Lesson 4

1. THE GEORGE WASHINGTON UNIVERSITY
TEACHING INTERN OBSERVATION FORM
Name: Emily Bond School: Winterfield Elementary
Observer: Natalie LaRusch Cooperating Teacher:
Date: 4/1/22 Number of Students: 10 F: 4 M: 6 LEP: 8 IEP: 10 504: 0
Course Title: 5th Grade Literacy Time: 2:05 Period:
Danielson’s Framework for Teaching©
Domain 1 – Planning and Preparation Domain 3 – Instruction
Domain 2 – Classroom Environment Domain 4 – Professional Responsibilities
Focus of the Lesson:
3rd grade reading lesson: e (short e, long e, magic e)
Performance Indicators
Exceeds Standard – Distinguished - = exceeding expectations
Candidate exceeds the standard at the preparation level or is performing above what would be
expected for a candidate preparing for initial licensure. *This indicator will not be included in
assessments for CAEP.
Meeting Standard – Proficient*- = meets expectations
Candidate performance meets the standard at the preparation level. Candidate is performing at a
level expected of one who is preparing for initial licensure. * This is the level that our candidates must
achieve in order to be eligible (recommended) for licensure.
Developing Toward Standard - = below proficient
Candidate performance is below the standard in some areas identified in the components and is
moving toward meeting the standard in some areas identified in the critical attributes. Candidate is
exhibiting an acceptable level of performance in some areas identified in the component but not all
areas.
Below Basic- = needs improvement
Candidate performance does not meet the standard at the preparation level. Candidate not showing
growth or initiative in working toward acceptable levels of performance in standards identified for
improvement.
Evidence
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
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2. Domain 1: Evidence gathered BEFORE and AFTER classroom observation
a. Demonstrating Knowledge of Content and Pedagogy
b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
d. Demonstrating Knowledge of Resources
e. Designing Coherent Instruction
f. Designing Student Assessments
Distinguished
Evidence
All students on the carpet in flex seating (on carpet, in carpet chair, on wobble stool- all student
choice) Discussion of irregular spelling patterns,). Review of sounds for igh, ei, and ough. Ms. Bond
displayed the letter or pattern, students say “(Letter names) say (sound).” This pattern is repeated for
regular and irregular sounds. Ms. Bond displays segmented words on the projector. Now we’re going
to read our real and nonsense words. (Tap out sounds and blend together) Ms. Bond prompts
students; Which one do you think it is? Let’s do that one again. Do several as a whole group and
some words call one student to tap and blend.
Students read through the words. “Is this a real or nonsense word” Students state. Teacher provides
definition or explanation to students who do not know if it is real or nonsense (difficult for EL
students.)
Students transition to a table. For guided reading. Some students work independently while others
come to the table to read. Students are reading Taking Care of Millie Leveled text. Ms Bond begins by
asking students “Do you have a pet to take care of?” “What do you have to do for your pet?” students
respond. Ms. Bond has students find sight words in text. Then she has students begin to read “If I tap
you you can turn your voice on so I can hear you” she listens to check for accuracy. She prompts
students by saying “What could you try?” when struggling to read a word. Reminds students of
spelling rules.
They finish with a comprehension discussion with guiding questions and lets students retell to each
other.
Comments/Questions:
Ms. Bond is extremely skilled with knowing what her students need according to their goals as well as
the content. She asks different questions of different students depending on their needs.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 2 of 6

3. Domain 2 Evidence gathered in the classroom during the lesson
a. Creating an Environment of Respect and Rapport
b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space
Distinguished
Evidence
Eyes on me. Our story is called Taking Care of Millie. Who has a pet to take car of at home? (when a
students is stuck reading; what strategy do you know that could help you read? What is the first thing
they do when taking care of Millie? Let’s look back for the first thing. Use your text to help you solve.
As a student is observed off task: Anthony can you help me? Can you come touch the letters while
we read.
Eyes on me. Oh, I have all the girls, I am waiting for some boys.
Timer is set to keep students on task.
Comments/Questions:
Ms. Bond manages behaviors effectively in her classroom. She provides students with flexible
seating. When she sees a student begin to disengage, she jumps on it quickly and effectively without
shaming the student. For example, she had a student sit next to her to “touch the letters” during a
group activity to help keep him engaged.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 3 of 6

4. Domain 3 Evidence gathered in the classroom during the lesson
a. Communicating with Students
b. Using Questioning and Discussion Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and Responsiveness
Distinguished
Evidence
All students on the carpet in flex seating (on carpet, in carpet chair, on wobble stool- all student
choice) Discussion of irregular spelling patterns,). Review of sounds for igh, ei, and ough. Ms. Bond
displayed the letter or pattern, students say “(Letter names) say (sound).” This pattern is repeated for
regular and irregular sounds. Ms. Bond displays segmented words on the projector. Now we’re going
to read our real and nonsense words. (Tap out sounds and blend together) Ms. Bond prompts
students; Which one do you think it is? Let’s do that one again. Do several as a whole group and
some words call one student to tap and blend.
Students read through the words. “Is this a real or nonsense word” Students state. Teacher provides
definition or explanation to students who do not know if it is real or nonsense (difficult for EL
students.)
Students transition to a table. For guided reading. Some students work independently while others
come to the table to read. Students are reading Taking Care of Millie Leveled text. Ms Bond begins by
asking students “Do you have a pet to take care of?” “What do you have to do for your pet?” students
respond. Ms. Bond has students find sight words in text. Then she has students begin to read “If I tap
you you can turn your voice on so I can hear you” she listens to check for accuracy. She prompts
students by saying “What could you try?” when struggling to read a word. Reminds students of
spelling rules.
They finish with a comprehension discussion with guiding questions and lets students retell to each
other.
Eyes on me. Our story is called Taking Care of Millie. Who has a pet to take car of at home? (when a
students is stuck reading; what strategy do you know that could help you read? What is the first thing
they do when taking care of Millie? Let’s look back for the first thing. Use your text to help you solve.
As a student is observed off task: Anthony can you help me? Can you come touch the letters while
we read.
Eyes on me. Oh, I have all the girls, I am waiting for some boys.
Timer is set to keep students on task.
Comments/Questions:
Ms. Bond works extremely well with her small groups, making sure that she is gathering data on each
student and maintaining high expectations for each student. She is responsive to each child’s needs
and is aware of what needs to be done for the students to meet their goals.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 4 of 6

5. Domain 4 (see indicators for each component)
a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional Community
e. Growing and Developing Professionally
f. Showing Professionalism
Evidence
Comments/Questions:
Ms. Bond is in constant communication with her students, their teachers, and their families. Even in
challenging situations, Ms. Bond remains professional and always keeps in mind what is best for the
students. She is always seeking out feedback on her performance and implementing any and all
suggestions given. Ms. Bond is strong and clear in IEP meetings; she is able to communicate with
families in a way that helps them to understand the special education process. She is always
prepared and professional in her meetings.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 5 of 6

6. Reflection (Please reflect on this lesson in terms of planning, classroom environment, implementation of instruction and professional responsibilities
then submit your responses to your university supervisor electronically.)
Respond to the following:
To what extent were the learning objectives met?
● This lesson had 2 key objectives. Phonic skill instruction and reading skills. The students were able to apply the phonics skills when reading
and the lesson objectives were clearly met with both activities.
How did your classroom environment support student learning?
● The classroom environment is set up to meet students' needs. We transition from the carpet to a small group table that allows for a movement
break and increases engagement. The small group table allows for the teacher to engage with each student during the lesson. Students
working independently were able to choose flexible seating and work using a variety of different activities.
In what ways were your teaching methods, activities, materials, and resources effective?
● This lesson was effective because the materials were all prepared. The slide show of the segmented words was engaging because it was
visually pleasing and had a puppy to show the segmented words, students enjoyed the visual and were able to engage.
● The text Taking Care of Millie was at the appropriate reading level for these students and utilized the sight words we have been practicing as
well as the phonics skills from the beginning of the lesson.
What information did you gain from your assessment methods that will help you plan for the next lesson/ unit?
● I noticed that students are strong when reading 1 syllable words but we need to increase our strategy toolkit and proficiency with multisyllable
words with a variety of spelling patterns. We will be adding more syllable division practice to our lesson plans and students will have more
opportunities to practice decoding multisyllabic words.
Post observation conference (optional and may include responses to the following from the intern in person or in writing)
Describe your system for tracking student completion of assignments and their progress toward reaching instructional outcomes.
● We use a system called ECATS for progress monitoring. Each day I track 1 student in the group formally in the system throughout the duration
of their IEP. This program allows me to see progress and trend lines at each goal level. During this lesson I was monitoring 2 students on thier
accuracy in completing 10 addition problems within 10. This allowed me to check for accuracy and not if the instruction had been effective. If
students are not making adequate progress toward goals, instruction is then modified.
Describe the contact you have with your students’ families (the form and reason for such communication).
● I have consistent communication with families via phone calls and text messages. I also use a daily folder that allows me to send notes home
with students in the “Notes” section, however due to the language barrier with most of the families I typically use a text message for immediate
communication.
Describe the professional relationships you have established with the school community beyond your cooperating teacher.
● I have given 3 PD sessions throughout this semester that support teacher understanding of Special Education at our school. I consistently
collaborate with teachers to help them address the needs of all learners in their classroom.
● As the Lead EC teacher I am responsible for holding and planning PLC meetings for the EC team.
● In addition to being the special education teacher I am also the compliance facilitator at my school In this role I am required to maintain all
documentation and paperwork associated with IEPs and the evaluation process. I am also responsible for Title 1 and EC funding.
Describe any school or district-based professional development activities in which you have participated.
● I am currently taking LETRS Training which is an in depth study over the course of 2 years that allows for teachers to study the development of
the brain in alignment with reading.
● I also have taken the Orton Gillingham training and certification course through IMSE.
Describe some of the ways in which you actively address students’ needs and regularly comply with school/district policies.
● I address student needs through differentiation, flexible grouping of students based on need, and consistent data collection to drive instruction.
I monitor students' progress both in the EC setting and in the general education classroom.
Additional Observations or Comments:
● Non for this lesson, students were highly engaged and the lesson flowed smoothly.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 6 of 6