Ms Emily Observation
Ms Emily Observation
Ms Emily Observation
Name:
Evaluator
Name:
Ms. Emily
Subject(s):
Reading
Mrs. Henline
Date:
Grade
Level(s):
Time:
2-3
1:30-1:50
Observations
Profient-3
Even though you didnt know the students, you showed
them respect and you were willing t help struggling
students.
Elements of Focus:
Ocean Animals-Minnows and Sharks
shark teeth
fish
whales
sea plants
saltwater
Importance of content
Proficient-3
Students understand expectations and the exit ticket.
Students were using grade appropriate language when
answering questions. They communicated in a way that
was appropriate to the text and were able to respond to the
questions asked from the text.
Basic-2
Great job with allowing them to use both characters. At the
end let them share out something with a partner about the
character that they had. Always use students to your
advantage with passing out papers or materials. It makes
them feel like leaders and lets them take initiative in the
classroom.
Listen closely
Ms. Emily modeled how to hold up the minnow and shark
for the students. This also helped the students with their
behavior and engagement.
Checked in with students throughout the read aloud.
Proficient-3
Modeled for students
No student behavior issue concerns evident.
Consistently checking in with questions-engaged students!
Expectations
Monitoring of student behavior
Response to student misbehavior
Component 2e: Organizing Physical Space (Standard 6)
Elements of Focus:
Safety and accessibility
Domain 3: Instruction
Component 3a: Communicating with Students (Standard 2)
Elements of Focus:
Basic-2
I loved how you used the technology.
Students can respond and write on the board. Allow them
to take the lead. Students in the back of the room may
have not been able to see some of the responses on the
board. Students may also have predictions that they could
share out about the text. What questions or predictions do
you have by just looking at the cover of the text?
Observations
Ms. Emily started the lesson off by reminding the students
that they have been learning about Ocean Animals. Today
they will begin by brainstorming about ocean animals.
What are some animals that live in the oceans? Today when
they read the text, there will be two animals that live in the
ocean in the book.
What was the actual outcome for the students? What were
the objectives? Be Specific-What was the focus? (Character
& Setting, Text structure, Sequencing)
Expectations for the minnows and sharks were clear and
students were able to follow along with Ms. Emily. (Using
the minnow and shark and holding them up in the air when
they hear the character names)
We are going to play a game while we are reading today.
Lets see if you can keep up with us. (Hold up yours when
you hear it.)
Basic-2
Expectations were clear but need to justify specifically what
the focus is (characters-setting, text structure, sequencing,
etc)
Quality of questions
Discussion techniques
Student participation
Basic-2
Good text-dependent questions
Allow for some open-ended questions that lend to
discussion such as how or why questions.
Grouping of students
Instructional materials and resources
Structure and pacing
Assessment criteria
Feedback to students
Proficient-3
Students self-assessed throughout the lesson while the
teacher modeled. -Character cards
Expectations were clear at the beginning
Exit ticket-Did the students understand what the minnows
wanted to do? How did they respond?
Persistence