Date:

Formative Observation

Teacher Candidate: Flor Perez

Site Teacher Educator/Cooperating Teacher: Corrie Bacasa
School: Hillside Middle

Lesson Topic: Current Events; reading & writing

Grade and Subject: 7th- 8th

Program (EL, SC, SPED): SPED
Observer: Lyndsey Conradi
Scoring Scale:
n/o = no opportunity to observe or consult on this item at this time
Not Effective = 0
Beginning=1
Developing=2
Preservice Effective=3
In-service Effective = not available for scoring; for informational purposes only
Rubric:
When you are rating students on a particular standard, please provide a numerical rating using the rubric.
To access the rubric, copy and paste this link into your browser:
https://d182hggomw8pjd.cloudfront.net/wp-content/uploads/sites/11/2019/02/07152346/FINAL-PAES-Rubric-20170822.pdf

Not all standards will be observed during every observation. Complete appropriate standards only.

Please describe the details of the observed lesson, including information on the student teacher’s lesson plan and how the
P-12 students are affected by the instruction.
Student Teacher’s Lesson P-12 Students’ Understanding
News-2-You Newspaper: teacher led the reading of the News-2- Students were engaged and interested to learn about the
You article. Students took turns reading aloud. Students then News. Students worked on their packets independently and
worked on their News packets individually. seemed to understand the content being discussed.
Standards
1: Learner Development
(1.1) Appropriate
Learning Experiences: 3
(1.2) Collaborates with others: 3
2: Learning Differences
(2.1) Diverse Experiences: 2
3: Learning Environments
(3.1) Engage and
Support Students: 3
(3.2) Collaborates with
Students: 3
(3.3) Classroom Management
Strategies: 3
4: Content Knowledge
(4.1) Accurate, Multiple
Representations: 2
5: Assessment
(5.1)Assesses
Effectiveness of
Instruction: 1
(5.2) Documents Progress,
Provides Feedback: 2
(5.3)Assesses in a Variety of
Formats for Learning: 1
6: Instructional Planning
(6.1)Knowledge and Reference
of Utah Core Standards: 2
(6.2)Integrates Cross-disciplinary
Skills: 1
Comments and Suggestions
You ask students to volunteer to read rather than calling on
individuals. This allows students to participate on their own level. You
give different wait time to students depending on their level of
support.
Collaboration with Special Education teacher guides the instruction
You allow students to choose if they would like to read individually or
together as a group. You demonstrate understanding of all learner
needs.
A positive learning environment where all students are given the
opportunity to participate. You check for understanding after each
page is read which supports the learning environment.
The environment is calm and students are engaged!
Praise is given and positive interactions occur between teacher and
students.
Read the News-2-You report and discuss it as a group.
When students are not understanding a page, it is summarized and
discussed.
Permanent Product: After they read the News-2-You article they were
asked to independently fill out their worksheets.
IEP data collection: Teacher also walked around with a clipboard
collecting data on individual student goals.
*Use the data you collected to guide future instruction
EE.RL.7.1 Analyze text to identify where information is
explicitly stated and
where inferences must be drawn.
● 7.RP.1-3 Use a ratio to model or describe a
relationship.
● EE.RL.8.2 Recount an event related to the theme or
central idea, including
details about character and setting.
● EE.RI.8.2 Provide a summary of a familiar
informational text.
● 8.SP.4 Construct a graph or table from given
categorical data, and compare data

7: Instructional Strategies
(7.1)Range of Appropriate
Instructional Strategies: 3
(7.2)Opportunities for Students
to Develop Skills: 1
categorized in the graph or table.
Teacher worked to adjust the expectations for each student based on
their needs. Some were asked to read the whole page, others were
asked to read a part of the page, some were asked to participate in
chorale reading, others were asked to stand closer to the SmartBoard
if they had visual difficulties.

(7.3)Expands Learner’s
Communication Skills: 2

(7.4)Variety of Effective
Technology and
Resources: 3

(7.5)Finding and Using

Information to Solve Problems:
2

8: Reflection and Continuous Last week’s goal was to allow more time for partner work. During this
lesson, students had the opportunity to work as pairs to complete
Growth worksheets.
(8.1)Adapts and Improves
Practice: 3

9: Leadership and You reported that you are now running the CNN News lesson during
every first period.
Collaboration
(9.1)Participates and
Collaborates in Decision Making: You are also spending more time in GEN settings where you help to
2 promote social interactions between students with and without
disabilities.
(9.2)Student Teacher is an
Advocate: 3

10: Professional Learning and Click here to enter text.

Ethical Practices
(10.1)Complies with all Policies,
Rules & Laws: yes

(10.2)Complies with State

Board of Education Rule
R277-515: yes

Strengths Awesome! You demonstrate an understanding of each individual

student and their abilities. You led the discussion and summarized
each page which was great! You also walked around while they were
working and demonstrated great proximity control while collecting
data.
Goals
1. Have students summarize each page after their peer reads
(you could do pair & share for 30 seconds after each page or
every other page)
2. Ask questions from the worksheet while reading – this would
give them more opportunities to comprehend the material
3. Discuss how the data on the clipboards are used to guide
further instruction