School

of Education

2083 Lawrenceville Road

Lawrenceville, NJ 08648-3099
T 609-896-5048
F 609-896-5363
www.rider.edu

CLASSROOM OBSERVATION REPORT #3
INTASC Standards

1. Understands Content




6. Communicates
2. Understands Development



7. Plans and Integrates
3. Understands Student Differences


8. Evaluates and Assesses
4. Designs/Implements Instructional Strategies

9. Reflects on Practice
5. Manages and Motivates



10. Participates Professionally

Student: Christy Chen




Date: Thursday, March 10, 2016
School: St. Gregory the Great Academy


Time: 1:35 pm
Subject: Integrated Language Arts


Grade: Fifth Grade
Supervisor: Dianne Gallo




Cooperating Teacher: Mrs. Muccia

Observation of Lesson
The objectives for the lesson were for the students to be able to:
1. Identify what problem and solution is
2. Utilize problem and solution strategies in a read aloud
3. Practice individually picking out a problem and solution from Number the Stars
In this parochial and traditional environment students were dressed in uniforms and seated at desks
paired in two. The Internet was down, so Ms. Chen posted the Do Now on a chart. She invited
students to sit closer to the board for a better view. She circulated and monitored as the students
edited the sentence. A student read aloud and Ms. Chen supported. Hands raised when complete.
Students edited on the chart and suggested rewording of the sentence.

Continuing, Ms. Chen said, so we are going to do three things today. We are going to read a picture
book and practice a reading strategy. I am going to pass out a chart now. Okay, everyone take
everything off your desks except for the paper. After displaying an anchor chart she proceeded with
Q&A. She asked for all eyes up here. Today we are going to be identifying problems, steps, and
solutions. Can someone tell me what a reading strategy is? So we are going to pick out the problem,
steps, and solution. Why is this important? What does this create? Yes, a summary. As we read, If you
hear the problem you are going to raise your hands.

Ms. Chen displayed and read the title, The Most Magnificent Thing by: Ashley Spires. Can anyone guess
what this is about? What kinds of problems do you think the girls is going to have? Students shared.
During the reading she had the students raise their hands and share problems, steps, and solutions.
She recorded responses on the chart.


After suggesting, Ms. Chen did try a turn and talk and it worked, so all voices were heard, rather than
one at a time. She complimented students such as, Jimmy has a very good answer. Students cited
specific words in the text and phrases in the story to support responses. Ms. Chen continued with
questions, with one student sharing at a time. At the end of the book, Ms. Chen asked, so what was the
solution? Students called out responses. Christy stated the solution and told the students to write.

Students then practiced the skill using an article on the back of the paper about the Panama Canal.
Ms. Chen continued, now you will look at the article about the Panama Canal and do the same thing
that we did with the book with your partner, okay go. The students worked cooperatively with some
pairs finished before others. Findings were shared as a class.

In closing, Ms. Chen stated that they would be using the strategy when continuing to read Number the
Stars. They shared a few ideas about what they had already learned from the book, and then prepared
for dismissal.

Domain 1: Planning and Preparation INTASC Standards 1, 7,
Ms. Chen planned and prepared a detailed lesson plan in keeping with the curriculum and standards.
She continues to learn about the students backgrounds, cultures, skills, language, proficiency,
interests and special needs. She researched and planned the lesson to teach the reading strategy.
Suggestion: Explore differentiated assignments and grouping based on student behavior and academic
levels.

Domain 2: Classroom Environment INTASC Standards 5,6
The learning environment was respectful, warm, and caring. Ms. Chen demonstrated active listening
and supported students contributions. Little instructional time was lost because of classroom routines
and procedures, transitions and handing of supplies. She positively reinforced expected behavior. The
physical space was very traditional.

Suggestions: Because students finished sooner than others, there were a few sidebar conversations. To
correct, have a plan for early finishers such as articles based on reading levels. Ensure all eyes are on
you and students when teaching and speaking. Refer to students as researchers or scientists as per The
First Six Weeks of School. Practice strategies for silently gaining attention quickly such as raising hand,
the teacher look, etc.
https://www.teachingchannel.org/blog/2014/06/16/7-attention-getting-moves/
https://www.teachingchannel.org/videos/silent-attention-getting-technique
https://www.teachingchannel.org/videos/getting-students-back-on-track

Domain 3: Instruction - INTASC Standards 2, 3, 4, 8
Ms. Chen clearly communicated directions for the lesson. The interactive read aloud required the
students to listen, record and respond to Q&A. They also worked in partners reading the Panama Canal
article, determining the problem, steps, solution, and summary. The lesson prepared the students for
working with Number the Stars. Suggestions: Have students partner read Number the Stars and
complete chart in pairs for the next lesson. Have students complete an exit card recording name,

strategy learned, and questions. Differentiate instruction by have students use individual reading books
from the library. Resources: http://readingandwritingproject.org/resources
https://www.teachingchannel.org/videos?categories=topics_differentiation

Domain 4: Professional Responsibilities INTASC Standards 9, 10
Ms. Chen is a professional who reflects on her practice and strives to perfect her teaching skills. She
continues to be an active member of the school community working with teachers and staff.

After the observation, she submitted the following thoughtful and detailed reflection. Note the
following excerpt: I thought that the gradual release technique was effective and students really
understood the concept and could produce their own work at the end of the lesson. I would definitely
want to model more for the students especially modeling my own thinking. I would also want to utilize
more total participation strategies such as the index card strategy I stated above. I thought the guided
worksheet during the read aloud and during the partner collaboration was effective because the
answers I received through participation in class and also through student work showed that students
understood the material.

I liked the strategy where I had students raise their hand if they thought they heard a conflict/ step
during the reading because then I could gauge which students were listening and which students were
not. I could also see if students understood because if all students had their hands raise they all
understood if a few had their hands raised then I know that they all do not understand the material or
did not catch onto the strategy. I like when the desks are pushed together, the 4 groups but even when
we pair up the desks side by side utilizing 2 desks for one row.


I really want to work on differentiating and this can be done more easily during group work/ group
stations so that each group could maybe get a different reading on their reading level and I could go
around and give more help to students that need it.

For this lesson Ms. Chen met expectations in the areas of planning and preparation, classroom
environment, and instruction. She exceeded expectations in the area of professional responsibilities.
Christy continues to grow and learn each week.