Re: 2nd Formal Written Observation Student Teacher: Ronilyn Aquino Date: March 19, 2014 Time: 8:55

A.M. Location: P.S. 24X Subject: ELA Observer: Jeanne Schultz, Manhattan College Supervisor The purpose of this writing lesson is to identify the main components of a main body paragraph, include details from the story to effectively support the topic sentence and overall body paragraph and to effectively use a rubric and checklist to ensure that all requirements of the assignment have been met. This ELA lesson began promptly at 8:55 AM at which time the children were called to the rug area. Ms. Aquino used this opportunity to review the story, Eleven by Sandra Cisneros. One student was selected to give a brief summary of the story. Their attention was then drawn to the two-posted questions as well as the short response rubric. After a review of the elements of the rubric, the children were told that together they would be identifying the details from the story to answer both of the stated questions. Ms. Aquino methodically worked through each question, which were designated in separate colors. Based on the color of the questions, the children were shown the color-coded underlined details from the story, which the children identified the day before. Together they formed the two body paragraphs by echoing the question, selecting the appropriate details from the text and then stringing their thoughts together by using linking words. At 9:28 the children were broken into their assigned groups. Each group was given one of three readings based on their current Fontas and Pinnell reading level. The assigned questions were also handed out to each child. They were instructed to work independently to answer each of their questions using their short response rubric to ensure that all components of their response were addressed in their paragraphs. At 9:53, children had the opportunity to reflect on their work and share their understanding of writing a cohesive body paragraph. Strengths: 1. This lesson was clearly differentiated to meet the needs of all learners as evidenced by the following: While texts were selected based on reading level ALL children had the opportunity to master the skill of writing complete body paragraphs.

Color-coding the questions with the underlined details from the text enabled the children to easily identify which details belonged with each question.

2. Materials needed for this lesson were carefully planned out and displayed for all to refer to. This included underlined texts, color-coded questions, posted linking words as well as the response rubric. 3. You appeared very comfortable in front of the class and created a safe, respectful environment. 4. You were able to activate prior knowledge through your mini lesson. This gave you a quick assessment as to their understanding thus far. Suggestions: 1. It is always important to think through the timeline of your lesson. This can most effectively be accomplished by determining the objectives you wish to accomplish as well as the pace at which your students learn. This ELA lesson was scheduled to begin at 8:55 and end at 9:48. Within this timeframe, you devoted 35 minutes to the mini lesson leaving very little time to accomplish the independent work, peer review using the rubric and a share out. In this case, you could have just modeled one body paragraph, accomplishing the same skill. You may consider putting the time next to each component of your lessons to help you keep pace. Then stick to this timeline. For example: 8:55- 9:10 - mini lesson 9:10 9:30- independent work 9:30- 9:45 -peer review 9:45 9:48 -quick share out of strategies 2. You use of color- coding was an excellent idea. As you move forward with this skill, decrease their dependency on the colors ( as they cannot use this on the test) and move to numbers to match question to details.