Posted in SOAR 05-17-19

FORMAL LESSON OBSERVATION #4

USP Name: Paul “Skip” Sonksen USP ID #: 022810164

Candidate Name: Cristina Ambriz Candidate ID #: 022358474 Obs. Date: 05-14-19

Domain A: Making Subject Matter Comprehensible to Students Score: Integrating

This day’s sixth grade ELA lesson was on the topic of argumentative writing. This topic was highly
aligned with sixth grade ELA content standards and core curriculum. Cristina’s comprehensive
knowledge of these standards was evident from her systematically presented instruction which ensured
that foundational knowledge and writing skills had been previously mastered and reviewed in order for
students to embark on this new lesson topic. Her presentation was highly organized and it efficiently
unfolded in a manner that supported all students’ participation and high achievement. Students were
purposefully seated in a desk/seat layout that was designed to facilitate Socratic style discussion among
students selected from among several preselected groups. These students discussed the day’s topic
that was related to student use of cellphones is school, while the remaining students observed and took
notes from outside of the inner circle. Later on, all students moved back to their core groups to discuss
the topic. Thereafter, new students from each core group moved to the central circle to continue the
discussion. In addition to these highly effective instructional strategies, Cristina used several
appropriate resources including Socratic Seminar worksheets, background articles, writing materials,
conversation cards, Argumentative Writing graphic organizer, and educational technology (TV,
whiteboard). Cristina demonstrated a high level of creativity in the selection of this topic that was
relatable to all students and motivated their discussions.

Domain B: Assessing Student Learning Score: Integrating

Cristina did an exceptional job of describing in the lesson plan her pre-assessment strategies that
included a thoughtful review of students’ CELDT, IEP, special needs, STAR and other academic data.
During the lesson, Cristina consistently monitored students’ progress and understanding. She carefully
observed and listened to their discussions and when she determined that clarification or more review of
the process was needed, she interrupted her planned next steps in order to provide explanations,
demonstrations, or to refocus students’ attention. She intentionally asked students to show her how
they were feeling about their confidence with the activities throughout the lesson by showing her a one,
two, or three fingers signal. Graphic organizers were turned-in to supplement Cristina’s informal review
of their progress and a formal comprehensive assessment was to be administered later in the form of a
final essay. At the end of the lesson, each student was given post-in notes to write down what they
learned.
Domain C: Engaging and Supporting Students in Learning Score: Integrating

Cristina did an exceptional job of connecting this lesson topic to students’ interests, experiences and
backgrounds. The use of cellphones is a large part of many students’ lives and is of interest to all of
these students. These (cellphones) are a resource that are provided by their families for a variety of
purposes and students demonstrated that they held strong opinions about these. Cristina included
highly appropriate strategies that supported the success of all students. These strategies included
Cristina modeling her own cognitive thinking, graphic organizers, discussion cards, peer collaboration
and discussion, peer modeling, continuous monitoring, and assessment that took into account students’
special needs and characteristics. Additionally, she provided an assistive device for a student with
dysgraphia. ELL students and RSP students were able to use sentence frames and to orally discuss their
ideas with partners. Cristina indicated in her lesson plan that she would discuss RSP students’ IEP goals
with their RSP teacher as they related to this writing unit. Beyond the needs of these students, high
achieving students were challenged with the requirement to incorporate the MLA writing and
referencing format for their essays. Cristina routinely posts examples of student work and progress for
parents to review on educational apps.

Domain D: Planning Instruction and Designing Learning Experiences for Students Score: Integrating

Cristina’s written lesson plan was exceptional in its organization and preparation. It provided explicit
descriptions of all of the elements expected for a comprehensive, highly aligned lesson plan for sixth
grade ELA. Her lesson plan provided a thoughtful analysis of students’ learning characteristics, CELDT
and other academic data. She considered this information in selecting instructional strategies for the
lesson that would support high achievement for all students and which were appropriate to their needs
and strengths, such as expecting capable students to incorporate MLA formatting for their essays. The
specific strategies and requirements for this day’s lesson on argumentative writing, as identified in the
lesson plan, were designed within the larger overarching standards of CCSS ELA literacy standards
(W.6.1, W.6.1.A, and W.6.1.B) for sixth grade.

Domain E: Creating and Maintaining Effective Environments for Student Learning Score: Integrating

Cristina’s classroom was effectively organized and efficiently managed. Routines and procedures were
well established, although on this day some of the transitions were somewhat less orderly than usual.
Cristina acknowledged this with her observation that these sixth graders had just returned for a three-
day weekend, were looking forward to the end of the schoolyear and that they were still in the process
of completing multiple days of standardized testing. The atmosphere of the classroom was positive,
safe, and supportive. Cristina’s management and instructional practices promoted a strong sense of
community, respect, and peer support. She communicates her clear expectations for student behavior
and purposefully manages student behavior. Cristina consistently evaluated the classroom environment
and appropriately intervened at strategic moments during the lesson, such as when she stopped
instruction and had students review their protocols for group discussion.

Domain F: Developing as a Professional Educator Score: Integrating

As validated by USP observation and SSP comments, Cristina is an outstanding professional educator.
She demonstrates a high level of ethical and professional behavior. Her collaboration with colleagues in
schoolwide and grade level meetings for the purposes of analysis of student data, academic planning,
and professional development is highly successful. She is an articulate communicator in both English
and Spanish language. Cristina routinely communicates examples of and information about student
progress to their parents via electronic and written communication as well as during face-to-face
conferencing. She is highly reflective about the impact of her teaching practices on the success of her
students. She purposefully seeks advice and feedback from supervisors and colleagues on ways to
enhance her skills.

Summary Statement

Lesson Observation #4

Cristina you are continuing to do an excellent job in the early part of your teaching career. Teaching
sixth grade students at the end of the school year can be challenging. You are meeting this challenge
with a positive attitude and are continuing to provide a high-quality instructional program for them. Ask
other teachers (particularly veterans) at your grade level about the kinds of activities that they provide
at the end of the school year that serve to hold students’ interest and at the same time effectively
manage their pre-adolescent behaviors at the end of the year. I continue to enjoy visiting your class and
watching you deliver wonderful lessons to your students.