Teacher Candidate: Rachel Ellis Content Area:
Completed By: Julia Fleming Date: 2/25/20
Lesson Expectations
1. States lesson objectives so students
understand expectations
2 = states all lesson objectives and connects them to
prior knowledge
1= states only one lesson objective (if more than one)
and/or does not connect to prior knowledge
0 = Does not state lesson objectives.
2. States or reviews positive behavior
expectations
2 = States or reviews all positive behavior expectations
1= States or reviews only a few of the positive behavior
expectations
0 = Does not state or review positive behavior
expectations or expectations reviewed are solely
negatively stated (e.g., no talking out, no swearing, etc.)
3. Uses explicit instruction, teacher directed
modeling, and guided practice
2 = Uses explicit instruction, teacher directed modeling,
and guided practice following the “I do, we do, you do”
sequence.
1= Some explicit modeling/instruction is provided but
not all parts of the “I do, we do, you do” sequence are
included in the lesson.
0 = No modeling or explicit instruction is provided. All
teacher directed instruction with no student interaction
4. Asks questions to check for student
understanding and/or prompts student responses
2 = Asks individual and group questions to check for
understanding. Provides prompts when students do not
engage in individual or choral responding.
1= Asks either individual or group questions but not
both. Students are sometimes prompted when not
engaged in individual or choral responding but other
times lack of response is ignored by teacher.
0 = Does not ask questions or check for understanding.
All teacher directed instruction with no student
interaction
5. Implements appropriate error correction
procedures
2 = Immediately corrects individual student or group
errors by providing correct answer, having student(s)
repeat the answer, and then having student(s) repeat
the task.
1= Only provides feedback that an answer is right or
wrong) but does not require student(s) to repeat the
task. Or, does not correct errors consistently (e.g.,
sometimes error correction is used, other times teacher
Reading/Writing Observation 2
Rating
What’s working:
2  Students are clearly aware of the
expectations when they walk into class as
they get out their notebooks for the starter
 Starter is prepared on the overhead with
teacher modeling of how to make a t-chart
 Lesson objective review while giving them a
purpose for why they are learning the
2 vocabulary words.
 Great job letting the students know how
they will be assessed for understanding
 Graphic organizer with the 4-corners
 Use of proximity control to redirect students
 Age appropriate definitions
 Nice use of group collaboration!! They work
really well together, solid groupings.
 Lots of opportunities to respond in a variety
of ways: writing drawing, group
collaboration, volunteering, etc.
 Good pacing. Vocabulary can lose some
kids’ attention because it can take a while to
get through each word. You do a good job
of chunking each part of the graphic
organizer to keep things moving
 Using information based on previous classes
understanding to guide your instruction in
this present class
 You do a good job of repeating students
responses in an effort to reinforce their
understanding and to provide praise
 Good circulation around room
Areas of Improvement:
 When giving the vocabulary words,
2 consider having the students chorally
repeat what the word is to increase
group engagement. “The first word is
analyze. What word?”
 Consider giving time limits prior to
setting them to work. ‘We will come
back together in 2 minutes. You have 2
minutes to come up with a sentence as
a group”. You actually started doing
2 this 
 Practice having students repeat tasks
when in the error correction procedure
cycle. For the student who predicted
‘articulate’ had to do with art, have him
echo respond the definition. Jose
saying distinguish is putting something
out, just go back to him once the
definition has been given to see if he
can repeat it.
 Don’t forget to praise for behaviors.
“Group 1 is doing a wonderful job
working together. I hear respectful
language and the are taking turns”

Teacher Candidate’s Next Steps:
1  Observation #3 is your Multicultural
Lesson. It is due on GoReact by March
20th. It will could as an observation for
Linda as well AND you will watch it and
fill out an observation form as well
(turn into Canvas)
just provides the answer).
0 = Does not implement error correction with individual
students or group. Just states the answer/response is
incorrect with no feedback on correct answer.
6. Provides praise for academic and social Supervision Support:
behavior 1 Let me know what you need from me!
2 = Provides immediate praise to individuals and groups
for both academic and social behavior (e.g., praise for
correct answers and/or following expectations)
1= Provides praise for either academic or social behavior
but not both. Provides praise but it’s not immediate/only
provided toward the end of the lesson.
0 = Does not provide praise for academic and social
behavior or provides very low rates of praise.