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
nd
Stephanie Copp SCopp@cflcschool.org Writing 2
Mentor Email School/District Date
Christian Family Learning
Larry Smith LSmith@cflcshool.org November 5, 2020
Center
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS.ELA-Literacy.W.2.3:
Write narratives in which
they recount a well-
elaborated event or short
sequences of events, Students will be able to help
Narrative writing on a favorite
including details to describe create a narrative paragraph and Narrative Writing
childhood memory.
actions, thoughts, and fill out their graphic organizer.
feelings, using temporal
words to signal event order,
and provide a sense of
closure.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates and Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence examines pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and unified to add new methods and strategies into
choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Using a variety of different types of assessment such as
whiteboards, exit tickets or formal assessments allows me to see
Collecting and analyzing assessment
how they are doing as well as let me know if I need to reorganize my
5.2 data from a variety of sources to Applying
groups on a certain day for who needs more help. 9.22.19
inform instruction.
Students are giving self-reflections throughout the lessons and at
the start and end of units so I can gauge where they are. 3.9.20
Teacher rating (Exploring) Paces instruction with some
consideration of lesson type, adjustments for sufficient student
work time and transitions to optimize learning.
Using instructional time to optimize Student Rating (Applying) Students participate in and complete a
Exploring/
2.7 learning. variety of learning activities in the time allotted with options for
Applying
extension and review.
For certain subjects if students finish they are allowed to do
different extension activities but this is not the case for all
subjects. 3.9.20
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus/Special Looking at the drawing that students create on I will be creating my own checklist of
Emphasis their iPads, students independent work and lesson plan objectives that I can use as I
 What is your inquiry focus working in a small group led by the teacher I think observe and circulate around the room
and/or special emphasis? students will increase their writing scores. during my observation, paying special
 How will you incorporate the Students will work in 3 different small groups attention to the focus students, so that I
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8

inquiry focus and/or special
emphasis into the lesson?
 What specific feedback do
you want from your ME?
Focus Students
 Summarize critical needs and
how you will address them
during this lesson.
 What specific feedback regarding your focus
students do you want from your ME?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
based upon skill level where each group will have can give accurate feedback to the NT
computer time, seat work time and teacher time. during the classroom observation. I will be
During the teacher led time, students will fill out looking at each element of the lesson as it
their graphic organizer, during computer time is delivered, observing general classroom
students will work on creating a picture that ties to management, and how well the objectives
their writing and during seat work time students
are addressed and delivered. I will also be
will be editing paragraphs. My highest group will
looking at how well the students have
work on adding dialogue, my middle group will
been prepared ahead of time to rehearse
focus on transition words and my last group will
some of the strategies being used during
focus on having a paragraph that has a topic
sentence, three details and a closing sentence. this presentation. None of this should be
I want feedback on if the rotations are beneficial to new to the students, as this is on ongoing
the students and to make sure that the needs of all developmental model, and hopefully the
students, but especially the three focus students students will be mid-stream in this
are being met. learning process.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
NEEDS: This student is on the
older side for our class and is
NEEDS: This student is on the the highest reader in my
NEEDS: This student is age 7 and his
younger side for our class and just class with an end of 3rd
father is a Spanish speaker, although his
turned 7 a month before school grade/beginning of 4th grade
mother is fluent in English. His mother
started. She is the baby of her reading level. This student
shared with me that during the Covid-19
family (youngest of 4) and was can be very reserved and
pandemic that this student’s aunt and
recently diagnosed with needing does not take criticism very
her three children moved in with this
speech therapy. This student is a well even though her parents
student and their family and that their
struggling reader and speller. She want her to be challenged
home life is very challenging right now
has also attended our school since academically. Her parents
with so many children at the home and
kindergarten and has struggled have expressed concern over
that the new children have brough
every year. Now the gap is getting if she should skip a grade and
emotional baggage into the family
more significant. This student’s want her pushed, yet the
dynamic. This student has been at our
father works as a firefighter and as student has a hard time
school since kindergarten and is
of now at the end of September communicating her needs or
progressing in his reading and writing
the father has been gone for 4 wants. She is very reserved
skills. He struggles with writing his letters
consecutive weeks straight and the and if she does not do well
appropriately and is reversing letters still.
mother let me know that they do can get very frustrated as
This student also struggles with leaving
not expect him home anytime though she feels the
appropriate spacing in his writing and
soon. This student can often be pressure that is put on her to
fine motor skills of forming his letters.
very attached to me and can take school seriously.
sometimes talk in a baby voice.
FOCUS: In the initial assessment the
FOCUS: This student has the
students struggled to stay on topic. The
FOCUS: In this student’s initial basic mechanics of writing a
student struggled to write sentences that
paragraph the student struggled to narrative paragraph. I want
were grammatically correct or even
write sentences that were to give this student a
legible. I would like the student to focus
grammatically correct and on challenge by asking them to
on creating a paragraph that has a topic
topic. I would like to see this add dialogue to her story
sentence, three supporting details and a
student really focus on the topic at which will add details and
closing sentence. This will be something
hand and I will do this by color creativity to her story
that is focused on during whole class
coding my paper when writing the without giving her a longer
teaching, it will be reinforced when he
example paragraph. I will also assignment. I will give the
works on his graphic organizer and he will
reinforce this idea when the student and the whole class
be able to create a comic style cartoon to
student is working as a whole class of what this would look like
express himself. He really enjoys graphic
during brain storming, working on in my example paragraph
novels so this will be something he
her graphic organizer, and looking and will allow the student to
enjoys.
at her rough draft. practice when she works on
her graphic organizer and her
rough draft.
I would like to see if my focus students especially Focus students were on task in their
number one and two are on task when working in groups, each working independently on
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Specific Feedback
 What additional specific feedback do you want
from your ME regarding lesson implementation?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
small groups or if there is a better way to help them.
I would like my Mentor to let me know if he has any
other suggestions for teaching writing, especially to
my students that are higher achieving since I know
the lower performing students need more practice,
how do I also get my higher performing students to
keep achieving.
LESSON PLAN
OPENING: (8:30-8:35~ 5 minutes) I will show part of
this clip from The Beauty and the Beast
https://www.youtube.com/watch?v=uQ0ODCMC6xs
I will explain how this was my favorite movie growing
up and one of my favorite childhood memories was
The Beauty and the Beast birthday I had.
BODY: (8:35-9:05 ~ 30 minutes) Students will have a
few moments to think about their favorite childhood
memory. Then they will share it with their neighbor
in their partner voice. I will call the students back
together and I will tell them that we are writing a
narrative paragraph on their favorite childhood
memory where we as a class will review the parts of
a narrative paragraph by looking at the anchor charts
in my classroom. I will then ask students how
confident they feel about writing this paper using the
levels of understanding posters in my room. As a
class we will brain storm ideas they could write about
and I will put those ideas onto an anchor chart
poster. Next students will help me create a rough
draft paragraph where I will type the paragraph.
While I am typing the “rough draft” I will broadcast it
to my tv screen so the students can see it. Once we
have the rough draft written, I will ask students to
help me revise the paragraph by looking back at our
first anchor charts to make sure we have all the parts
we need. I will then create the final draft down below
on the computer so students can see my edits. I will
color code the first detail, second detail and third
detail so they match the topic sentence. I will
highlight transition words as well. Once the “final
draft” is done, I will again ask students their levels of
understanding now that they have seen me do it.
their own after some initial distractions,
looking around, briefly agitated by their
peers or the setting, then settling down
and focusing on the assignment. Not
always certain about the direction of the
task, observing others first, then able to
complete their tasks within the time
frame.
The higher achieving student was very
comfortable with the assigned task, and
knew right away how to approach the
assignment in each group. As long as the
teacher can supplement and challenge this
student with additional input, she is quite
content in the classroom. I would add
supplemental reading material for her
when she finishes something earlier, and
assign some special projects that she can
tackle independently from her peers,
perhaps at home, and also become a
special courier when needed without
drawing attention.
The lesson was almost exactly as outlined,
with the opening lasting only 3 minutes, as
the movie clip was cued up so there was
no delay, once she created the “hook”
about her little brother sitting on her
birthday piñata and squashing it flat,
remarking, “sometimes little brothers are
like that”.
There was some attention and focus lost
during the discussion of the rough draft,
however the students were also looking at
the ideas on the anchor chart to stay on
task, and NT used the charts to point to
the answers she was looking for, which
made it easy to spot for all students, who
were eager to be called upon. This section
lasted from 8:38-8:57, with hands raised to
show levels of understanding. The NT was
gracious during this time, but also had
complete control of the class when the
students seemed antsy or bored. The
brain break was perfect timing.
Page 3 of 8
 (9:05-9:10 ~ 5 minutes) Brain break of playing Mrs.
Copp says.
(9:10-9:55 ~ 45 minutes) I will give students
directions about the three rotations we will be doing:
(1) students will be creating a picture on the iPads
that will correlate to their writing, (2) filling out a
graphic organizer that is lead by the teacher and (3) a
station where students will work on editing a pre-
made paragraph with editing marks and then have to
rewrite the paragraph. Students will then be broken
up into three different groups (each group should
have 6 students in it) to start working on rotations.
One rotation will be working on the iPads, one
rotation will be working on students creating a comic
strip detailing their story marks and the final rotation
will be working with me to fill out their graphic
organizers. We will review what is expected when
working in groups. Each rotation will last
approximately 15 minutes.
CLOSING: ( 9:55-10:00 ~ 5 minutes)
-Students will be called back together they will once
again be asked to give their levels of understandings
now that we have been through it and will also be
asked to raise their hands so we can take a poll to see
what people are writing about.
This section was the most interesting to
observe, as the students were in ability
groups, each in a different area of the
class, with only 15 minutes to accomplish
their tasks. I was particularly interested in
how the NT was going to approach each
group, but because of the way she
structured the tasks, two of the groups
could work independently, so she just
monitored those groups from one place so
she could focus on the graphic organizer
station, and the assignments were clearly
explained to each group as they rotated.
There was very little commotion during the
rotations, and students were comfortable
in that setting. The three groups each had
a name, “Alligatgors, Bobcats, and
Cheetahs”. I was quite pleased with the
outcome of this session, as it was more
productive than I had envisioned from the
writeup, which seemed ambitious.
I will be anxious to hear from the NT how
she felt the results informed her
instruction.

STRATEGIES:
-Students are allowed to share with their neighbor so
students who are unsure will be able to check in with
their neighbor before sharing with the whole group.
-We will review parts of a narrative paragraph so that
all students are aware of what we are doing. By
looking at the anchor charts my visual learners will be
engaged and while talking about it my auditory
learners are engaged.
-Creating an anchor chart poster of different ideas
allows students to see what others are writing about
so it can jog their brains. It also gives a reference
point.
-By showing the students my rough draft and final
draft, they are seeing the editing process and hearing
me explain why I am color coding things and putting
things in the order that I am.
-Students are allowed to show their mastery several
different ways. They can edit a premade paragraph,
writing the narrative graphic organizer and finally
with the technology component where they are
creating a picture.

DIFFERENTIATED:
-Students are grouped in a way that a higher
performing student is seated with a lower and a
middle range student so that the students are getting
good feedback.
-Each group that works with me will have a different
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 8
 thing they are working on. It will be written on the
top of their graphic organizer as a reminder to them
and to me. The low group will be working on creating
a topic sentence and three supporting details, the
middle group will be focusing on adding transition
words and my high group will be working on adding
dialogue to their paragraphs.

PROGRESS MONITORING:
-When I ask students for their levels of
understandings, I am checking in to see where each
student originally thinks they are.
-When students are sharing whole class and with
their neighbors I can walk around and see who is on
track and who is lost.
-I will be able to look at their scores from working on
the iPads, I will see their graphic organizers as well as
their editing page.
-Once their rough drafts are completed, I can also
read those to check for understanding.
-The prompt is something that all students can relate
to since they all have a favorite memory.
-Students will be able to help create a story and the
Student Engagement/Learning
 How will you make the lesson relevant to all the
they try and create a very silly story when they help
students? the New Teacher create the example paragraph.
 How will students show progress towards master of
lesson objectives? -Students will show mastery throughout the lesson
by sharing examples during the whole group session
as well as by filling out their graphic organizer, their
work on the iPad’s and by creating their own picture.
Students will be thanked for participating and
showing on task behavior and students who are off
task will be privately talked to so that they can be
Classroom Management reminded of appropriate behavior. Before we get
 How will you maintain a positive learning into the group rotations I will remind all students of
environment with a welcoming climate of caring,
respect, and fairness? what the expectations are and the consequences
 Identify specific classroom procedures and
strategies for preventing/redirecting challenging should they not follow the rules. Students also have
behaviors. the opportunity to earn “Fab Tags” in our class when
they demonstrate outstanding behavior. The tag goes
onto a necklace that they get to wear on Fridays to
show the school their achievements.
Students will be called back together they will once
again be asked to give their levels of understandings
now that we have been through it and will also be
Closure asked to raise their hands so we can take a poll to see
 How will you close your lesson?
 How will you assess student learning and prepare what people are writing about.
them for the next lesson? Students will turn in their graphic organizers so I can
read them and I will determine if we are ready to
start the rough drafts or if certain students need to
meet one-on-one to review.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
EXAMPLE Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
When teacher reviewed worksheet, she asked additional questions of
CSTP 1: Engaging All Students levels of Bloom’s (“Identify 6 problem-solving strategies; pick two questions. Most groups needed revisions for their questions;
analysis and evaluation (“which problem-solving strategy do you
strategies and identify at least one similarity and one difference comparison/contrast was the most common analysis
 In what ways were students prefer? How could you create a math problem that could be solved with
between them”). Groups then selected a strategy and created two question. I need to give them a Bloom’s question stems
engaged? this strategy?”)
math problems to exchange tomorrow. handout next time.
Specific Feedback
 What information can you
I was a little nervous about the
provide the NT regarding See above remarks. See above remarks. timing of this lesson since we
requested special
feedback? normally do this type of lesson
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 8
 broken up over the course of
several days. I thought my
students handled it well since
they knew every step of the
writing process. I’m thrilled to
hear that my students were as
engaged as I wanted them to be.
My Mentor Teacher got to see my
students on a typical day with
their behaviors and expectations.
My students were engaged
watching the video. They love
sharing with their partners. My
CSTP 1: Engaging All students who normally raise their
Students NT has good classroom control, and hands did again when discussing
 In what ways were
students engaged? How knows which students need her the anchor charts and what the
were students not
engaged?
attention, or special focus when not on parts of a narrative paragraph
 How did students task, so she is constantly looking for were. I’m ok with that since it
contribute to their
learning?
their engagement. Students were helps my lower students hear the
 How did teacher and/or eager to participate, and tell their own answers and gives them a visual
students monitor
learning? stories, but no one monopolized the to look at. I still want to draw
 How were the focus conversation. NT uses lots of praise some of my more reserved
students engaged and
supported throughout and thank-you’s as she moves around. students out of their shells but I
the lesson?
am unsure if I should draw names
to force them to answer or if a
more organic flow is better for
this.
I felt as though the use of the
computer and showing the
paragraph on the screen really
helps the students stay engaged
as they are helping writing the
paragraph but are not
overwhelmed having to do the
Because the lesson was so well whole process on their own.
CSTP 2: Effective structured, there was seamless Students and I have talked at
Learning Environment
 How did students and movement between sections, and length about not taking away
teacher contribute to an students did not have time to get very from others opportunity to learn.
effective learning
environment? distracted, so I observed a very Especially since their parents pay
effective learning environment. to send them to a private school.
Introducing iPad’s to this group is
new this year and we’ve been
working a lot on transitions and
appropriate etiquette when
working in small groups. This is
something I want to continue to
work on.
CSTP 3: Organizing By asking questions, demonstrating I thought this was a great prompt
Subject Matter
 What actions of the NT each section of the writing herself on for students to write about since
contributed to student
assimilation of subject
the screen, having the students refer to it was something they could all
matter? the anchor charts, and helping the relate to. I try really hard to find
 How did students
construct knowledge of
students create their own examples of engaging writing prompts to help
subject matter? “who, what, why, where”, there was with their creativity. Since they
 What misconceptions did
students have and how great interaction and assimilation of have done multiple writing
were they addressed by subject matter. The misconceptions assignments this year it was good
the teacher?
were addressed as students were to again remind them of the
giving answers which needed more expectations. I know that they will
clarification by the NT, which created be writing narratives for a long
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CSTP 4: Learning
Experiences
 How were students
supported through
differentiated
instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
time to come and I want to make
sure that they have a good
foundation to add to. Students
were willing to help me create the
another question to be answered.
initial paragraph and anchor
chart, especially one little boy
who is very adamant that he does
not like school.
This was my first year leveling my
writing groups and I think it is
really helping the students. They
each had separate things to work
on during their graphic organizer
time. I wrote it on that paper so it
was a visual reminder but also
could talk about it as they were
filling out their graphic organizers.
This happened spontaneously in the
Since students have worked in
groups, because the differentiated
reading groups this year and last
instruction was built in to each ability
year they were comfortable with
group by the teacher ahead of time,
working in groups. Since I give the
and the students all were immersed as
groups different names either
participants, because no one seemed
animals or types of candies they
lost or unable to work independently. I
do not realize that they are
was able to walk around and observe
working based on level. 2 of my
each group, and each student was
focus students were in the same
engaged in the work assigned, with
leveled group and they were
varying skill levels.
working on adding 3 details to
their writing which is a
foundational skill for writing a
paragraph. My other focus
student was working on adding
dialogue which would be a
challenge for her since she had
already mastered the format for
writing a narrative paragraph.
All but one student completed
their graphic organizer in the time
period given. That student is
already on my radar for a
potential learning disability and
The students were able to self assess was given extra time the next day
their own levels of understanding with to finish it before starting his
hand signals, also during the discussion graphic organizer. I love using the
of the lesson body, there was much levels of understanding to gauge
interaction, and the rotations produced their understanding and I would
completed work to be turned in and say that most of the time they are
graded. I did not observe anyone lost pretty spot on. I’ve told them
or daydreaming during this lesson. before that if they give me a 3 or
a 4 that I could quiz them on the
information so it is important for
them to be truthful. I thought that
the pictures turned out well and
were for the most part on topic.
Section 4: Post Observation Conference
Based upon the given lesson objectives I think that all but one student was able to accomplish this. All but one
student who is in person was able to complete the graphic organizer in time. One student was given more time
to complete this the next day. This one student was not one of my focus students. My mentor and I have
Page 7 of 8

To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
Final Draft 10/7/2020
Rubric Score of 1’s- 61% of students or 11/18
Rubric Score of 2’s- 22% of students or 4/18
Rubric Score of 3’s- 16% of students or 3/18
Final Draft 11/6/2020
Rubric Score of 1’s- 5% or 1/18
Rubric Score of 2’s- 38% or 7/18
Rubric Score of 3’s- 50% or 9/18
Unknown as of 11/15/2020 1 or 5%
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.
already discussed that he has a possible learning disability and his parents and I have already had a conference
to discuss this. We were hoping that since he missed so much of last year due to Covid-19 that he would show
improvement this year. Students loved creating on the iPad’s and working with me in the small group. They did
not love the editing page as much as the others but I think it is a valuable skill for them and something they
desperately need so I will continue to use them.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Pre Assessment Data: 3.5
Pre Assessment Data: 1.75
Pre Assessment Data: 1.6 Post Assessment Data: 3.6
Post Assessment Data: 3
Post Assessment Data: 3 This student drew a beautiful
When I listened to this student
This student’s picture was on topic as he picture of her playing with
share her writing prompt aloud
drew a present. I did have to ask for her dog. Not only did this
she said she was going to write
clarification of what it was. This student student do wonderful job
about a trip to the beach which is
was also able to stay on topic for his final with writing a narrative
what she drew. However, when
draft as well as use a topic sentence and a paragraph she went above
she did her graphic organizer she
closing sentence. and beyond and added
wrote about Christmas.
dialogue.
Seeing that focus student number 2 did not stay on topic I wonder if I should have had her group write first and
then draw. I was thinking that if they drew first it would help create the image/memory in their head so writing
their graphic organizer would be easier. I may need to have the rotations go in a different order. I would like to
add something to stimulate my more advanced students.
1. Students were engaged
2. Students were successful at each step of the way
3. Students were working well with their groups and cooperative in their groups
1. I think breaking this lesson up into multiple days for the students so they may have been a little tired at
the end.
2. Continued writing and editing skills for the students. Looking at those papers which were at a 1 st grade
level show that they still need help with this. More modeling needs to be done.
3. I’ve spoken with the 3rd grade teacher about where she needs these students at for writing, but I would
like to have her come in and observe a lesson so the transition to 3 rd grade will be easier.
I would like to have a follow up one-on-one meeting with the student who scored a 1 on his final draft. He was
not a focus student but it has become evident that he needs more one on one attention to bring his writing up.
His parents are aware that he struggles in school but through this it is apparent how much he is struggling. His
paragraph was on falling of a slide, but then talked about Halloween, Thanksgiving and Disneyland being closed.
Another student that was on my radar before this was a student who had mentioned that the letters on the
page move. He did improve on his score but while he was not a focus student he is needing more attention and I
have spoken to my Mentor about setting up additional testing for him to see if he is dyslexic.
My next steps will be do have the students write their final narrative about their turkey escaping before
Thanksgiving. After Thanksgiving break we will start working on opinion pieces so this will be my final chance to
work on narratives on a large scale like this before we review in the month of May.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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