Classroom Observation Form Revised 12

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Western Governors University, Washington *

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D221

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Communications

Date

Jan 9, 2024

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docx

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Uploaded by Davis1975

ANM1, Task 3: Evaluation of Staff Classroom Observation Form Video Title: Using a Read-Aloud to Help Students Learn How to Ask Questions as a Comprehension Strategy (Case #660) Grade: 1 st Grade Observer: Eric Davis Subject: ELA Respond to each statement in the tables below, using the following scale: 0 = Not Observed 1 = Area of Concern 2 = Growth Opportunity 3 = Meeting Expectations I. Instructional Planning Rating 1. Teacher aligns the lesson to state and district standards. 3 2. Teacher applies knowledge of contemporary teaching and learning theory, as well as child growth and development, to instructional design. 2 3. Teacher plans for timing (pacing, transitions) and resources (materials, technology) in lesson design. 3 Evidence to support ratings: 1). Reading Comprehension Strand 1. RC 2. Regularly engage in reading and listening to a series of texts related to the topics and themes being studied to build knowledge and vocabulary. Reading Comprehension Strand 1. RC 3. Ask and answer questions about key details in texts heard or read. The teacher has the learning intention (target) in her presentation and goes over it with the students at the beginning of the lesson. 2). The teacher reviews the vocabulary words deck, stepmother, and disappear. The teacher uses language the students can understand when explaining the definitions. However, she could have used images to go with each vocabulary word and some examples from movies, etc. Some of her students might not have lived in a house or had the opportunity to see a deck before, so using a visual image could help that student or students better understand the word deck. Also, some students may need help understanding what a stepmother is. If she uses the example of a stepmother from the story Cinderella, it could help her students understand the vocabulary of stepmother better. The teacher had the students view the pictures in the book to come up with questions they might have about the story. The students will be using prior knowledge to come up with their questions. This helps the students make a connection to the story. 3). The teacher did a great job of projecting a presentation with the learning intention. She used sticky notes and a poster to put the student’s questions on before, during and after the reading. The pacing of the lesson went well with the students getting plenty of opportunities to PAGE 1

ANM1, Task 3: Evaluation of Staff Classroom Observation Form talk with their partners. Comments: II. Instructional Delivery Rating 1. Teacher delivers instruction that simplifies and clarifies complex tasks and presents information in a logical and sequential manner. 3 2. Teacher incorporates a variety of instructional strategies, providing multiple learning experiences to address diverse student learning needs. 2 3. Teacher engages students in active learning. 3 Evidence to support ratings: 1). The teacher stops and shares a lot of her thinking aloud with her students. She does a great job of guiding them to think about the story and wondering they may have about the story. Stopping every few pages in the story and having the students come up with questions is allowing the students to understand the sequence of the story. 2). The teacher didn’t use images with the vocabulary words, which could help student to see what a deck, stepmother etc looks like. She could have also translated the vocabulary words so her English Language Learning students could make a connection in their language and English. The teacher did use the turn and talk method, but I also noticed she didn’t stop reading and allowing students to ask questions when their hands were in the air. The student could have been asking a clarify question about the story. 3). The teacher did a wonderful job of keeping the students engaged in the lesson. She had them turn and talk every few minutes to keep which kept them engaged and on task. Comments: III. Content Knowledge Rating 1. Teacher demonstrates proficient subject matter and curriculum area knowledge. 3 2. Teacher demonstrates the ability to activate students’ prior knowledge and link the present content with other subject areas and real-world applications. 3 3. Teacher provides students opportunities to demonstrate knowledge and application of new learning during the lesson. 2 Evidence to support ratings: 1.) The teacher did a great job of thinking about her questions aloud helping guide the students as they were thinking of their wonderings. 3). PAGE 2

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