Kutztown University Elementary Education Department

Clinical Experience In-Progress Formative Observation Instrument

____X___ Lesson Observation _______ General Assessment
Student teacher ___Aimee Forte________________ Mentor Teacher & School _NW Mrs.
Mowery_
Subject____Math Time __9:15-11:15 Date _10/19/20__ KU Supervisor____T.
Sychterz_

Not Met Acceptable Proficient N/A Evidence

Planning and Preparation – used for evidence before the lesson
a. Displays knowledge of content in plan x

b. Displays knowledge of pedagogy in plan x

c. Displays knowledge of students through x

accommodations/differentiations in plan
d. Sets instructional outcomes evident in plan x

e. Use of resources, materials, technology, etc available and x Flipchart, laptop, Google
evident in plan slides, whiteboards,
video, workbook,
Chromebooks
f. Designs coherent developmentally appropriate instruction x
g. Designs measurable student assessment that aligns to x Exit ticket
standards, objectives, and instruction
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for students x
b. Creates an equitable culture for learning along with high x
expectations
c. Uses and maintains classroom procedures, including x
appropriate transitions
d. Sets behavioral expectations, monitors behavior, and uses x Be aware of all students.
positive classroom management techniques
e. Organizes a safe and equitable physical learning space x virtual
Instruction – used for evidence during the lesson direct instruction, guided practice,
independent, modeling, interactive, Gradual Release
a. Communicates effectively with students x “How many do I gotta
give…”
b. Uses a variety of critical thinking questions and promotes x You asked more than
questions and discussion told. Excellent!
c. Engages students in challenging learning tasks x Flipcharts for Calendar
supported by scaffolding; pacing is appropriate and lesson, questions,
whiteboards, workbooks
d. Integrates/records formative assessments throughout lesson x Exit Ticket
and gives student feedback
e. Demonstrates flexibility and responsiveness by teaching x Positive reinforcement
to student needs Understanding of each
groups ability
Professional Responsibilities– used for evidence before or during the lesson
a. Reflects accurately on teaching X
b. Communicates effectively with families X Virtual meetings with
parents, letter
c. Participates in building a supportive professional X PD
community
d. Displays high standards of professionalism –PA code (dress X
& demeanor, communication, relationships etc. are
professional), including punctuality & daily attendance
Give evidence for the scores.

Began with calendar. Good – you are asking why questions so students can explain.

Reviewed previous lesson. Student shared – “subtraction.” Reminded students they were comparing pictures.
Stated objective of subtracting using pictorial models and box/bar models. Shared a video. Stopping point to involve
students – good. Asked students to solve on their whiteboard – good engagement rather than passively watching the
video. Asked, “What did you learn in the video?” Gave students a problem to share independently. Then had a student
explain how to solve. Modeled how to solve.

Moved into groups. Group 1: Gave another word problem to solve. I like that you are modeling how to circle the
information (numbers) and underling the question. Good, Mrs. M. suggested boxing “what we want to know” (how
many more). Had students solve on whiteboards independently and modeled on flipchart. (Watch N.- she is playing with
something and then disappeared. You finally noticed and asked for her.) Good, went over math vocab. take away means
the same as minus. (You may want to emphasize that since we are mathematicians we are going to try and remember to
use the math word “minus”.) Explained workbook page. Students assigned independently. Asked a student to explain.
(Good idea to have N. explain since she was missing for a while.) Asked questions to help guide the student. Continued
with other workbook pages solving problems. Students worked nicely. Assigned exit ticket and showed how to find it on
Google Classroom.

Group 2: Took some time for students to log on. (Only 3 were present) Began with whiteboards. Followed same
procedure as first group. Emphasized math vocab. minus – good. Had students explain how to solve. Moved onto
workbook. Good question, “How did you know the answer was three?” You stretched thinking by asking “How does the
picture show our answer?” Another student joined and one left. Had a student explain how to solve – good job being
the teacher. Asked students to show and share the next two word problems. Good Gradual Release. As students
finished work asked to see it. Then had students explain work. (The specific student you had explain struggled with the
explanation. May need to keep an observational eye on her work) Assigned independent work and exit ticket.

Group 3: Followed same procedure as previous groups. Whiteboards. Student recognized her name in the problem –
great for student involvement. Explained how to check their work – count pictures or add. I like that you shared this.
Moved to math book. (Took a long time to get these. Perhaps think about using a countdown so they do not dilly dally.)
Moved to workbook. Allowed independent work same as group 2. Assigned independent work and exit ticket.

Questioning was excellent today. You made students think deeply.

Use of Gradual Release was effective. Students were capable of working independently in Group 2 & 3
Good use of positive reinforcement.

CONDENSED LESSON PLAN

Name___Aimee Forte________________Date___10/19/20___________________

Subject__Math___________________ Grade Level ____1st__________

Standards CC.2.2.1.A.1 (1.OA.A.1) Use addition and subtraction within 20 to

solve word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem. 

CC.2.2.1.A.2 (1.OA.C.6,1.OA.B.3)

Objectives The student will be able to use pictures and concrete objects to solve
subtraction problems and model/record ways to “take apart” numbers
within 10.

The student will be able to solve “taking from” and “taking apart”
subtraction problems using the bar model strategy.

The student will be able to model and compare pictorial groups to show
the meaning of subtraction.

Materials - Teacher:
● laptop
● Flip chart
● Mute/Unmute Pictures
● Google slide
● Grade book
● pencil

Student
● Chromebook
● Math workbook
● Pencil
● White board
● Marker
Motivation Who can tell me what we were learning about Friday in math? Ask a
(Introduction/hook) student or two. Pull up FC with Halloween mickeys and say, “when we
look at these pictures, how can we use these to compare and subtract?”
Ask 2 or 3 students their thoughts. Ask 1 or 2 students how do you
compare numbers and find the difference?

Body Tell students we are going to watch a video about comparison word
(Procedure/activities) problems. Tell students to watch how we can use models to compare
and subtract.

Play video: https://www.youtube.com/watch?

v=23vDZL09uqk&feature=youtu.be

-Tell students they will need their white board and marker (paper/pencil)
to do a problem at end of video and show and share the answer.

-after show and share call on one or 2 students after video to answer the
question about using models to compare and subtract.

-Tell students we will continue with the white boards.

-Go back to FC and do 1 or 2 problems depending on time. Tell

students we are going to use the box/bar model and draw to show.
Write the number sentence.

-5-3=, 9-6=

Tell groups what time to come back.

Tell students we will do a few more problems on the white boards.

3-1=, 4-2=, 7-3=

Tell students to get their workbook and pencil and open to page 99.

-Mindy has 8 puzzle pieces. David has 5 puzzle pieces. How many
more puzzle pieces does Mindy have than David?

Tell students to turn to page 100.

Group 1 more guided, Group 2 more independent, Group 3 independent.

James has 4 stones. Heather has 7 stones. How many fewer stones does
 James have than Heather?

Abby has 8 stamps. Ben has 6 stamps. How many more stamps does
Abby have than Ben?

Daniel has 3 books. Vicky has 6 books. How many fewer books does
Daniel have than Vicky?

Closure Tell students page 101 is their independent work.

Tell students we are going to do another exit ticket. Show students

where to find the exit ticket and explain.

Ask students if anyone has any questions.

Tell students to return at 11:15 for social studies.

Accommodations Group 1-N., Z., M. have them work through a question each. If group
one is not understanding work with them during intervention.

Group 2- C. continue to check on her to make sure she is paying

attention. L. and A. engage in the lesson.

Group 3-Make sure I. does a problem to check for understanding.

Assessment Student teacher conversation, white board, exit ticket.