Observer: Lauralynn Defngin Teacher: Ms.

Clark Total Points Possible: 120 (Subtract 4 points for each NA given :________) Total Points Earned:__94__ Percentage Score: __94/120 78%____
Directions: Circle the number that best reflects what you observe in a sheltered lesson. You may give a score from 0-4 (or NA on selected items). Cite under comments specific examples of the behaviors observed.

Lesson Preparation___________________________
4
1. Content objectives clearly Defined, displayed and reviewed with students

2
Content objectives for students implied.

0
No clearly defined Content objectives for students

Comments: Content objectives were clearly defined and displayed at the beginning of the lesson.

4
2. Language objectives clearly defined, displayed and reviewed with students

2
Language objectives for students implied

0
No clearly defined Language objective

Comments: Language objective was not clearly stated or defined to the students, but the students did imply during her lesson delivery reading of added materials such as the book on Pompeii and Buried Alive, students were able to orally discuss what was going on throughout the lesson, students were able to listen to the many meaningful activities that the teacher had prepared for them to enhance their learning in volcanos, and students wrote what they know about volcanos on their semantic maps.

4
3. Content concepts appropriate for age and educational background level of students

2
Content concepts somewhat appropriate for age and educational background level of students

0
Content concepts inappropriate for age and educational background level of students

Comments: Students understood the concept being taught. Students mentioned they learned the concept in earlier years, but dont seem to understand the connection that the past learning has on their present learning of volcanos.

4. Supplementary Some use of No use of materials used to a Supplementary materials Supplementary high degree, making materials the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals) Comments: You had great use of supplementary materials of alternate books about volcanos, maps, demonstrations of rocks pushing against each other by using the stacked books, labeling volcanos on transparency.

4
5. Adaptation of content (e.g., text, assignment) to all levels of students proficiency.

2
Some adaptation of content to all levels of student proficiency

0
No significant adaptation of content to all levels of student proficiency

Comments: Although the same text was distributed to all students I like how you stopped and paused and asked questions to make sure that the text is being understood by everyone in the classroom.

6. Meaningful activities Meaningful activities that No meaningful that integrate lesson integrate lesson concepts activities that concepts (e.g., interviews, but provides few language integrate lesson letter writing, simulations, practice opportunities for concepts with models) with language reading, writing, listening, language practice practice opportunities for and/or speaking reading writing, listening, and/or speaking Comments: The activity of showing how the volcano erupts was a great meaningful activity and you seemed to have the whole class engaged and asking questions. You asked great questions throughout your lesson to make sure that your students were constantly thinking about the content being taught. Reading PompeiiBuried Alive with your students was great and I love how you paused continuously throughout the reading and asked questions to stimulate the students knowledge and get them to think. The use of the transparency of labeled parts of the volcano was a great added source to help with students understanding the vocabulary.

Building Background_________________________
4 7. Concepts explicitly linked to students background experiences 3 2 Concepts loosely linked to students background experiences 1 0 Concepts not explicitly linked to students background experiences

Comments: The semantic map was great to activate students background knowledge.

4 8. Links explicitly made between past learning and new concepts

2 Few links made between past learning and new concepts

0 No links made between past learning and new concepts

Comments: The concepts were linked to what they already knew about volcanos, but I believe it would have been more effective if you were to elaborate on what the students knew and key in to the importance of their knowledge and how it will impact their learning of volcanos today.

4 9. Key Vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

2 Key vocabulary introduced, but not emphasized

0 Key Vocabulary not introduced or emphasized

Comments: Your instructing of the key vocabulary words were great. You introduced them in the beginning of your lesson, then visually posted it on the board and then referred to the vocabulary throughout your lesson. I thought that was great. Specifically the vocabulary words were used throughout your modeling of the volcano and you had students use the word and identify the vocabulary words as you were doing your modeling.

Comprehensible Input________________________
4 10. Speech appropriate for students proficiency level (e.g., slower rate, enunciation, and simple sentence structure for 3 2 Speech sometimes inappropriate for students proficiency level 1 0 Speech inappropriate for students proficiency level

beginners)
Comments: Your use of appropriate speech was great during your lesson. You explained tasks explicitly and in great detail so students were able to understand what is to be done throughout activities and throughout your activities.

4 11. Clear explanation of academic tasks

2 Unclear explanation of academic tasks

0 No explanation of academic tasks

Comments: Again your explanations were great and on point and students understood their responsibility.

4 12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

2 Some techniques used to make content concepts clear

0 No techniques used to make content concepts clear

Comments: You used many great techniques to enhance the delivery of your lesson and to help students grasp the content you were teaching. Your modeling and demonstration of an erupting volcano, brainstorming in the semantic map, reading about volcanoes and discussing throughout the reading, using key details from the book (i.e. title, pictures, back summary) to predict what the text might be about, and you asked questions to make sure that all students were comprehending the reading.

Strategies____________________________________
4 13. Ample opportunities provided for students to use learning strategies 3 2 Inadequate opportunities provided for students to use Learning strategies 1 0 No opportunity provided for students to use Learning strategies

Comments: Students were given opportunities to use learning strategies, but it was with the support of the teacher all throughout the lesson. Gradual release of responsibility for the students were not prevalent. Students should have given opportunity to use learning strategies with each other and explore and learn from one another.

4 14. Scaffolding techniques consistently used, assisting and

2 Scaffolding techniques occasionally used

0 Scaffolding techniques not used

supporting student understanding (e.g., think-aloud)

Comments: Scaffolding techniques from you to the students was great. You supported them throughout the whole lesson and you and the aide were able to monitor student learning by roaming throughout the classroom as well. You used questioning, predicting of text, pre-reading of text, modeling, demonstrating, visuals etc.

4 15. A variety of questions or tasks that promote higher-order thinking (e.g., literal, analytical, and interpretive questions)

2 Infrequent questions or tasks that promote higher-order thinking skills

0 No questions or tasks that promote higherorder thinking skills

Comments: Although you asked many great questions to help with student comprehension of the lesson, there were times throughout your lesson that you could have used more higher-order thinking questions for your students to challenge them to think beyond their knowledge. Specifically when you were asking questions about the volcano, What causes a volcano to erupt? After student answers you could have asked them how do they know that and why do they think that? You elaborated on some questions but specifically about the content that was being taught it would have been great to elaborate on those questions because it is the content that you are teaching.

Interaction__________________________________
4 16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts 3 2 Interaction mostly teacher-dominated with some opportunities for students to talk about or question lesson concepts 1 0 Interaction teacherdominated with no opportunities for students to discuss lesson concepts

Comments: There was a good balance between student and teacher interaction especially through the demonstration of the erupting volcano, semantic mapping, and pre-reading activity, but most of the interaction was between the student and the teacher.

4 17. Grouping configurations

2 Grouping configurations

0 Grouping configurations

support language and content objectives of the lesson

unevenly support the language and content objectives

do not support the language and content objectives

Comments: Throughout your lesson I was hoping to find more student-to-student interaction and discussion about the volcanoes. Students were not given opportunity to discuss what was being learned throughout your lesson. Although your interaction with the students was great, it would have enhance your lesson just a little bit more with students gaining knowledge from their peers as well.

4 18. Sufficient wait time for student responses consistently provided

2 Sufficient wait time for student responses occasionally provided

0 Sufficient wait time for student responses not provided

Comments: Wait time is critical in student learning and it is important for us as the teachers to give that time for them to gather their thoughts. There was a time at the end when they were reading they werent quite finished yet, but you still posted the transparency while they were reading that might have been a distraction to some students. There were also times when students were wanting to respond but you just moved on.

4 19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

2 Some opportunities for students to clarify key concepts in L1

0 No opportunity for students to clarify key concepts in L1

Comments: Students were able to clarify words that were not understood from the text towards the end of the lesson.

Practice Application ________________________

4 20. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge
Comments:

2 Few hands-on materials and/or manipulatives provided for students to practice using new content knowledge

0 No hands-on materials and/or manipulatives provided for students to practice using new content knowledge

Most of the hands-on manipulatives were mostly used by you with exception of just a few of your students you called on during the second demonstration. It would have been nice to have all students be active participants or have hands-on experience in the learning.

4 21. Activities provide for students to apply content and language knowledge in the classroom

2 Activities provided for students to apply either content or language knowledge in the classroom

0 No activities provided for students to apply content or language knowledge in the classroom

Comments: The activities provided students to apply content and language knowledge during the lesson, but again more student-to-student interaction would have been more beneficial for their learning.

4 22. Activities integrate all language skills (i.e., reading ,writing, listening, and speaking)

2 Activities integrate some language skills

0 Activities do not integrate language skills

Comments: All language skills were used students were able to use reading skills pre-reading and predicting, writing skills during the semantic map of their knowledge of volcanoes, they were listening and engaged with the teacher throughout the whole lesson, they were able to speak and respond to questions being asked and orally participating in the demonstration.

Lesson Delivery
4 23. Content objectives clearly supported by lesson delivery 3

________________________
2 Content objectives supported somewhat by lesson delivery 1 0 Content objectives not supported by lesson delivery

Comments: Content objective was clearly supported throughout the lesson and students seem to understand the process of a volcano erupting.

4 24. Language objectives clearly

2 Language objective somewhat

0 Language objectives not

supported by lesson delivery

supported by lesson delivery

supported by lesson delivery

Comments: There wasnt a specific language objective that was written. Although I have an idea of what the language objective was, students did not have time to do their sequencing map at the end of the lesson like I believe you planned for, therefore students werent able to assess their reading comprehension of the text that was read.

4 25. Student engagement approximately 90% to 100% of the period

2 Students engaged approximately 70% of t period

0 Students engaged less than 50% of the period

Comments: Students seemed to love your demonstration of the volcano and were actively participating all throughout your lesson even throughout the reading. They seemed highly interested in what you had to say about the content being taught and that had to do with the way you delivered your lesson. Well done

4 26. Pacing of the lesson appropriate to students ability levels

2 Pacing generally appropriate, but at times too fast or too slow

0 Pacing inappropriate to the students ability levels

Comments: Due to not finishing the sequencing map of the story I believe the pacing could have been more intact.

Review/Assessment ______________________
4 27. Comprehensive review of key vocabulary 3 2 Uneven review of key vocabulary 1 0 No review of key vocabulary

Comments: Your comprehensive review of key vocabulary was great and students seem to understand the meaning of all the vocabulary words.

4 28. Comprehensive review of key content concepts

2 Uneven review of key content concepts

0 No review of key vocabulary

Comments: Although I can tell that students were understanding the concept, there could have been a better closure

and review of what the students learned today. Review can help students gather all activities, demonstrations, and lesson that was learn and wrap it up and know the meaning behind what was done to learn the new material.

4 29. Regular feedback provided to students on their output (e.g., language, content, work)

2 Inconsistent feedback provided to students on their output

0 No feedback provided to students on their output

Comments: Feedback is critical for students learning process. There were plenty opportunities for you to give good feedback to students. When they were answering your questions throughout the demonstration, it would have been great to notice them using their vocabulary words and for your point it out such as: Max I like how you used your vocabulary words this helps all of us learn and remember the new words that we are learning about.

4 30. Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

2 Assessment of students comprehension and learning of some lesson objectives

0 No assessment of students comprehension and learning of lesson objectives

Comments: Throughout the lesson you did great in assessing students comprehension and learning of the content that you were teaching, however, during the reading there was not enough time to know and see if students comprehended what was read in the story.