Fullerton

 Online  Teacher  Induction  Program  

Pre/Observation/Post  Cycle  Form  (POP)  
  Revised  4.20.17  
Directions  for  Preparation  for  POP  Cycle  
1. New  Teacher  (NT)  and  Mentor  (ME)  identify  date  for  lesson  observation  and  set  dates/times  for  pre-­‐  and  post-­‐observation  conferences.  
2. Minimum  three  days  before  lesson  delivery,  NT  prepares  POP  Cycle  Form.  
3. NT  completes  Section  1:  New  Teacher  Information,  lesson  plan,  and  Section  2,  Part  A  NT  Reflection.  
4. NT  emails  POP  Cycle  Form  and  Lesson  Plan  to  ME.  
Directions  for  Pre-­‐Observation    
5. Minimum  48  hours  before  lesson  delivery,  ME  reviews  Lesson  Plan  and  Section  2,  Part  A:  New  Teacher  Reflection;  completes  Section  2,  Part  B:  ME  Feedback.  
6. ME  shares  feedback  with  NT  during  pre-­‐observation  conference.  Lesson  plan  is  adjusted  as  needed  and  finalized  for  delivery.  
Directions  for  Observation  and  Preparation  for  Post-­‐Observation  Conference  
7. During  lesson  delivery,  ME  completes  Section  3A:  ME  Observation  of  Lesson  Delivery,  noting  both  Teacher  Actions  and  Student  Actions.      
8. Prior  to  Post-­‐Observation  Conference,  NT  reflects  on  lesson  outcomes  and  completes  Part  3B:  NT  Reflection  on  Lesson  Delivery.  
Post  Observation  Conference  Directions:      
9. Within  48  hours,  NT  and  ME  share  notes;  discuss  lesson  observations  and  outcomes;  complete  Section  4.  All  parts  should  be  transcribed  into  one  document  and  submitted  to  course  instructor.    Information  is  used  for  ILP.  
Section  1:  New  Teacher  Information  
New  Teacher   Email   Subject  Area   Grade  Level  
Elizabeth  Schutz   betsy.schutz@gmail.com   Multiple  Subject   Kindergarten  
Mentor   Email   School/District   Date  
Mission  Viejo  Christian  Preschool  and  
Vicki  Zoradi   zoradiv@svusd.org   Kindergarten/Private  
November  2,  2017  
Content  Standard   Lesson  Objectives   Unit  Topic   Lesson  Title  
Kindergarten  Writing  2:  Use  
drawing,  dictating  and  writing  to   Students  will…  
compose  informative/explanatory   1. Be  able  to  say  at  
texts   least  one  sensory  
Kindergarten  Language  1a:  Print   word  to  describe  
using  upper-­‐  and  lowercase  
popcorn   Sensory  Words  and  Descriptive  
letters   Let’s  Describe  Popcorn!  
Kindergarten  Language  2a:  
2. Be  able  to  write  a   Sentences  
Capitalize  the  first  word  in  a   complete  sentence  
sentence  and  the  pronoun  I   that  uses  a  
Kindergarten  Language  5c:   describing  word  to  
identify  real-­‐life  connections   describe  an  object    
between  words  and  their  use.    
CSTP  Element(s)  Focus  for  POP  Cycle    (In  semesters  2,  3,  4,  copy  pertinent  elements  from  ILP  for  POP  Cycle  focus.)  
1  -­‐  Emerging   2  -­‐  Exploring   3  -­‐  Applying   4  -­‐  Integrating   5  –  Innovating  
NT  pedagogical  skills  are  newly  formed  and   Skills  are  developing  as  NT  investigates   Skills  are  applied  as  NT  makes   Skills  are  refined  as  NT  combines  elements   Skills  are  polished  as  NT  expands  ability  to  
just  coming  into  prominence   and  examines  pedagogical  practices     increased  relevant  and  suitable  use   into  a  cohesive  and  unified  pedagogical   add  new  methods  and  strategies  into  
of  pedagogical  choices   repertoire   pedagogical  repertoire    
CSTP   Element   Initial  Rating   Rating  Description  (Identify  both  teacher  and  student  rating  for  CSTP  1  and  2.)  
5:  Using  and  adapting  resources,  
technologies,  and  standards-­‐aligned  
Explores  additional  instructional  materials,  resources,  and  technologies  
3   instructional  materials  including   Exploring  
to  make  subject  matter  accessible  to  students.  
adapting  materials,  to  make  subject  
matter  accessible  to  all  students  
5:  Involving  all  students  in  self-­‐ Informs  students  about  learning  objectives,  outcomes,  and  summative  
5   assessment,  goal-­‐setting,  and  progress   Emerging   assessment  results.  Recognizes  the  need  for  individual  learning  goals.  
monitoring   Monitors  progress  using  available  tools  for  recording.    
Section  2:  Pre-­‐Observation  Conference  
Part  A:  NT  Reflection     Part  B:    ME  Feedback  
 
Use  questions  to  guide  reflection  on  the  lesson  plan.   Provide  feedback  on  lesson  plan  reflection.  
My  main  emphasis  for  this  lesson  is  taking  what  
is  in  our  curriculum,  using  outside  resources,  
• Make  goals  by  week  and  make  them  
and  developing  my  own  lesson  that  will  engage  
measurable.  Think,  “how  can  I  measure  
Inquiry  Focus/Special  Emphasis     students.  The  lesson  is  guiding  students  in  
this?”  For  example,  I  want  my  students  to  be  
• What  is  your  inquiry  focus  and/or  special  emphasis?   writing  descriptive  sentences  about  popcorn.  
• How  will  you  incorporate  the  inquiry  focus  and/or   able  to  give  me  2  describing  words  by  the  
special  emphasis  into  the  lesson?   I  would  like  to  know  how  my  ME  incorporates  
What  specific  feedback  do  you  want  from  your  ME?   end  of  the  lesson.    
•
goal-­‐setting  in  her  lessons.  I  know  how  I  can  be  
• Kids  like  to  know  the  expectations  so  make  
better  at  sharing  the  objectives  with  students,  
sure  you  tell  them  the  goals  and  objectives.    
but  how  can  I  encourage  them  to  develop  their  
own  goals.    
Focus  Students   Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  

POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 1 of 6  
 Summarize  critical  needs  and  how  
•
To  help  my  ELL  student,  I  will  be  
you  will  address  them  during  this   My  focus  student  2  has  ADD,   My  third  focus  student  is  an  
lesson.   using  a  visual  chart  with  the  
therefore  he  has  trouble  focusing   average  student  who  likes  to  
sensory  words  and  pictures  for  
on  the  task.  I  will  have  him  sitting   make  sure  he  is  doing  things  right.  
each  sense.  This  will  help  them  
in  the  front  of  the  class,  give   I  will  explain  the  lesson  and  
visualize.  I  will  also  go  to  them  
popcorn  to  keep  him  engaged,  and   objectives  but  also  challenge  the  
throughout  the  lesson  to  make  
call  on  him  to  encourage  him  to   student  to  do  the  work  
sure  they  understand  the  
stay  involved.     independently.    
assignment.      
I  don’t  have  many  ELL  students  or  students  with   • Mandatory  state  requirements  of  30  minutes  
learning  disabilities  in  my  classes  so  I  don’t  have   per  day  with  ELL  students.    
a  lot  of  resources  or  tools  to  best  help  those   • T.E  given  to  guide  specific  students  
• What  specific  feedback  regarding  your  focus  students  
do  you  want  from  your  ME?   students.  I  would  love  to  know  what  are  some   scaffolding  support  for  each  of  the  3  levels  
of  the  things  my  ME  does  with  ELL  students  and   (Emerging/Bridging/Expanding)    
students  with  ILPs  to  meet  those  students’   • IEP  are  very  explicit  with  their  goal  setting  as  
learning  needs.     well  
I  would  love  to  get  more  feedback  on  ways  that   • Dennis  Parker  Ranking  our  students  to  target  
Specific  Feedback   my  ME  differentiates  learning  during  a  lesson  to   each  need  and  provide  grouping  that  
• What  additional  specific  feedback  do  you  want  from  
your  ME  regarding  lesson  implementation?   meet  the  needs  of  students  without  singling   differentiates  ability  groupings  for  
students  out.     instruction.    
In  the  beginning  of  the  lesson,  I  am  going  to  
review  the  5  senses  and  review  some  sensory  
words  we  have  talked  about  before.  Then  I  will  
play  a  video  or  a  song  about  popcorn  to  peak  
the  students’  interests.  I  will  then  pass  out  the  
popcorn  and  I  have  students  pair/share  and  
predict  with  each  other  how  they  think  it  will  
• When  buddying  students  as  “pair/share”  
taste,  smell,  etc.  Then  students  will  eat  the  
Instructional  Planning   dialogue,  have  mixed  learners.  Ex:  High  w/  
popcorn  and  I  will  ask  students  what  they  taste  
• How  is  the  lesson  structured  (opening,  body,  and  
med.  high  &  mediums  with  lows.  They  glean  
closing)?   like,  feel  like,  etc.  I  will  write  those  out  on  the  
• What  varied  teaching  strategies  and  differentiated   information  from  their  peers  as  well.  
instruction  will  help  students  meet  lesson  goals?   anchor  chart  and  I  will  have  students  pick  one  
• What  progress  monitoring  strategies  will  be  used?   • It  would  be  a  good  idea  to  add  technology  to  
How  will  results  inform  instruction?   for  each  to  write  out  on  their  worksheet.  I  then  
this  lesson  as  either  a  front  load  or  sensory  
will  have  the  students  use  a  printing  page  to  
visual.  That  would  also  help  with  CSTP  3.5.  
write  a  descriptive  sentence  about  the  popcorn.  
The  different  teaching  strategies  will  be  the  
anchor  chart,  the  worksheet,  and  the  
descriptive  sentence  at  the  end.  These  will  all  
help  the  students  meet  the  lesson  goals  of  using  
sensory  words  to  describe  and  to  write  a  
sentence.    
One  thing  that  I  believe  will  keep  students  
engaged  is  they’ll  be  using  their  senses  by  eating  
Student  Engagement/Learning     popcorn.  I’ll  also  be  writing  their  ideas  on  the   • Have  them  pair/share  with  a  friend  and  
• How  will  you  make  the  lesson  relevant  to  all  the   anchor  chart  to  keep  them  engaged.  To  monitor   observe  their  dialogues.  We  as  teachers  
students?  
• How  will  students  show  progress  towards  master  of   their  progress,  I’ll  be  listening  to  see  that  they   learn  a  lot  of  what  they  are  processing  
lesson  objectives?  
all  answer  and  I’ll  have  the  worksheets  to  see   during  this  time  of  engaged  strategies.  
whether  or  not  they  master  sensory  words  and  
sentences.    
To  maintain  a  positive  learning  environment,  I’ll  
use  the  Build  Your  Rainbow  chart.  If  a  student  is  
• I  love  the  idea  of  building  themselves  up  and  
Classroom  Management   doing  something  positive  (working  quietly  or  
• How  will  you  maintain  a  positive  learning   that  they  are  actively  participating  towards  
environment  with  a  welcoming  climate  of  caring,   listening  well),  they  can  go  build  their  rainbow  
their  goals  and  objectives.  
respect,  and  fairness?  
and  work  toward  that  goal.  I’ll  ask  the  students  
• Identify  specific  classroom  procedures  and  strategies   • Think  through  if  and/or  when  a  student  may  
for  preventing/redirecting  challenging  behaviors.       to  sit  in  checkpoint  position  while  I’m  teaching  
be  off  task  and  how  you  will  redirect  them.  
and  explaining  and  have  students  raise  their  
hand  to  answer  any  questions.    
Closure   I  will  close  my  lesson  by  explaining  to  the   • Have  something  to  students  go  to  when  
• How  will  you  close  your  lesson?      
• How  will  you  assess  student  learning  and  prepare   students  how  to  write  their  own  sensory   completed  sentence  is  finished.    
them  for  the  next  lesson?   sentence.  I  will  review  capitalization  and   • Have  a  quick  check  informal  assessment  of  a  
POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 2 of 6  
 punctuation.  They  will  then  write  their  own   describing  word  as  they  transition  to  the  
sentence.  I  will  assess  students  learning  by   next  learning  experience.  
looking  at  their  sentences  and  seeing  how  well   • Well  Done  ☺  
they  were  able  to  complete  it.  As  they  leave  to  
go  to  recess,  I  will  also  have  students  tell  me  a  
describing  word  as  their  exit  ticket.  The  next  
lesson  will  be  writing  their  own  sensory  
sentence,  so  this  lesson  will  give  them  the  
groundwork  for  writing  their  own.    
Section  3:  Observation  of  Lesson  Delivery  
  Part  3A:  ME  Observation  of  Lesson  Delivery   Part  3B:  NT  Reflection  on    
Teacher  Actions   Student  Actions   Lesson  Delivery  
Student  groups  answered  w orksheet  questions  that  included  all  
EXAMPLE   When  teacher  reviewed  worksheet,  she  asked  additional  questions   Students  completed  the  w orksheets  and  w ere  able  to  ask  questions.  
levels  of  Bloom’s  (“Identify  6  problem-­‐solving  strategies;  pick  two  
CSTP  1:  Engaging  All  Students     of  analysis  and  evaluation  (“which  problem-­‐solving  strategy  do   Most  groups  needed  revisions  for  their  questions;  
strategies  and  identify  at  least  one  similarity  and  one  difference  
• In  what  ways  were  students   you  prefer?  How  could  you  create  a  m ath  problem  that  could  be   comparison/contrast  was  the  m ost  common  analysis  question.    I  
between  them”).    Groups  then  selected  a  strategy  and  created  
engaged?       solved  with  this  strategy?”)     need  to  give  them  a  Bloom’s  question  stems  handout  next  time.  
two  m ath  problems  to  exchange  tomorrow.    

  My  students  are  just  starting  to  

  understand  the  idea  of  being  able  to  
  work  in  pairs  and  to  discuss  things  
  with  their  partner.  During  the  lesson  
  they  did  a  really  good  job  at  pair-­‐
Specific  Feedback   • Questions  were  clear   • Made  a  chart  using  Popcorn   sharing,  however  when  writing  the  
• What  information  can  you   • Directions  were  precise   focus  that  revealed  the  5  senses.   sentence  they  struggled  a  little  bit.  I  
provide  the  NT  regarding  
requested  special   • Specific  questions  were  asked   • Popcorn  preview  caught  student   grouped  them  based  on  their  level  of  
feedback?  
regarding   interest.     ability,  however  I  think  they  
Nouns/Verbs/Adjectives   misunderstood  how  to  help  each  
  other  out  when  writing.  I  can  
  continue  to  improve  on  teaching  and  
  modeling  for  students  how  they  can  
  work  as  partners.    

  Students  were  engaged  in  the  lesson  

  by  looking  at  the  anchor  chart  on  the  
  board  and  looking  forward  to  filling  
  out  the  next  column  for  each  sense.  
  Students  were  also  engaged  because  
  they  were  focused  and  excited  to  eat  
  the  popcorn.  I  feel  like  some  
  students  were  so  focused  on  the  
Teacher  had  students:     popcorn  that  they  were  being  silly  
CSTP  1:  Engaging  All   • Seated  at  desks   • Students  were  well  engaged  and   and  actually  lost  some  focus  and  I  
Students    
• In  what  ways  were  students   • Excited  about  their   excited  to  experience  their   had  to  bring  back  their  attention  to  
engaged?    How  were  
students  not  engaged?  
popcorn  experience   knowledge  about  popcorn.     the  board  and  worksheet.    
• How  did  students  contribute   • Reviewed  and  asked   • Willing  and  able  to  respond  to   Students  contributed  by  raising  their  
to  their  learning?      
• How  did  teacher  and/or   questions  about  nouns  and   questioning.     hand  throughout  the  lesson  and  they  
students  monitor  learning?  
• How  were  the  focus  
verbs  that  led  into  learning   • Learned  about  describing  their   also  pair-­‐shared  with  their  partner  
students  engaged  and   about  adjective  describing   popcorn.  NT  refocused  students   before  I  called  on  students  raising  
supported  throughout  the  
lesson?   nouns.     that  got  distracted.   their  hands.    
  I  monitored  the  learning  by  walking  
  around  the  classroom  to  make  sure  
  students  were  on  the  correct  part  of  
  the  worksheet.  I  also  collected  both  
  worksheets  at  the  end  of  the  lesson  
  so  I  could  assess  how  students  were  
  doing.    
  Throughout  the  lesson,  I  made  sure  
  that  I  routinely  checked  on  my  focus  
POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 3 of 6  
   students  to  make  sure  they  
  understood  the  lesson.  I  also  sat  
  them  towards  the  front  of  the  class  
  so  that  I  could  easily  assist  them.    
I  helped  to  contribute  to  the  
effective  learning  environment  by  
having  everything  all  prepared  and  
  ready.  The  anchor  chart  was  made,  
  the  pages  were  copied,  and  things  
  were  prepared  for  the  lesson  to  go  
  smoothly.  
  Students  contributed  by  listening  to  
• Students  sat  at  their  own  desks  
• Fully  prepared!   the  entire  lesson.  They  were  excited  
CSTP  2:  Effective  Learning   and  participated  with  interactive  
Environment   • Anchor  chart  was  ready  to   to  be  eating  popcorn  so  they  were  
• How  did  students  and   questioning  as  individuals  and  
engage  student  learning.   excited  to  be  doing  writing  while  
teacher  contribute  to  an   pair  sharing.  
effective  learning   • Hooked  all  students  with   eating.  They  did  the  pair-­‐share  to  
environment?   • Supplies  were  ready  and  
preview  video  of  popcorn.   come  up  with  a  describing  word  for  
available  for  all  students.    
  each  sense  and  then  they  each  
  raised  their  hands  so  I  could  call  on  
  students  to  tell  me  describing  words  
  for  the  anchor  chart.  By  having  them  
  pair-­‐share  they  were  each  confident  
in  raising  their  hands  because  they  
had  worked  together  to  come  up  
with  the  word.    
Students  were  raising  hands  during  
  the  anchor  charts  and  contributing  
  by  adding  different  sensory  words  to  
  describe  the  popcorn.  Students  
  chose  a  word  and  then  wrote  it  on  
  their  worksheet;  one  for  each  sense.  
  Then,  students  wrote  a  sentence.  
  One  thing  I  felt  the  students  have  
  been  struggling  with  (even  before  
CSTP  3:  Organizing   • Prior  questioning  of  review  of   Students  were  responding  to  Taste,   this  lesson)  was  writing  their  own  
Subject  Matter  
• What  actions  of  the  NT   nouns  and  verbs   Touch,  Smell,  etc.  as  teacher  would   sentence.  One  way  I  tried  to  help  
contributed  to  student  
assimilation  of  subject  
• Went  strategically  over  the  Five   fill  out  chart.  Students  would   this  was  by  writing  the  majority  of  
matter?   Senses  anchor  chart  as  students   choose  one  of  the  responses  for   the  sentence  on  the  board.  I  asked  
• How  did  students  construct  
knowledge  of  subject   made  response  and  then   their  own  worksheet.  Students  then   them  what  each  sentence  begins  
matter?  
• What  misconceptions  did  
redirected  with  needed.     wrote  a  sentence  with  one  of  the   with  (a  capital  letter)  and  what  do  
students  have  and  how     five  senses  and  the  corresponding   they  end  with  (a  period).  Then  I  
were  they  addressed  by  
the  teacher?     describing  word.     wrote  part  of  the  sentence  on  the  
  board  so  they  could  fill  in  the  blanks.  
  One  thing  some  students  continued  
  to  not  understand  was  they  were  
  supposed  to  pick  one  sense  and  then  
  write  one  describing  word  for  that  
  sense.  One  way  I  tried  to  help  this  
  was  by  going  to  each  student’s  desk  
  to  make  sure  they  understood  and  if  
they  didn’t,  I  tried  to  help  them.  
    I  tried  to  support  students  by  helping  
CSTP  4:  Learning  
Experiences       them  when  necessary.  At  one  point,  
• How  were  students  
supported  through  
    one  of  my  low  students  was  
differentiated  instruction?   • Each  child  was  supported.   Students  were  all  participating.   struggling,  so  I  pulled  up  a  chair  and  
• How  did  students  
participate?   • Some  were  redirected.   Those  who  easily  caught  the   helped  him  and  my  ELL  student  who  
• How  did  the  NT  contribute  
to  student  learning?  
• Every  student  was  engaged.   instruction  were  pairing  up  to  help   sit  at  the  same  group.  Students  
• Called  on  students  to  help  when   their  elbow  partners.  This  was  a  fun   participated  by  raising  their  hands  to  
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 they  lost  focus.   learning  experience.     tell  me  a  sensory  word  describing  
• NT  sat  with  a  student  who   Students  had  to  repeat  an  adjective   popcorn.  They  also  participated  by  
needed  some  extra  instruction  to   to  be  dismissed  and  as  their  exit   filling  out  the  worksheet  and  the  
solidify  his  learning  experience.     ticket.     printing  page  with  the  sentence.    
  I  helped  contribute  to  student  
  learning  by  explaining  the  directions  
  to  them  and  then  by  walking  around  
  and  making  myself  available  for  
  them  to  ask  questions  and  to  assure  
  them  they  were  doing  the  
  assignment  correctly.    
 
 
 
 
Students  demonstrated  achievement  
through  the  anchor  chart  and  giving  
me  describing  words;  I  made  sure  to  
call  on  all  students.  They  also  
demonstrated  the  objective  of  being  
able  to  write  a  sentence  by  writing  a  
sentence  on  their  popcorn-­‐printing  
page.  I  collected  the  pages  at  the  
end  to  determining  whether  or  not  
students  understood  the  objective.  I  
• Teacher  taught  whole  class  but   • A  few  students  were  up  and   also  tested  their  knowledge  of  
CSTP  5:  Assessing  Student   then  checked  each  student’s   down  in  which  they  were   describing  words  by  them  telling  me  
Learning  
• How  did  students   learning  as  the  lesson  progressed   refocused  by  NT   a  word  to  describe  chocolate  chip  
demonstrate  achievement  
of  lesson  objectives?  
• Many  monitoring  opportunities   • Demonstrated  on  worksheet   cookies  as  their  exit  ticket.    
• In  what  ways  did  students   as  students  were  compiling  their   their  knowledge  on  adjectives   I  think  students  struggled  with  the  
struggle  or  demonstrate  
limited  understanding?   responses.   • Final  repeat  before  excused  for   sentence  writing.  I  could  have  been  
• What  teacher  actions  
contributed  to  student  
• Teacher  checked  each  completed   recess.     better  at  explaining  the  directions  
achievement?   worksheet  when  turned  in  to     that  they  were  going  to  be  picking  
make  sure  students  succeeded.     one  sense  and  writing  the  sentence.  
Students  seemed  to  be  confused  on  
this  part,  so  I  could  have  broken  it  
down  even  more  to  make  it  easier  
for  them  to  understand.  When  I  
recognized  that  students  were  
starting  to  struggle,  I  made  sure  I  
went  to  each  student  individually  to  
make  sure  they  understood  what  to  
do  so  that  they  could  best  achieve  
the  objective.    
Section  4:  Post  Observation  Conference  
I  think  all  the  students  did  a  really  good  job  during  the  lesson  and  then  with  the  objectives.  I  used  the  
worksheets  collected  (the  popcorn  &  senses  page  and  the  printing  page)  to  assess  whether  students  were  able  
to  achieve  the  lesson  objectives  or  not.  While  looking  at  the  worksheets,  I  can  see  that  on  the  popcorn  &  
To  what  degree  did  students   senses  page,  students  achieved  the  objective  of  being  able  to  say  a  describing  word  for  each  sense  about  the  
achieve  lesson  objectives?   popcorn.  When  I  look  at  the  popcorn-­‐printing  page,  I  can  see  that  students  did  a  pretty  good  job  of  achieving  
the  objective  of  writing  a  complete  sentence  with  a  describing  word.  Some  students  forgot  periods  or  spaces  
between  words  or  spelled  some  words  incorrectly,  but  I  can  see  that  they  understood  what  they  were  
supposed  to  do  and  how  to  write  a  sentence.    
Focus  Student  1:  English  Learner   Focus  Student  2:  Student  w/ILP/504   Focus  Student  3:  Your  Choice  

To  what  degree  did  focus   My  ELL  student  was  able  to  achieve   My  student  with  an  ILP  was   Focus  student  3  achieved  the  
students  achieve  lesson   the  first  objective  but  wasn’t  quite   struggling  with  staying  focused   objective  by  being  able  to  tell  me  
objectives?  
able  to  achieve  the  second  lesson   during  the  lesson,  so  at  one  point  I   a  word  to  describe  popcorn  
objective.  He  was  able  to  tell  me  a   went  and  sat  next  to  him  to  help   during  the  lesson  and  on  his  
POP  Cycle,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017.    Adapted  from  CSU  Fullerton  Titan  EDUCATOR  Project,  2017.   Page 5 of 6  
   describing  word  for  popcorn  and   him  succeed  and  stay  focused.  I   worksheet.  When  I  look  at  his  
was  able  to  tell  me  a  describing   would  say  that  with  guidance  he   popcorn-­‐printing  page  he  was  
word  as  his  exit  ticket  as  well.   was  able  to  achieve  both   able  to  write  the  sentence  with  
However,  he  really  struggled  with   objectives.  He  was  definitely  able   the  describing  word.  Therefore,  I  
writing  a  sentence.  He  sat  there   to  tell  me  a  describing  word  when   would  say  that  he  achieved  both  
and  didn’t  really  know  what  to  do.   asked  so  I  know  he  was  able  to   lesson  objectives.    
When  I  looked  at  his  printing  page,   achieve  the  first  objective.  He  
he  was  able  to  write  “The  popcorn”   struggled  with  the  sentence,  but  
nicely  but  then  the  rest  is  barely   when  I  look  at  his  printing  page,  he  
legible.  This  shows  me  that  I  need   achieved  the  objective  was  wrote  a  
to  continue  to  practice  sentences   sentence,  however  he  forgot  the  
and  even  printing  letters  with  him.     period  at  the  end.    
If  I  had  to  do  this  lesson  again,  I  would  try  to  explain  the  final  directions  a  little  better.  I  felt  like  a  lot  of  the  
students  were  confused  on  writing  the  sentence  using  describing  words.  I  thought  that  by  putting  some  of  the  
What  would  you  do  differently  
next  time?   words  to  structure  the  sentence  would  help  them,  however  some  were  still  confused  on  which  sense  and  
which  word  to  write.  I  would  probably  have  the  students  pick  one  sense  and  adjective  on  the  popcorn  
worksheet  and  highlight  it  so  that  they  would  be  able  to  easily  see  what  they  needed  to  write.    
1.  I  think  I  did  a  good  job  at  accommodating  every  child.  I  differentiating  learning  for  students  and  I  think  I  was  
able  to  recognize  students  that  needed  help  versus  ones  who  were  able  to  do  it  on  their  own.  By  doing  that,  I  
was  able  to  help  students  one-­‐on-­‐one  and  then  support  students  who  could  do  it  by  themselves.      
2.  After  talking  to  my  mentor,  I  felt  like  I  had  everything  really  prepared.  I  made  the  anchor  chart  the  day  
What  were  three  top  Lesson   before  so  that  it  was  all  set  to  go  with  visuals  on  it  and  color-­‐coded.  I  had  the  YouTube  video  all  ready  so  that  
Strengths?   when  it  was  time  to  use  it,  it  was  easily  accessible.  I  felt  like  this  helped  the  lesson  run  smoothly  because  it  
saved  time  and  helped  me  get  straight  to  the  lesson  and  the  objectives.    
3.  Another  strength  of  the  lesson  was  how  I  was  able  to  hook  the  students  in  and  get  them  excited  about  the  
lesson.  Students  were  excited  when  they  found  out  we  were  going  to  be  describing  popcorn  and  then  using  the  
popcorn  video  also  helped  hook  them  into  the  lesson.    
1.  One  thing  I  felt  that  I  could  have  done  better  is  to  be  my  clear  in  my  directions.  I  felt  during  the  lesson  after  I  
explained  the  popcorn-­‐printing  page  that  a  few  students  were  unclear  about  what  they  were  supposed  to  do.  I  
tried  to  help  this  during  the  lesson  by  writing  the  sentence  structure  on  the  board  for  them,  but  I  could  have  
been  better  in  my  direction  or  had  students  highlight  which  sense  they  were  going  to  write  about.    
2.  I  also  could  have  used  popsicle  sticks  to  call  on  students.  I  usually  know  which  students  are  going  to  be  my  
“higher”  students  and  who  are  my  “lower”  students  and  sometimes  that  can  be  a  problem  when  calling  on  
What  were  three  top  areas  for  
improvement?   students  to  answer  questions.  If  I  had  popsicle  sticks,  I  would  be  calling  on  students  at  random  and  would  
probably  get  a  better  idea  of  what  students  actually  know  when  called  randomly.    
3.  Another  thing  my  mentor  and  I  talked  about  was  using  more  space  in  the  classroom.  We  tend  to  only  have  
the  children  sit  in  desks  when  learning,  but  it  could  have  been  beneficial  to  use  floor  space  for  the  anchor  chart  
and  then  have  them  sit  in  their  desks  for  the  writing  part.  My  school  likes  the  kindergarten  students  to  sit  in  
their  desks  because  the  preschool  students  are  on  the  floor,  however  I  think  it  would  be  beneficial  to  get  the  
students  up  and  down  and  moving  around  when  teaching  lessons.    
My  next  steps  are  to  continue  to  review  sensory  words.  I’ll  continue  to  go  over  nouns,  verbs,  and  adjectives  
and  give  the  students  opportunities  to  describe  objects  using  adjectives  and  their  five  senses.  I’ll  keep  
What  are  next  steps?   reviewing  sentences  as  well  and  have  them  practice  writing  sensory  words  in  sentences  (ex.  The  car  is  blue  or  
The  bird  has  red  feathers.)  After  students  have  had  enough  practice  writing  the  sentences  with  sensory  words  
on  a  unit  test,  they’ll  be  asked  to  write  their  own  describing  sentence  as  a  final  assessment.    
Other  Comments/Notes    

All  parts  of  this  form  should  be  transcribed  (typed;  not  hand-­‐written)  into  a  single  document  and  submitted  to  course  instructor.      
Information  from  this  POP  Cycle  should  be  summarized  on  the  NT  ILP  as  appropriate.  
 

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