Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Hannah Migliorini Hannah.Migliorini@tusd.org Literacy – Story Elements Kindergarten
Mentor Email School/District Date
Ivcevic.Jaclyn@tusd.org
Jaclyn Ivcevic Torrance Unified School District October 22, 2020
Content Standard Lesson Objectives Unit Topic Lesson Title

CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify
characters, settings, and major events in
a story

California ELD Standards

Interacting in Meaningful Ways Students will be able to identify
ELD. 1.6. Reading/viewing closely
Story Elements Describing Characters
a character from a story.
Describe ideas, phenomena (e.g., parts
of a plant), and text elements (e.g.,
characters) based on understanding of a
select set of grade-level texts and
viewing of multimedia, with substantial
support.

CSTP Element(s) Focus for POP Cycle
1 - Emerging 2 - Exploring
NT pedagogical skills are newly formed and Skills are developing as NT investigates
just coming into prominence and examines pedagogical practices
CSTP Element Initial Rating
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
3 - Applying 4 - Integrating 5 – Innovating
Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
9/20/20
Prior Knowledge
I began learning about my student’s prior knowledge through a series of questions asked during my
lessons. However, this is an area in my teaching that I would like to focus on. I would like to learn more
about my student’s prior knowledge to gauge and alter my lessons. I would like to begin filling in a
detailed section on my lesson plans that is directed at implementing my student’s prior knowledge into
my lessons.

Cultural Backgrounds
To support my student’s cultural backgrounds after learning about this through parent google forms and
one-on-one sessions,
I selected culturally relevant read aloud books.

Life Experiences
Connecting learning to students’ prior After learning about my students through the Get to Know Me activities, I also spoke with some of my
student’s parents. I learned that many of my students are experiencing things in life that may act on their
1.2 knowledge, backgrounds, life Emerging learning. This ultimately led me to gaining insight on my student’s socioemotional learning needs.
experiences, and interests Student Interests
After learning that many of my student’s interests were animals, I made my second week of school a
safari week. This ultimately led to student engagement in learning. During our community meeting in
the morning (via zoom), I would share a video of an animal safari or an educational animal video. In
addition, I selected Alphabet songs that were safari animal themed. This engaged my community of
learners.

Students Connect Learning

Activities to Their Own Lives
Students were able to connect learning to their own life through the read-aloud books chosen. I selected
books about starting Kindergarten and going back to school. I followed these read alouds with questions
about student’s own experiences with starting school for the first time. I would ask them real-world-
scenario questions, which ultimately allowed my students to make such connections. However, this is an
area I would like to work on. I would like to provide additional opportunities for my students to connect
learning to their own life.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7

Connecting subject matter to
1.3
meaningful, real-life contexts
Focus Students
• Summarize critical needs and how
you will address them during this
lesson.
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special emphasis?
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
• What specific feedback do you want from your ME?
Inquiry Focus/Students
• What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
• What additional specific feedback do you want from
your ME regarding lesson implementation?
9/20/20
I utilize guided reading books that students could connect to. Some of
the books are about a parent, a dog, or a child. This allows students to
Emerging make real-life connections to literacy. When students answered
questions about the guided reading book, they answered questions about
their own parents, their family dog, and made connections to the child
in the book.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus student 1 is an English
Language Learner. They speak
Focus student 3 is in the process
minimal English but have shown Focus student 2 has an IEP. He has
of getting an IEP. His area of need
progress in their language a love for learning letters and
is with language and speech. In
development. My primary way of numbers. In whole group, his main
addition, he needs additional
supporting this student is through need is completing tasks that are
prompting when instructing to
visuals strategies. This will allow not within his realm of interests. In
complete tasks. I will support this
the student to make connections addition, he has difficulty staying
student using repetition and
to what they already know, with engaged. I will utilize videos, which
repeat and state clear and concise
the language that I am using during has shown engagement with this
directions. I will also check for
the lesson. In addition, I provide student before. In addition, I will
understanding and pre-teach and
opportunities for sharing in small repeat directions and new terms to
re-teach in small groups. I will also
groups, where the student is support his speech needs.
provide visual instructions.
modeled the language by other
students.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My primary focus for this lesson in terms of my
CSTP standard focus area is to begin eliciting
student’s prior and background knowledge to
connect learning to student’s lives. In addition, I
would like to connect the subject matter to One way you could connect identifying
meaningful, real-life contexts. I will incorporate characters to student’s lives is asking if the
this focus into my lesson by asking what characters they identified are similar or
students already know about the topic (e.g. different to them. You can connect the
characters). In addition, I will utilize student’s characters in the book you are reading to books
interests when giving examples while modeling you have already read in class.
identifying characters. I would like feedback in
terms of supporting my focus students.
Additionally, I would like support with
incorporating more strategies.
You should utilize more sentence frames. I
What other strategies would you recommend would also recommend some shared writing
implementing for English Language Learners? experiences. I would also recommend
incorporating pictures of characters and chart
the words that students share.
I would recommend discussing characters using
descriptive language. You are introducing such
skill to them. You are assessing if the student
In terms of comprehension, we have discussed can identify a character. However, you can
the importance of the skill describing. The expand beyond it when modeling and
standard states that the skill is identifying. I was demonstrating. You could also show a picture of
wondering if I could also model how to describe something that is high interest and model how
the character? to describe something. Show a picture whole
group of a character and then utilize break out
groups so they can describe something to each
other, again chart their words.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7

Instructional Planning
• How is the lesson structured (opening, body, and
closing)?
• What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
• What progress monitoring strategies will be used?
How will results inform instruction?
Student Engagement/Learning
• How will you make the lesson relevant to all the
students?
• How will students show progress towards master of
lesson objectives?
Classroom Management
• How will you maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness?
•
Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
Closure
• How will you close your lesson?
• How will you assess student learning and prepare
them for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Lesson Structure
The lesson begins with an introduction. I will state the
objective, purpose, and input. Further, I will define
new academic language terms and domain specific
terms (e.g., character, identify). After the Lesson Structure
introduction, I motivate students by utilizing student Teacher could utilize questions that include the
interests (e.g., Disney). Following this, I demonstrate academic language they have been working on
and model identifying characters by using well-known (e.g., what do you notice?).
characters to elicit students background and prior
knowledge. I will check for understanding by asking
students questions. We will complete a guided
Teaching Strategies / Differentiating
practice in whole class by reading a story and
identifying the characters. For the closure, I will I would suggest adding more real-world
discuss what students learned and they will complete scenarios into your lesson to further connect
students to their learning.
an independent activity.
Teaching Strategies / Differentiating
I will utilize the modeling and demonstrating strategy.
I will model to students how to identify characters. In Progress Monitoring Strategies
addition, I will provide different examples. I am Teacher should select a different book that
differentiating by providing a book that is at each includes multiple characters for students to
individual child’s reading level.
identify. An additional step would be drawing
Progress Monitoring Strategies the character from the story and then have
To monitor student understanding, I will check for them tell words that describe this character.
understanding by utilizing a questioning strategy. For Either write it themselves or have a parent
my summative assessment, students will complete an write the words for them.
exit ticket. They will read a story and identify the
characters. Do you believe dictated drawing is better
for students or should I include the opportunity for
students to write the character’s name?
I will make the lesson relevant to all students by
utilizing examples that reflect student interest.
Students will show progress towards mastery of
lesson objective through check for I would give students the option to write the
understanding questions and a summative character’s name, but also give them the option
assessment. The summative assessment asks to just do the dictated drawing. I would also
students to identify a character through a continue to circle back to characters during
dictated drawing. If students are able to identify shared reading and expanding further by
the character independently, they have shown comparing character traits from various real
mastery. In addition, I will continue to monitor alouds.
progress in our guided reading groups. Do you
have suggestions for other ways of monitoring
progress or engaging students?
I will maintain a positive learning environment,
by reminding students that when they are in a
You can give all students an opportunity to
small group break out room, they must take
share and show their learning. Students
turns and listen to one another share. To
especially ELLs, learn best from each other.
prevent challenging behaviors, we review our
Students need to hear language and also it is an
classroom rules every other week. To redirect
opportunity for them to feel a part of their
challenging behaviors, I prompt the child once,
learning.
and discuss with the child one-on-one if the
behavior continues.
I will close the lesson by reviewing what we
learned. I will ask students to describe in whole
class what they have taken away from this
You have a strong closure. You should try to do
lesson. I will prepare for my next lesson by
some of your re-teaching the following day
reviewing student’s completed assessment and
when the concept is fresh.
determine where re-teaching needs to take
place. I will utilize this data to determine my
next steps. In addition, students will continue
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EXAMPLE
CSTP 1: Engaging All Students
• In what ways were students
engaged?
Specific Feedback
• What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
• In what ways were students
engaged? How were
students not engaged?
• How did students contribute
to their learning?
• How did teacher and/or
students monitor learning?
• How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
• How did students and
teacher contribute to an
effective learning
environment?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
practicing the skill during our guided reading
groups. They will practice identifying characters
during this time.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery (I fill in)
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
The lesson was very engaging and
appropriate for your students. I
loved the way you posted the
The students clearly understood
learning objective, had them repeat
and know the rules of your Zoom
it with you, and explained what it
room. They know how to mute and
meant in their terms. The students
unmute themselves and did it very
really seemed to enjoy making
quickly when asked to share out How do you believe stating the
binoculars with their hands to
about characters. The students objective went with students?
identify or "look for" characters in a
easily identified various characters
story. You also helped reinforced
from movies and books that you
what that meant by having them
wrote on a graphic organizer.
use the word with their peers in a
breakout room when shared a
character from a book they choose.
Students in my class are most
engaged when given the opportunity
to share their ideas. They enjoy
Hannah did a wonderful job calling sharing in whole-class and small
out all her students to contribute to group. I gave students multiple
this lesson. She asked kids to raise opportunities to share ideas and
hands and always reinforced their discuss. Students were most
answers or redirected them if their Students appeared excited about engaged when given the opportunity
answer wasn't exactly correct or the lesson and were eager to share to identify the characters in books
was already said. Hannah was examples of characters that they that they have in their home. When
constantly asking for students to were familiar with. They raised students went into groups for this
share their ideas and checked for their hands to share during portion of the lesson, I made sure to
understanding often by asking brainstorming, joined breakout go into each group break out room
students to give thumbs up or down rooms on their own to collaborate and provide scaffolding where I felt
throughout the lesson. Hannah with their peers, and completed an it was needed. Students contributed
engaged her focus students by independent activity where they to their learning during this time by
speaking slowly and clearly for her had to identify characters from a making connections to their prior
EL learners. She engaged all her read loud on their own. knowledge. Students looked at
students with her amazing slide books they were already familiar
show with pictures of characters, with and identified the characters. I
vocabulary terms in the read aloud, monitored student learning by
and graphic organizer. calling on specific students. I
engaged my focus students by
creating slides with visual support. In
addition, I provide multiple
opportunities for “brain breaks”.
I contributed to an effective learning
Hannah encouraged students The students clearly know and are
environment by stating my
throughout to raise hands to share comfortable with the rules for their
expectations and repeating my
out and even had everyone unmute distance learning classroom and
directions. In kindergarten, students
at the same time to share out were very respectful to each other.
must fully understand each part of
together. The students clearly You could tell the students feel
the lesson. I broke down each step
understand the rules of the virtual cared for and respected by their
of every task to make tasks less
classroom and Hannah was very teacher. They all had wonderful
complex. Students followed
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CSTP 3: Organizing
Subject Matter
• What actions of the NT
contributed to student
assimilation of subject
matter?
• How did students construct
knowledge of subject
matter?
• What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
• How were students
supported through
differentiated instruction?
• How did students
participate?
• How did the NT contribute
to student learning?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
good and reminding students of her
expectations.
Hannah was very clear in her
directions and reinforced the
concept of characters in many ways.
The lesson progressed from her
sharing with the students characters
they were familiar with, to them
having to identify characters to put
on a graphic organizer, then she
read aloud a story and they shared
out the characters, to then students
identifying a character from a
recorded story to draw a picture of.
The lesson built throughout, and the
students definitely understood and
could verbalize what a character
was.
The entire lesson was designed to
support all students' learning. All
students contributed their ideas to
the lesson and Hannah was very
good about honoring their thoughts
whether by writing them down or
giving them positive reinforcement
for sharing.
smiles on their face when it was
their turn to share.
Students had many opportunities to
share out and learn from each
other during this lesson. They were
very interested, and all seem to be
very eager to participate.
Students seemed to enjoy sharing
their favorite characters and
sharing out a favorite book with
friends to discuss the characters.
Students seemed to be very
comfortable and not afraid to share
out with each other.
directions and showed clear
understanding of the class
expectations. In addition, students
raised their hands to answer
questions, which additionally
contributed to an effective learning
environment. I gave every student
the opportunity to share their ideas
and build on those ideas. I called
every student by their name, and
students knew the expectation of
listening intently as their classmates
shared.
The primary way that I contributed
to student assimilation of subject
matter was reinforcing the
identifying skill through modeling. In
addition, I consistently build upon
the concept of characters. Students
constructed knowledge of subject
matter by utilizing their prior
knowledge of known characters
(e.g., Disney characters, characters
from books read in class). The only
possible misconception was
characters that are not usual in
stories. For examples, cars that can
talk were more difficult for students
to understand. To clear up this
misconception, I further defined
characters as living things in a story. I
asked higher order thinking
questions to further develop
students understanding of these
types of characters.
Students were supported through
differentiated instruction when I
utilized graphic organizers and
visuals on my PowerPoint slides.
Additionally, I made these slides
interactive. In addition, I supported
students by giving them many
opportunities to collaborate in small
groups. When reading the story to
practice as a whole class, I scaffolded
some students answers where it was
necessary. Students participated
during whole group and small group
discussions. I would ask students a
question and they would have the
opportunity to participate. To
contribute to student learning, I
always built on student’s answers.
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CSTP 5: Assessing Student
Learning
• How did students
demonstrate achievement
of lesson objectives?
• In what ways did students
struggle or demonstrate
limited understanding?
•
What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Hannah check for understanding
throughout the lesson and allowed
many opportunities for students to
ask questions.
Section 4: Post Observation Conference
The majority of my students were able to achieve the lesson objective, identifying characters from a story.
After reviewing and grading my student’s formal assessments, all of my students were able to identify the
characters from the story.
Focus Student 1: English Learner
Focus student 1 English Learner:
This student was able to identify
each character from the story. He
was able to draw a picture of each
character to show he could perform
the skill, identify, and display his
understanding of the term
character. He was able to meet the
lesson objective and present his
learning. During the lesson, when
checking for understanding, he was
able to identify a character from a
self-selected story. He was able to
point out the characters and utilize
subject specific academic language
terms. In addition, he was able to
utilize the sentence frames
providing for this portion of the
lesson. This student successfully
met the learning goal, or objective
of the lesson.
Students demonstrated achievement
of lesson objectives throughout the
delivery of each portion. During the
whole class and small group, I
constantly checked for
understanding. I would question
students and build on their
responses. In addition, student’s
understanding was assessed at the
end of the lesson when they
The students modeled their
independently completed the formal
understanding of how to identify a
assessment. There were not any
character during their breakout
students that showed limited
room conversations with their
understanding. When looking at
peers. The completed an exit ticket
students completed work, I found
where they identified a character
some students to mix up characters
from a recorded story and drew a
with what was happening in the
picture of it. She encouraged those
story. I believe students were
that wanted to write words about
describing rather than identifying. I
that character or a sentence.
believe the term and skill identifying
could be further defined. In order to
contribute to student achievement, I
gave students the opportunity to ask
questions or make comments during
the lesson. This allowed students to
ask anything that they may have
needed support in. In addition, I
made sure to scaffold where I
believe it to be fit throughout the
lesson.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus student 3: He was able to
identify most of the characters
Focus student 2: He was able to
from the story. He was able to
identify each character from the
draw 2 of the 6 characters from
story and use words for the
the story. I believe this showed
characters. He was also able to
some understanding of the lesson
draw a picture of each character to
objective. When checking for
match the words he used for
understanding in small groups,
identifying. When showing his
this student needed scaffolding
understanding of the objective
and support. I put him in a smaller
when checking for understanding,
group, to allow time to support
he was able to identify characters
him with identifying characters
from a self-selected story. He
with a partner. He was able to
needed some scaffolding from
point out the characters in the
myself and his learning coach. He
book when checking for
showed difficulty understanding
understanding. I further
what identify meant. When
supported the student when
meeting with him one-on-one, I
meeting in our one-on-one time.
further defined this term for him.
We looked at additional
He was able to complete the
examples. After, he was able to
assessment and included the
complete the assignment and
characters names (crayon colors).
identify the characters in the
story verbally. He was then able
Page 6 of 7

What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
to draw pictures of some of the
characters from the story.
Next time, I would spend more time defining and modeling the skill focus (e.g., identifying). I believe when a
term is extremely unfamiliar, students begin to forget they are utilizing and practicing with a skill in addition to
a concept. I would define the skill prior to the lesson to support students practice during the lesson. I believe
this would allow students to hold prior knowledge of the skill and further support their learning.
I believe I revealed many strengths in my teaching during this lesson. The first strength I noticed was student
engagement. When utilizing the Disney characters as examples, students were immediately engaged and
raising their hands to participate. I selected these characters for my examples based on students interests I had
learned during student interviews. The second strength was differentiating. I believe I utilized many strategies
to support all student’s various needs. I utilized graphic organizers, think-pair-share, visuals, and scaffolding to
support all student’s needs. The final strength was concept building. I believe I was able to build upon student’s
prior knowledge in order to lead them to meeting the objective. Students understood what a character was
after the beginning portion of the lesson, as I built on the concept of identifying students were able to
complete the formal assessment independently. These are my top three strengths during the delivery of this
lesson.
When delivering my lesson, I revealed to myself some focus areas for improvement. The first area for
improvement would be giving students time to discuss and collaborate in small groups. Due to distance
learning, the amount of time to deliver a lesson is minimized. However, many students learn best in small
groups and this additionally supports my English Language Learners. For future lessons, I would like to give
students more of an opportunity to discuss and share their ideas. The second area for improvement would be
defining key terms. This has always been an area to focus on for my instructional time. For kindergarten, it is
more difficult to define key terms in grade level appropriate language. This would be an area that I would like
to focus and progress with. I currently utilize pictures with the definition to define new terms. However, I
would like to find new strategies for defining key terms. The final area that I would like to improve in, would be
my instructional strategies. I utilize many of the same instructional strategies for lessons. However, I would like
to begin researching and implementing new strategies to support my students individual learning needs. There
were times during my lesson that I found a few students to not understand what I was delivering within the
lesson. However, I believe if I utilized more transition strategies and time for transfer strategies that this would
support those specific learners. These are my three top areas for improvement in my instruction.
The next step would be to continue practicing with identifying characters in my guided reading small groups. In
addition, I will begin teaching other story elements (e.g., setting, events, problem and solution). Students will
continue practicing their identifying skills when they learn about the setting and events in a story. For the next
week, we will begin reading familiar fairy tale stories to learn the remaining story elements.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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