OBSERVATION PROTOCAL

TSL4081 Assignment B: Lesson Observation Protocol Prepared by: Isabela Rodriguez Date: 11/17/23 Grade Level: 4th School District: Palm Beach Subject (Content) Area(s): Reading/ Language Arts Theme or Topic(s): Main Idea for stories and finding theme in the text Time required: 30 min Standards ELA.4.R.1.2: Explain a stated or implied theme and how it develops, using details, in a literary text. ELA.4.R.3.2: Summarize a text to enhance comprehension. a. Include plot and theme for a literary text. b. Include the central idea and relevant details for an informational text. Objectives Content Objective/s: The students will be able to identify the main idea and theme of the text by using a worksheet to guide them Language Objective/s: The students will be able to identify the main idea and theme of a story by summarizing key details and recognizing the central message or lesson conveyed in the text. Lesson Sequence 1

TSL4081 In this section, describe the lesson sequence that you observe, including the lesson opener, the presentation of material, the practice portion, and review/closure of the lesson. Present your lesson sequence in numbered steps, starting with how the teacher began the lesson and ending with how the teacher ended the lesson. Add numbers as needed. 1. After all the students into the classroom, the teacher announced for them to sit in their seats so they can get started with the lesson. 2. After morning announcements all of the students wrote down on their agenda is what their homework will be and any reminders for the day. 3. The teacher announced they would be starting their lesson, and for the ELL students to go get a laptop from the back and sit at the side table. 4. Once the students were settled, the teacher turned on the SmartBoard which showed her standard for the day and read through it with the students. 5. Moving to the next slide, the teacher begin to introduce what main idea is in a story and how it connects to theme. 6. As the teacher speaks to the students, she passes out of work sheet for the students to complete after they read the story together as a class. Before reading the story the class goes over the different parts of the work sheet so the students have a good idea of what to do and look for in the text. 7. As the students were doing their lesson, I observed some ELL students clicking the vocabulary tab on their computer to go back-and-forth to see the definitions and their translation words in parentheses in their native language. 8. After reading the story as a class, the students wrapped up any questions they had and began to start working on the work sheet that was passed out in the beginning 9. The teacher guides the students as they all work together to figure out the details, main idea, and topic/ theme of the story. While mainly helping the ELL students with a more in depth explanation so they have a better understanding. Observation Protocol Use the following protocol to guide your observation. You must use the notes section to justify your scoring for each indicator. Hi ghl y Ev ide nt So me wh at Ev ide nt No t Ev ide nt NOTES Preparation 1. Content objectives clearly defined, displayed, and reviewed with students X The teacher had the objective written on the smart board lesson and hand written on the door when they came in 2. Language objectives clearly defined, displayed, and reviewed with students X The teacher had the objective written on the smart board lesson and hand written on the door when they came in to read when they sat down 2

TSL4081 3. Content concepts appropriate for age and educational background level of students X The standards listed for fourth grade involve mostly theme, central message and figurative language. The lesson the teacher created was age appropriate to engage the students. 4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g. computer programs, graphs, models, visuals) X Using the smart board for the lesson allowed the teacher to highlight and underline parts of the story directly on the board. 5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency X Some students had questions about what they were confused about and some ELL students needed clarification throughout the lesson. 6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking X The worksheet the teacher created was a graphic organizer style so it was easy for students to follow along but also gave space for them to write off to the side their vocabulary words so they can practice using and spelling them. Building Background 7. Concepts explicitly linked to students’ background experiences X The teacher used the students previous knowledge of understanding the main idea of the story and went more in depth for the lesson 8. Links explicitly made between past learning and new concepts X The teacher began the lesson by reiterating what the students were introduced to last year when reading and connecting it to this lesson. The teacher does this so she can connect with students on their previous knowledge 9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see) X Vocabulary written on the smart board in the beginning and the end to review. The students also copy down the vocabulary onto their worksheet to get more familiar and practice spelling it as well. The vocal is highlighted and repeated through the slides so the students don’t forget Comprehensible Input 3