Professional Documents
Culture Documents
Chesmore Pop Cycle
Chesmore Pop Cycle
Chesmore Pop Cycle
RF 1.2 Demonstrate I can show my Short Vowels with Blends and Unit 2 Lesson 8 Day 2
understanding of spoken understanding of spoken Digraphs
words, syllables, and sounds words, syllables and
(phonemes). r-blends.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
NT pedagogical skills Skills are developing Skills are applied as Skills are refined as NT Skills are polished as
are newly formed and as NT investigates NT makes combines elements NT expands ability to
just coming into and examines increased relevant into a cohesive and add new methods and
prominence pedagogical and suitable use unified pedagogical strategies into
practices of pedagogical repertoire pedagogical repertoire
choices
CSTP Initial Rating Rating Description (Identify both teacher and student rating for
Element CSTP 1 and 2.)
T- Applying T- Uses multiple strategies including culturally responsive instruction to develop and maintain high
2.5 Developing, communicating, standards for individual and group behavior.
S- Exploring
and maintaining high standards Utilizes references to standards for behavior prior and during individual and group work.
for individual and group S- Students know expectations for behavior and consequences and respond to guidance in following
them.
behavior
T- Exploring T- Explores additional instructional strategies, resources, and technologies in single lessons or sequence of
1.4 Using a variety of lessons to meet students’ diverse needs.
technologies to meet
students’ diverse
learning needs
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
Summarize critical w/ILP/504
needs and how you
will address them I don’t have any EL students My student with an individual This student often gets up from
during this lesson. however I do have a student who learning plan has low reading their computer or becomes
is in speech. I will make sure to scores and lack of participation. I distracted by their environment. I
clearly demonstrate how to will make sure to repeatedly will make sure to redirect the
create sounds and which sounds include them in the lesson and behavior each time to maintain a
to use for each word. practice “everybody responds” constructive learning
strategies. environment.
Inquiry Focus/Special My inquiry focus is relating learning to the We can continue to use the scope and
Emphasis standards and making and setting attainable sequence across K-2 for From Phonics. This
What is your inquiry focus will build a vertical alignment of skills
goals for students.
and/or special emphasis? connections for you.
How will you incorporate the
inquiry focus and/or special
I hope to gain feedback about how well I am
emphasis into the lesson?
What specific feedback do you aligning my teaching to the standards and how I
want from your ME? can help students reach general or specific
goals. Also feedback on how I can help students
set additional goals in the future.
Inquiry Focus/Students I would like feedback on how well I am During the pre-conference, we discussed ways
What specific feedback implementing the strategies we have already to scaffold the blending and sight words.
regarding your focus students been practicing and other strategies that might
do you want from your ME?
help students participate in lessons more often.
Specific Feedback I always like pacing feedback and feedback Making adjustments to the pacing for virtual is
What additional specific about how I can tighten up my teaching in any necessary. Using a timer to pace portions can
feedback do you want from area. help.
your ME regarding lesson
implementation?
Instructional Planning At the beginning of the lesson we open with Consider which activity is the most high leverage
How is the lesson segmenting, then progress through blending, for practicing the skill you are teaching. In this
structured (opening, body, high-frequency words, dictation and word case you were determining if you wanted to
and closing)?
building. The lesson closes by going over the skill include dictation or building words to practice the
What varied teaching
again in the form of an “I can”. new phonics pattern.
strategies and differentiated
instruction will help students For each lesson we have leveled small groups.
meet lesson goals? What This helps me differentiate the lesson with
progress monitoring strategies
activities and pacing appropriate for students of
will be used? How will results
inform instruction? all reading levels. Progress monitoring methods I
will use are having students read individually and
watching what they are writing on their
whiteboards so I can assess their reading and
writing skills. The results will show me who is
progressing in which areas and who needs
different goals to support their learning.
Classroom Management I will maintain a positive learning environment by From previous observations, these areas have
How will you maintain a helping students maintain our Moral Focus of
shown growth and are on track.
positive learning respect. They will be expected to keep their
environment with a microphones muted, raise their hand and wait
welcoming climate of their turn to answer.
caring, respect, and
fairness? I provide clear instruction about when
microphones should be on and redirect by
reviewing the Moral Focus each time there is a
challenging behavior.
Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.
POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
● The teacher used an
EXAMPL ● Blending words There were supports in place
E CSTP explicit blending
● Building words to help students participate
1: procedure and cold
● Writing words such as clear goals and
Engaging All called scholars to blend
simple slides to help them
Students ● The teacherhad
engage with the activity. They
In what ways scholars write answers
were blending words,
were students for context with sight
building words and writing
engaged? words on white boards
words.
● Teacher guides students
to use digital word
building tool
The lesson was paced Students followed the I appreciate the feedback and I am
Specific
appropriately expectations and routines. The glad I’m on the right track.
Feedbac
students moved from activity to
k
4 minutes phonemic awareness activity with ease. Student
What
behavior did not impact pacing.
informatio 12 Minutes blending- this will
n can you decrease in time as routine
provide becomes more fluid and scaffolding
the NT is reduced
regarding
requested 6 minutes Sight Words
special
feedback 6 minutes Dictation
?
The phonics lesson allowed for 30
minutes. You used the bulk of the
time on the Direct Instruction for
blending earlier in the week. Later
in the week time will decrease on
blending and allow more time for
the application activities with the
skill.
Students were engaged in blending
CSTP 1:
words, building words and writing
Engaging
words.
All
Students A few students were not engaged
In what as they were away from their
ways were computers or tired in the morning.
students
engaged? They contributed to their learning by
How were participating in the heavy lift of
students not blending words and writing words.
engaged?
How did I monitored learning by watching
students their spelling and listening to their
contribute to blending. I used redirects to help
their learning? students with the correct
pronunciation.
How did
teacher Focus students are engaged and
and/or supported with material
students differentiated to their level.
monitor
learning?
How were
the focus
students
engaged
and
supporte
d
throughout
the lesson?
The teacher had a clear lesson Students took ownership of The slides were simple and focused
CSTP 2:
plan. Activities were thoughtfully building words in their digital app so that students could quickly
Effective planned to align to the skill. The for word building. identify the goal of each activity and
Learning teacher provided ample time for the activity was accessible at any
Environmen practice and academic routines time.
t supported the flow.
How did
students
and The teacher had clear expectations
teacher and reinforcers throughout the
contribute to lesson.
an effective
learning
environment?
The students before this lesson I met students where they were at in
CSTP 3:
were not blending words. The reading and provided scaffolding for
Organizing
teacher used a sound by sound them to access the skill.
Subject
strategy to support students
Matter segmenting and blending sound. Students then began to read the
What words when they were previously
actions of the During the comprehension portion unable to.
NT contributed of the lesson, the teacher used
to kinesthetics to help scholars learn Students were unsure of what to
student the vocabulary for the skill of focus on when using a traditional
assimilation of identifying the problem. She also workbook page. When the slides
subject closed the loop after were simplified they had higher
matter? comprehension skill aligned participation and easier access to
How did questions. the material.
students
construct
knowledge of
subject
matter?
What
misconcep
ti ons did
students
have and
how
were
they
addressed
by the
teacher?
Students participated by orally The material was leveled to the
CSTP 4:
blending. students reading level with
Learning
appropriate supports and
Experience
Students used context clue to write scaffolding. One example of this is
s their high frequency words. uncovering one letter at a time of a
How word to support explicit blending.
were Students contributed by spelling
students words in their digital app with Students participated by sounding
supported teacher support. out the words out loud.
through
differentiated I supported this by redirecting
instruction? Students answered skill aligned incorrect sounds when necessary.
How did questions with their reading text.
students
participate?
How did
the NT
contribute to
student
learning?
Students demonstrated
CSTP 5:
achievement by participating in
Assessing
blending and writing drills.
Student
Learning Students didn’t struggle as much
How did with this lesson because it was
students created to support the level they’re
demonstrat at. They do struggle with sounds
e they don’t know or words they find
achievement difficult.
of lesson
objectives? The scaffolding supported their
In what achievement.
ways did
students
struggle or
demonstrate
limited
understandin
g?
What
teacher
actions
contributed to
student
achievement?
POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
Students participated in sounding out letters and words which contributes to their overall reading level.
To what degree
did students
achieve lesson
objectives?
To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus w/ILP/504
students achieve
This student struggles to turn on their This student has also begun participating This student has shown improvement in
lesson
camera (I teach virtually). Recently with more with the improved structure. They following directions about blurting out
objectives?
improved classroom structure they have are turning their camera on and often and completing activities fully. This will
begun to participate more which will clearly participating in phonics activities. help their overall reading level.
contribute to their reading level.
What would you do
differently next 1. What skills/key levers did I work on last year? What key levers am I using
time? consistently throughout the lesson?
a. Last year I worked very hard on participation and pacing. I can see these
key levers throughout my lesson with techniques such as everybody
responds and clear expectations for muting and unmuting. I see room to
grow in my pacing because things still don't move as quickly as I would
like.
2. Review the From Phonics pacing, how long did activities take? What changes
have you already made to support pacing?
a. The from Phonics pacing is very bad in my opinion. It look 14 minutes for
the Blending Activity which was supposed to take 5, the High Frequency
Word activity took 7 minutes instead of 5 and the Dictation Activity too 8
minutes when it should have taken 5. I have created new slides which
will hopefully help create interest and isolate information so that students
know what to look at and how to complete the routine.
3. What 3 things went well in the lesson?
a. In this lesson there was a high level of participation, I felt prepared for the
routines and students did the heavy lifting when it came to writing their
sight words.
4. What 1 thing might you adjust for an upcoming lesson?
a. In an upcoming lesson I will try to move at a quicker pace and put more
of the heavy lift on the students.
5. Who does the heavy lifting in the lesson? How did you set this up?
a. I think I do too much of the heavy lift in this lesson especially when it
comes to blending and dictation. These two activities have too much of
me leading when I think I should move to students trying and then myself
correcting errors. The High Frequency word activity had a heavy lift
because I made students respond in writing and I set up clear
expectations that they had to read, spell and then write within a certain
time lim
Observation
Notes
Date: 11/1
Subject: ELA
8:43
Feedback Sent:
There were many great things happening in your full lesson observation. It will take me a bit to give you the
full written feedback for the FLO. I did want to let you know I could get a better picture of what you shared
about the pace of the reading lesson and how much you are fitting in the lesson. During the lesson you gave
the scholars care, reinforcers, and redirects throughout. This clearly showed that you had 7/8 participating in
most of the lesson! This is a huge improvement from a year ago. It takes energy and patience to do this. I
can see how you are keeping expectations high and holding scholars to them. This is tiring in the first
Semester but rewarding as it sets a foundation where progress can be made across the year. I am proud of
the culture and tone you are setting in your class!
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project,
2017. Page 3 of 3