Professional Documents
Culture Documents
Teacher’s Name_______________________
Jordyn Lye Teaching Point Describing the Characters
● Book a spot on the spreadsheet in the appraisal folder called Readers Workshop Mini Lesson
Appraisal Sign Up - May/June
● 40 mins max
● Reader’s Workshop Mini Lesson ONLY
● No lesson plan please. I don’t want any prior knowledge (try and engage me and wow me)
● The checklist below is the only thing I will use to appraise you (read it very carefully).
● I will video the mini lesson and the conference and place it in your personal folder.
● After your lesson, watch the video come and visit me to get your result and some feedforward.
● If you have prior questions please ask.
References ● Teacher refers to pre-made anchor-charts ● Anchor charts not made or teacher forgets
What Good Readers to remind students about what good to remind students
Do readers do (anytime during the mini ● Teacher borrows someone else’s anchor
lesson) chart instead of making their own
● (charts can be ✔ ● Teacher doesn’t refer to the chart at any
different) point in the lesson
Pacing 8-15 ● Stayed within the 8-15 minute time ● Pacing is too short (under 8 mins) or too
minutes allocation 15:00 ✔ long (goes over 15 mins)
Pacing support ● Teacher CLEARLY uses a timing device ● No timing device used
(watch, clock, timer on the board) to ✔
monitor pacing
Mini Lesson taught ● Teacher can utilize the board before the ● Relies too heavily on the board to teach the
without the mini lesson begins, and after it’s lesson.
finished ● Students sitting at desks
SMART/LED Board
● Mini lesson taught with students seated on ✔
the floor using anchor chart paper to
support modeling and examples
Explicit Teaching ● Teacher does not take questions at ● Too many interruptions, allows questions at
Time during 8-15 inappropriate times or allow major
interruptions
✔ inappropriate times
Minutes
Modeling during ● Teacher clearly models an example of the ● Teacher does not model the teaching point
8-15mins teaching point-uses an ACTUAL TEXT ● Or uses the SMARTboard to show text.
(real book), not a text on the SMARTboard ✔
to show the strategy in action
Transition to ● 2 mins and under to have students back at ● Over 2 mins to have students back at tables
independent time tables ( if coming from the floor-preferred) ( if coming from the floor-preferred) and
and beginning work beginning work
● Appropriate transition noise ✔ ● Inappropriate transition noise
● Teacher plans ahead, has students bring ● Teacher didn’t plan ahead, students didn’t
appropriate books to the floor or table, bring appropriate books to the floor or table,
before the lesson begins before the lesson begins
One student ● Simple non invasive conferencing call up ● Has no conferencing call system or a
Conference system system that is too loud
● NO DIRECTOR CLUES for this section
Only
other than use the reading folder. I ✔
6:00 want to see how you are doing your
conferences without support.
Reading Folder ● Teachers brings Reading Conference ● Forgets to bring Reading Conference
Tracking Assessment folder to the appraisal review Assessment folder to the appraisal review
meeting meeting
● Clear evidence the teacher is tracking the ● Little evidence that the teacher is tracking
students Fountas and Pinnell levels as ✔ the students Fountas and Pinnell levels as
requested requested
● Can explain their process ● Can’t explain their process
13 Yes Boxes Ticked ✔ 12/11 Yes Boxes Ticked 10/9 Yes Boxes Ticked 8/7 Yes Boxes Ticked
To Work On: Before saying, "what we are going to do today is," make a powerful short link to remind the students that 'today and forever' or "from now on whenever you read, I want
you to stop and think about the characters and the words the author uses for describing" / possible future mini lesson, what is the connection to adjectives and the images we see in
our heads as we read ( visualizing) / useful to have written in the corner of the anchorchart is the phrase you can say to lead that specific component off. Really focus on the key
language that leads to the start of each component of the mini lesson. Example. connection use "remember when"/ teaching point/modeling- "watch how I," hmmm...I'm thinking..."did
you see how I... active engagement use "now, right this moment / it's your turn to..." link "today and forever..." using these triggers, will help the flow of the lesson.
Conference: gave the student your full attention (not writing too much down) and created a calm, pleasant atmosphere / referenced prior mini lesson goals/ asked relevant questions to
gather evidence towards student level and reading profile / complimented the student on what they did well / identified TP for the student to work on / established mini goal for next
lesson. Where possible see if you can visually (as well as verbally) model the specific teaching point using your own text or the students text, so, they can always see your thinking
process / write or draw your process on a sticky and give it to the student. The more they see how you did it the better for ESL students. Example.."I'll read this section watch I do,
then, we will try together!"
Overall: Really strong and intelligent readers workshop lesson. I watch at the students just as much as I observe the teachers and they often tell the story of how the lesson is going.
Your students were engaged and watching you closely as you shared your modeled thinking about characters. Job well done Jordyn!