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Kelsey Glisar 1/24/2014 Pre-Observation Questions Observation: Monday, 1/27/14 12:30pm Briefly describe the students in this class,

, including those with special needs. o I have 17 students in my kindergarten class, including 9 girls and 8 boys. They continue to be interested in learning, which brings out their hard working characteristics. I have no students who require resource services. Four of my students receive Title I Math help and five are in a guided reading group with a Title I Reading Teacher. Two boys struggle with behavior issues but continue to make progress in that area.

What are the goals for the lesson? o Settling into the 3rd quarter, the kindergarten class is learning a lot about reading. To help with those strategies, we have began working with the Daily 5. I start off with a mini whole group lesson, which is followed by a Daily 5 round. I continue doing these rounds for slotted time. We have had to make many adjustments to complete the Daily 5 in a Kindergarten class but I think it is going really well. During this lesson, students will be using reading strategies to read alone. They also will be working on syllables. If time allows, students will review the letters b and d. o Objective(s): o Students will demonstrating print concepts and pre-reading skills by Reading to Self. o Students will determine the number of syllables in words and names. o Students will point under words while reading. o Students will identify the correct letters without reversing (b, d).

How do these goals support the Districts curriculum? o Our district follows the Iowa Core Curriculum. This lesson aligns with a number of the ICC standards: CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page. CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters. How do you plan to engage students in the content? What will you do? What will the students do? o I will engage my students by using a number of activities throughout the lesson. To begin the lesson, students will use teamwork to review our VoWac Alphabet Chart. Next, instead of asking students to learn reading strategies, we changed the phrase to make our learning more interesting. They will discuss their Reading Superpowers to use while reading and complete a round of Read to Self. I will pass out Martian Fingers to help them point under words. Next, while learning about syllables, students will use their classmates pictures to clap out syllables. What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties? o One characteristic I have noticed is students are going too fast and forgetting to point under words. To help with this concern, I will be giving each child a Martian Finger to remind them that pointing under words is important. What instructional materials or other resources, if any will you use? o As I stated above, I will use a number of resources to help engage my students. I will use a number of visuals including our VoWac Chart, Reading Superpowers Anchor Chart, and a Mimio Camera to project our Clapping Names activity. How do you plan to assess the student achievement of the goals? What procedures will you use?

o During the lesson, I will constantly be assessing the students. By having the students Read to Self, I will be able to do a Running Record with at least one student. I will also be able to observe students reading. For assessing syllables, I will be able to observe children and also use the Clapping Names recording sheet to assess student learning. What Iowa teaching standards/criteria will be demonstrated in this observation? o Standard 1: Demonstrates ability to enhance academic performance and support for and implementation of the school districts student achievement goals. o Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position. o Standard 3: Demonstrates competence in planning and preparing for instruction. o Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of students. o Standard 5: Uses a variety of methods to monitor student learning. o Standard 6: Demonstrates competence in classroom management. o Standard 8: Fulfills professional responsibilities established by the school district.

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