Generic

Intern Observation Checklist

Date: 2-12-15 Subject: Reading Activity: Short Vowel Words
Setting: Resource # of Students: 3
Intern: Julia

Ruggirello MT: Dianne McPharlin

Field Instructor:
P/Present

Paula Pritchard

E/Exceeds Expectation

N/Needs Strengthening

NA/ Not applicable

*Please indicate which letter corresponds correctly to each statement below

Lesson Planning:

Lesson plan completed and reviewed prior to instruction

P

P+

Thanks for sending it early, be sure to include Common Core Standard and write clear specific objectives
that you and your students can measure

Evidence of advance preparation and lesson organized

(materials ready)
you created fun activities for your students

Lesson appropriate for age, grade, ability

P

Lesson Opening:

Signals and gains attention of students

P+

Called them to the table

P+

Started out with dry erase board and students wrote down words, students loved writing words, you stated
that they will be reading patterned words with ack

States goals, sets purpose

Activates background knowledge (personal connection to student)

We talked about asking them at the beginning who has a pet hamster...

Reviews and makes connections to prior learning

P+

you reviewed short vowel words

Lesson Components: Presentation/Guided Practice/Individual Practice/Closing:

Gives clear directions and explanations

P+

Sets warm and positive tone

E

You are always enthusiastic and nuturing

Uses think aloud to make visible language, practices, processes

P

Models learning strategies

P

you modeled the words and read the poem

through discussion

good pace,

you connected the words to the poem, theme of hamster...students can relate to...consider asking them if
anyone has hamsters as pets

Checks for understanding

Uses appropriate pacing and flow for less

Connects concepts and ideas

Provides variety of student learning structure:

Individual
Partners
Groups
Projects
P+

reviewed word on the white board while students did on their own, large chart paper with poem for students
to read, students went to the board to read the poem, students circled short vowel a words,

Provides opportunity for transfer of control/apprenticeship/ active

sdasdsastudent involvement
P+

previewed words before reading poem,

Uses appropriate audio, visual, technology equipment

P+

white boards, chart paper with poem and highlighted letters, colorful handout of poem,

P+

you provided words to review before reading the poem

students circled short a words in their poem

Uses guided practice to actively monitor student understanding of lesson

Uses independent practice to monitor student understanding of lesson

Uses assessment to monitor and adjust lesson

P

Provides adequate time for closing:

student closure teacher summarization connect lesson to future
erweeelearning assessment

Students circled short vowel words

Creating and Managing Classroom Learning Community:

Maintains classroom routine (e.g. greets students, attendance, seating

sdsdsdchart, daily reports)
N/A

Uses firm, confident voice and posture

E

Uses specific praise appropriately to motivate and provide feedback

P+

you provided positive feedback and encourage them to try their best

Professional appearance
E

P+

Uses preventive measures/controls

Nonverbal signals/cues
Teacher look/hand signals/proximity/mobility/visibility
Verbal cues/signals
Specific praise statements/ broken record/restatement of rules
using hands on activities, hands to yourself, named students to bring them to attention, we still are learning,
students are active and you provided prompts to help them focus,

Moves and positions self to effectively support lesson/activity

working at the round table allows you to be at the center on instruction

P+

Implements appropriate & effective consequences/rewards

P

Comments:
I enjoyed your lesson, Julia. Students were engaged and liked reading the poem about hamsters. You provided
fun activities for the students to do...white board, using the pointer to read the poem...it was interactive for the
students. We talked about using movement to go along with the poem which would get the students up and
moving...and help them to focus for a longer period of time...hopefully. Be sure to let them know what you
expect them to learn after the lesson is finished...for example...the objective may be for them to each read the
poem correctly or pronounce the words that you reviewed...that would be their exit ticket.
Loved your 2nd school!
2-12-15
Paula Pritchard