
academic language that is spoken
in the classroom to give the
monolingual student an
understanding of the lesson as
well as the atmosphere in the
classroom.
For any writing lesson, it is
important to limit the
instructional time to 15-minutes
to allow students ample time to
practice their writing. To keep
track of time, I can set timers on
my watch or use a timer in the
classroom. Offering support
while the students are working
independently by addressing gaps
in their knowledge while they are
writing and clearing up
misconceptions so that their
writings are meeting the objective
is very important during this
independent work time.
When there is a monolingual
essential to have additional
 working one-on-one with the
monolingual student, and he is
very determined to get his
sentences down.
48 minutes and 15 Celebration:
seconds Quiet student was the first who
wanted to read her own
opinionated writing piece
without my assistance. This
student is an ELL and has a
language processing disorder. I
was very excited that she wanted
to share her own writing.
resources to meet their needs as
ELLs. Resources can range from
translated sentences to having
additional help to work one on
one with the student or in a small
group. Ensuring that the student
is actively participating in the
lesson and not sitting quietly
without an understanding of what
is going on is key.
It is very important to celebrate
small victories in the classroom.
As a teacher, I also have to make
sure that my students feel
comfortable and safe. For this
portion of the lesson, the
students had the option for me to
read their work, or to read it to
the class themselves. Most of the
students preferred for me to read
their work with their help
deciphering what they were
trying to say, but there were a
few who wanted to read their
work. This particular student
rarely talks in class, let alone
read in front of everyone. It was
important for me to let her know
how proud I was of her that she
was the first student who wanted
to read their own writing piece
in front of the class.
FEAP:

54 minutes and 45 Celebration:
seconds Monolingual student wrote two
sentences in English. This is the
most work he has produced since to have resources available in
arriving in our classroom.
Translated sentence strips and
pictures assisted him with
writing the English sentences.
1d. Selects appropriate
formative assessments to
monitor learning;
When students who are
completely monolingual enter
into a classroom. It is important
both their native language as well
as translated into English. It is
also important to encourage the
student to only write in English,
but not completely force them to.
As a teacher with a brand new
monolingual student, collecting
writing samples in their native
language gives you an idea of
their content knowledge and
abilities. Once the student as
acclimated to the new
environment and develops their
English some, they can be told to
write exclusively in English.
Luckily, this student was
determined to complete the
assignment completely in English
using the provided resources.
FEAP:
4b. Designs and aligns formative
and summative assessments that
match learning objectives and
lead to mastery;