Fullerton

Online Teacher Induc2on Program

Pre/Observa(on/Post Cycle Form (POP)
Revised 4.20.17

Direc&ons for Prepara&on for POP Cycle

1. New Teacher (NT) and Mentor (ME) iden(fy date for lesson observa(on and set dates/(mes for pre- and post-observa(on conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Sec2on 1: New Teacher Informa2on, lesson plan, and Sec2on 2, Part A NT Reflec2on.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Direc&ons for Pre-Observa&on
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Sec(on 2, Part A: New Teacher Reflec(on; completes Sec2on 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observa(on conference. Lesson plan is adjusted as needed and finalized for delivery.
Direc&ons for Observa&on and Prepara&on for Post-Observa&on Conference
7. During lesson delivery, ME completes Sec2on 3A: ME Observa2on of Lesson Delivery, no(ng both Teacher Ac2ons and Student Ac2ons.
8. Prior to Post-Observa(on Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflec2on on Lesson Delivery.
Post Observa&on Conference Direc&ons:
9. Within 48 hours, NT and ME share notes; discuss lesson observa(ons and outcomes; complete Sec(on 4. All parts should be transcribed into one document and submi\ed to course instructor.
Informa(on is used for ILP.

Sec2on 1: New Teacher Informa2on

New Teacher Email Subject Area Grade Level

Lauren Shimada lshimada@bousd.us Mul(ple Subject 3rd

Mentor Email School/District Date

Country Hills Elementary

Carrie Thomas cthomas@bousd.us School/ Brea Olinda Unified 10/25/20
School District
Content Standard Lesson Objec2ves Unit Topic Lesson Title

RL 3.1: Ask and answer

ques(ons to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers
RFS 3.4 Read with sufficient
accuracy and fluency to
support comprehension. Understand if
a. Read on-level text with implemen(ng audiobooks
purpose and as a resource for Reading fluency and Audiobooks Effect on Reading
comprehension with support
understanding. developing reading from audiobooks. Fluency and Comprehension
b. Read on-level prose and fluency is successful for
poetry orally with third grade students.
accuracy, appropriate
rate, and expression on
successive readings
c. Use context to confirm
or self-correct word
recogni(on and
understanding,
rereading as necessary
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy per2nent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integra2ng 5 – Innova2ng

NT pedagogical skills are newly formed Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence inves(gates and examines increased relevant and suitable elements into a cohesive and unified ability to add new methods and
pedagogical prac(ces use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

CSTP Element Ini2al Ra2ng Ra2ng Descrip2on (Iden2fy both teacher and student ra2ng for CSTP 1 and 2.)

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Using a variety of instructional
strategies, resources, and technologies
1.4 to meet students’ diverse learning
needs
T - Creates, adapts, and integrates a broad range of strategies,
resources, and technologies into instruction designed to meet students'
T - Integrating diverse learning needs.
S - Integrating S - Students actively engage in instruction and make use of a variety of
targeted strategies, resources, and technologies to meet their individual
students needs.

T - Implements structures for students to self-assess and set learning

Involves all students in self-
T - Integrating goals related to content, academic language, and individual skills.
5.5 assessment, goal-setting, and progress S - Integrating S - Integrates student self- assessment, goal setting, and progress
monitoring monitoring across the curriculum.

Sec2on 2: Pre-Observa2on Conference

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

This student has been diagnosed

This student currently has a D in
the class, as he struggles on
understanding what is being asked
of him on assignments, quizzes,
and tests. He has a difficult time
Focus Students comprehending the text, and often
• Summarize cri(cal needs and speeds through assignments in
how you will address them order to just get it over with. I have
during this lesson. selected this student because I
believe we will see growth in terms
of motivation and reading skill. With
the support of audiobooks, I believe
this student will be more engaged
in the act of reading, as well as
gain a greater understanding of the
language.
with ADHD and has a difficult time
staying on task and completing
assignments on time. He currently
has a D in the class, as he often
does not complete assignments and
leaves quizzes and tests incomplete.
I have chosen this student because I
believe that by allowing this student
to use audiobooks to support his
reading development, he will stay
focused on his book. I also chose
him because I believe that by
providing him a worksheet with his
reading goal as a visual aid, he will
stay motivated to improve across all
subject areas.
This student currently has a C in
the class. She is engaged and
focused during class, however
lacks adequate reading skills that
will enable her to succeed
academically. I chose this student
because I believe that she will stay
committed and consistent with
using audiobooks to support her
reading development. In doing so,
this will provide accurate results in
terms of the benefit or lack thereof
of audiobooks.

Part A: NT Reflec2on
Part B: ME Feedback
Use quesFons to guide reflecFon on the lesson
Provide feedback on lesson plan reflecFon.
plan.

My inquiry focus is on the impact technology has on

developing students’ reading fluency and
comprehension.One focus of this inquiry is directly
correlated with students self-assessing their reading
levels and making achievable goals of reading fluency
Inquiry Focus/Special Emphasis and comprehension. They will reflect on their current
• What is your inquiry focus and/or special level, engage in con(nual prac(ce of reading with the Will the students have specific
emphasis? support from audiobooks, and then self-assess their instruc2ons on how to assess their levels
• How will you incorporate the inquiry focus
and/or special emphasis into the lesson?
achievement in the end. Addi(onally, I will use digital and make goals? This may be challenging,
What specific feedback do you want from your resources to help my students achieve their goals, as
especially for Focus Students 1 & 2.
•
ME? well as allow me to gain a greater understanding of
their overall performance. I will be able to collect
valuable data that either support or discredit my
hypothesis. I hope to receive construc(ve cri(cism on
how I may need to adjust my lesson plan if I am not
receiving adequate data.

Inquiry Focus/Students Feedback I am looking for is a different perspec(ve on Your Focus Students will need a clear
• What specific feedback regarding your focus how these students’ background and learning styles understanding of your expecta2ons in
students do you want from your ME? may affect my results. order to gain accurate results.

Specific Feedback Make sure to keep the 2me frame

• What addi(onal specific feedback do you want Perhaps if there is a certain day or (me I should plan
from your ME regarding lesson to conduct my interven(on?
consistent with each of your Focus
implementa(on? Students.

POP Cycle, Fullerton Online Teacher Induc&on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 The interven(on begins with students listening to an
audiobook version of a story through their
Chromebook, while following along with the physical
text. Aier they've completed a book, students will
a\empt to read the story themselves with the
Instruc2onal Planning assistance of the audiobook, if needed. Then,
• How is the lesson structured (opening, body,
students will take an AR test where I can gauge how Will students keep their reflec2ons in a
and closing)?
• What varied teaching strategies and well they understand the book they read aloud. I plan journal? This will be valuable informa2on
differen(ated instruc(on will help students to incorporate books of different themes and genres as long as the students put the effort into
meet lesson goals? in order to engage students with that they are
• What progress monitoring strategies will be
interested in. Exposure to varying genres also enables
their reflec2ons.
used? How will results inform instruc(on?
the reader to learn a large amount of vocabulary.
Students will be asked to reflect on their reading
development aier each a\empt so that they can
understand where are they are in terms of mee(ng
the learning goals.

The lesson will be relevant to all students as books will

be chosen based on their current AR level. They will
Student Engagement/Learning
also be given a reading aktude survey so that books
• How will you make the lesson relevant to all the I like that the students will be reading
students? are picked according to their interests. Students will
• How will students show progress towards show progress based off how well they are able to books according to their interests.
master of lesson objec(ves?
read without the support of an audiobook, as well as
how they score on the AR quiz for that book.

I will maintain a posi(ve learning environment by

Classroom Management
constantly encouraging them to try their best. I will
• How will you maintain a posi(ve learning
also listen to what they have to say and adjust my
environment with a welcoming climate of It’s great to be open to making
caring, respect, and fairness? interven(on according to their needs. I will prevent/
• Iden(fy specific classroom procedures and redirect challenging behaviors by allowing them adjustments along the way.
strategies for preven(ng/redirec(ng
independence to listen to the audiobook on their
challenging behaviors.
own, or by having them take a break if needed.

I will close my lesson by asking them to reflect on

their progress, having them think of where they would
Closure like to con(nue improving on and what may be
• How will you close your lesson? stopping them from making the desired I look forward to hearing about their
• How will you assess student learning and improvements. Based on their self-reflec(on, I will reflec2ons.
prepare them for the next lesson? adjust my next lesson to their needs, which could be
providing them different books or allowing them more
(me on the lesson.

Sec2on 3: Observa2on of Lesson Delivery

Part 3A: ME Observa2on of Lesson Delivery Part 3B: NT Reflec2on on
Teacher Ac2ons Student Ac2ons Lesson Delivery

Student groups answered worksheet quesFons that

Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked addiFonal included all levels of Bloom’s (“IdenFfy 6 problem-solving
quesFons. Most groups needed revisions for their quesFons;
CSTP 1: Engaging All Students quesFons of analysis and evaluaFon (“which problem- strategies; pick two strategies and idenFfy at least one
• In what ways were comparison/contrast was the most common analysis
solving strategy do you prefer? How could you create a similarity and one difference between them”). Groups then
quesFon. I need to give them a Bloom’s quesFon stems
students engaged? math problem that could be solved with this strategy?”) selected a strategy and created two math problems to
handout next Fme.
exchange tomorrow.

Students came in from recess and I purposely taught my lesson aier recess,
engaged in independent (me. The as students had (me to shake out their
Specific Feedback The teacher taught the lesson aier
• What informa(on can asynchronous work aloud them to wiggles and get some of their stored
recess as the students transi(oned from
you provide the NT transi(on from recess quietly and energy out. Reading quietly aier recess
math to language arts. The lesson was
regarding requested calmly. They came back into the has also proven to be a seamless
special feedback? taught at the same (me each day.
classroom sekng understanding what transi(on as we’ve prac(ced this since
was expected of them. the beginning of the school year.

POP Cycle, Fullerton Online Teacher Induc&on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 CSTP 1: Engaging All Students listened to the audiobook using
Students Epic! and followed along with the reader
• In what ways were
in their own book. Students would listen
students engaged?
How were students not to the whole book en(rely and then Working with students individually
Students listened to the audiobook and
engaged? replay it if they needed more prac(ce. As allowed me to hold them accountable. I
followed along in their own book by
• How did students this was happening, the teacher ensured was able to ensure they were focusing on
contribute to their poin(ng to the words as it was being
students were following along by making both listening to the audiobook and
learning? read to them. They listened to the
• How did teacher and/or sure the students were poin(ng to each follow along in the book as I watched
audiobook as many (mes as needed
students monitor word in the book as it was being read to their finger move along the text as it was
learning?
un(l they could read fluently.
them. The teacher encouraged focus being read to them.
• How were the focus
students to pause aier every page and
students engaged and
supported throughout prac(ce reading that aloud before
the lesson? moving on to the next page.

Teacher gave explicit instruc(on to help

support individual students based on
Constant communica(on with my
CSTP 2: Effec2ve Students asked ques(ons about words their needs. For instance, she explicitly
Learning Environment students was very important. It helped
they had difficulty pronouncing. Students stated what fluency sounds like and
• How did students and me understand how they were feeling
prac(ced reading aloud with the what it means for one student. For
teacher contribute to about the lesson task, and also if they
an effec(ve learning audiobook for more prac(ce and to build another, she had to alter the amount of
needed help with anything. It allowed
environment? comfortability with the vocabulary. (mes that student listened to an
me to provide be\er support.
audiobook as she was beginning to
memorize the text.

CSTP 3: Organizing One student listened to the audiobook

Subject Mader
• What ac(ons of the NT
too many (mes to the point of
contributed to student memorizing the text. The teacher then
assimila(on of subject NT made sure each student understood instructed the student to look at the
Next (me, I need to start with my lesson
ma\er? what fluency means. She encouraged words, listen to how the words were
• How did students by explicitly sta(ng what fluency means,
students to prac(ce reading aloud as being pronounced, and look at each
construct knowledge of and what they should be aiming for as
subject ma\er? many (mes as they needed while le\er within the word. The student
the listen and read aloud.
• What misconcep(ons listening to the audiobook. would then prac(ce saying the word
did students have and aloud 3 (mes, then within the sentence.
how were they
The NT was shiiing the student’s focus
addressed by the
teacher? from memoriza(on to guided reading.

CSTP 4: Learning Students were in charge of their

Experiences Students were supported based on their
learning. They listened and prac(ced as Working with my focus students
• How were students individual needs. They each chose a book
many (mes as they felt necessary. The individually allowed me to differen(ate
supported through that was just above their AR level so that
differen(ated NT would get involved if there were my instruc(on based on what they
it provided them enough challenge. If
instruc(on? certain words they needed help with. needed. For instance, one student
the book was too challenging, the
• How did students She would decompose the words into its needed help with pronuncia(on while
par(cipate? students were instructed to voice their
specific le\ers and sounds. Therefore, another student needed help with le\er-
• How did the NT concern. Then, they would find a new
contribute to student the student would understand what sound recogni(on.
book at their level.
learning? each le\er should sound like.

Ini(ally, students showed limited

understanding if they were unaware of
Although the ini(al lesson objec(ve was
CSTP 5: Assessing what fluency means. One student
reading fluency, I quickly learned that I
Student Learning thought fluency means being able to
was happy if my students were happy
• How did students read a story all the way through, so she
demonstrate with their reading development, which
was confident in reading aloud aier
achievement of lesson does is not limited to fluency. Students
objec(ves? Students were successful if they could listening only once. So, the NT explained
reflected on their success with reading
• In what ways did read the story at a conversa(onal rate that fluency means being able to read
new, larger words that they didn’t know
students struggle or with zero errors. text in the same speed as you talk to
demonstrate limited how to pronounce before. They also felt
friends and family while making zero
understanding? more confident reading new and more
• What teacher ac(ons errors. Aier this was explained,
difficult books. These aspects of my
contributed to student students understood what was expected
lesson were student achievements all on
achievement? of them. Explicit instruc(on and working
its own.
with focus students individually allowed
the NT to fully support her students.

Sec2on 4: Post Observa2on Conference

To what degree did
Students were successful in developing their fluency. Con(nuous prac(ce is needed to develop their vocabulary, but their
students achieve lesson
objec(ves? ability to read at a conversa(onal rate with li\le errors was no(ceable.

POP Cycle, Fullerton Online Teacher Induc&on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

My EL student was successful in that he

To what degree did focus was able to say more commonly used
This student was successful at saying This student was successful in reading
students achieve lesson English words accurately and without
new words accurately, but lacked the fluently. She stated that she was now
objec(ves? hesita(on. He felt more comfortable
focus and a\en(on to read the book able to say larger words correctly and
reading aloud, too. Seeing his confidence
fluently. that her confidence was growing.
grow was very important in evalua(ng his
overall success with this lesson.

Next (me, I would make an ini(al limit in terms of how many (mes students can listen to the audiobook. This would hopefully
What would you do
prevent them from memorizing the text, as was the case for one student. If they tried reading aloud and could not read
differently next (me?
fluently, then I would allow them to con(nue listening.

One strength was that students vocabulary and word recogni(on increased. A second strength was that they became more
What were three top
confident in their ability to read more difficult text. A third strength was that students engaged in self-reflec(on aier the
Lesson Strengths?
lesson and thought about their own strengths and what they need to con(nue working on.

One area was to provide more (me so that different books from varying genres could be read by each student. This will help
me with understanding if the students correct pronuncia(on of words in one book transfers over to the next. A second area
What were three top areas
was to limit how many (mes a student can listen to an audiobook before their ini(al a\empt at reading aloud. A third area
for improvement?
was to explain what fluency entails before star(ng the lesson so that students understand what their goal is. I need to
decompose the term clearly so all students understand.

My next step is to incorporate this lesson more frequently throughout our class (me. It proved beneficial for all my students
regardless if they were able to read fluently. Most of my students felt more comfortable and confident reading new books,
and they agreed that it helped them say new, bigger words accurately. Having audiobooks support their reading development
What are next steps?
proved to be successful. Lastly, including student self-reflec(on was very valuable, as I gained insight into how my students
felt at the end of the lesson in terms of their own growth, but I also gained insight into the effec(veness of audiobooks as a
support for reading fluency.

Other Comments/Notes

Self-reflec(on was a major component for this lesson, and I’ve learned that it’s important to to include this in as many lessons as I possibly can.
Understanding my students’ enjoyment and engagement is vital, but also understanding the effec(veness of the tools I am using is just as important.

All parts of this form should be transcribed (typed; not hand-wriden) into a single document and submided to course instructor.
Informa2on from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induc&on Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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