yrovernent (see Appendix D) Appendix D ‘Towson University Classroom Observation Intern: Katelyn Mitchell ‘School: Prospect Mill Elementary School Grade: K__| Size: 25 aoe Subject: Word Work/Phonics Breeana Merryman Planning Not Observe ‘Lesson is aligned with appropriate content standard and indicator, Te ee i ri a‘Summarizing the Lesson Summary provides connedtons to past and/or Fata Tessons x ‘Students demonstrate eee and evaluate attainment ofthe objective. x ‘Comments “The lesson began by reviewing the ~sh digraph they have previously learned. At the end of the lesson the class read a word that had the ~ch digraph at the end of the word and this was something they would continue working with next week. Classroom Management ie managed “A poalive and supportive atmospheres maintained routines and procedures ae evident. “Appropriate feedback and riforeement are used consistently. Tastratonal space eaulpment and materials are organized. ‘Comments Katelyn displayed a strong sense of classroom management. She had many routines in place tha the students followed. She also met individual needs by allowing a child to take a break during ‘transitions and provided the class with a brain break inthe middle of the lesson during a transit between activities. Katelyn reinforced positive | wide behavior plan).Comments: ‘ ‘Thie objective ofthis lesson was for students to identify, read and write words that included the atuigeieh atthe beginning This was clearly explained to students. The lesson began with show Sacer words that included the digraph. The students saw the word, thought and then someot Sd it aloud, The class went through 6 words. Then Katelyn explained that they were going to 8 aan ch hunt. She displayed each picture (9 in total) so the children were able to identify what was. ‘The pictures were around the room and children independently traveled to each station/picture and wrote each ch word. There was one word that did not include this digraph so students had identify what did not belong and put an X in that box. Students had to apply decoding strategies order to write these words independently. Katelyn circulated during this activity and worked wi children individually and clarified individual needs. This portion ofthe eson was ery stent ‘centered and the children took ownership for their ing. Katelyn was prepared for students who finished early and allowed them to return to their table « ‘write sentences on that back that included these ~ch words. This showed the student's ‘understanding of the word as well as allowed for more writing opportunities. It also allowed for students to write sentences that were meaningful to them. ‘When all students were finished the class reviewed each picture and students shared how they Patten rn ated aa OR é re eided ten wrt on ts lity. She then ‘with how it is spelled as well. =