Fullerton Online Teacher Induction Program

P​re/​O​bservation/​P​ost 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
rd
Erin Kelley Erin.Kelley@smaa.org Reading 3​
Mentor Email School/District Date
Sheri Basil Sheri.Basil@smaa.org St. Mary’s School 10/25/20
Content Standard Lesson Objectives Unit Topic Lesson Title
CASS.3rdgrade.readinginformational
texts.2
The students will be able to
Determine the main idea of a text; Finding the Main Idea of a
identify the main idea and 3 Sharing the Planet:
recount the key details and explain Nonfiction Text
supporting details in a text.
how they support the main idea.

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 just coming Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
into prominence investigates and examines pedagogical increased relevant and suitable use elements into a cohesive and unified to add new methods and strategies into
practices of pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description​ (Identify both teacher and student rating for CSTP 1 and 2.)
I am not entirely positive what it means to have a learning
environment that supports diversity. While I do encourage
2 Creating and 2.2 Creating physical or virtual diversity of thought by encouraging multiple ideas from different
Maintaining learning environments that students rather than just one opinion, I’m not positive if I do that
Effective promote student learning, reflect often enough for the sake of time for my lessons.
Exploring
Environments diversity, and encourage
for Student constructive and productive I also am struggling to balance student interactions. I prefer
Learning interactions among students students to work in small groups over whole-class work, however
managing each group and making sure they are on task and
focused is something I am still learning.
3 At the beginning of every unit we assess the students to see where
Understanding the students are at with specific skill levels and prior knowledge.
3.3 Organizing Curriculum to
and Organizing We use this information to guide our lessons. For example, if we
facilitate student understanding Applying
Subject Matter are teaching how to summarize a text and as a whole, the
of the subject matter
for Student students put in too many details, we will shift our focus on finding
Learning what is most important.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
There is a small group of
For any English Language Learners students who are reading One student needs quite a few
Focus Students (ELLs), instead of paraphrasing significantly below grade level breaks, so after reading the
● Summarize critical needs and how you will
address them during this lesson. their supporting details, these due to dyslexia, so they may article, the student may “go
students can use sentences straight work on the assignment in their wash their hands” or take a
from the text. small group given additional time note to another teacher, etc.
with the instructional assistant.
Part B: ME Feedback
Part A: NT Reflection
Provide feedback on lesson plan reflection.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7
 Use questions to guide reflection on the lesson
plan.
- My focus is particularly having
students find details that support the
main idea. We started the year
learning how to find the main idea,
and in the previous post assessment
in the school year’s first unit, the
majority of students were able to
Coming back together at the end of the
determine the main idea in a
lesson will encourage student engagement.
Inquiry Focus/Special Emphasis complete sentence.
● What is your inquiry focus and/or special emphasis?
They will be held accountable for their
- These students love to work in small
● How will you incorporate the inquiry focus and/or special work and will be focused on the activity at
emphasis into the lesson? differentiated groups. I will choose
● What specific feedback do you want from your ME? hand.
the groups prior, however, to give
students choice, they can pick from
They can also highlight the text if possible.
one of the different texts provided to
them at their reading level.
- I would appreciate feedback and
ideas on how I can make this more
than simply a pencil and paper
activity. Is there a way to make the
students more active in the lesson?
- I always wonder, if a handful of my
Make time to support those not-at-grade
students are not reading at grade
level with the concepts of main idea and
level, do I worry about teaching some
Inquiry Focus/Students
details with books and passages at their
of these higher level concepts, or
● What specific feedback regarding your focus students do you reading level. Resources for these skills are
want from your ME? should I focus my time with them
available and with additional scaffolding
building foundational reading skills?
for readers who are yet to reach grade level
Should my expectations and
skills.
assessments be adjusted?
- How can I make this a more engaging
activity?
Specific Feedback - Besides differentiating reading level Perhaps offer to the students an option to
● What additional specific feedback do you want from your ME and using the sentences straight add illustration in addition to writing the
regarding lesson implementation?
from the text verses paraphrasing, main idea and details.
how can I differentiate this lesson to
best meet the needs of my students?
- I will begin the lesson by recalling the
students’ prior knowledge…we made
book marks with tips to find the main
idea. They learned that you first ask
two questions: What is the topic?
And What about the topic?
- We will review by reading a short
passage as a class and finding the
You will want to circulate among the
Instructional Planning main idea.
● How is the lesson structured (opening, body, and closing)? students and groups to determine those
● What varied teaching strategies and differentiated instruction - The students will be put into
will help students meet lesson goals? students who need additional support.
● What progress monitoring strategies will be used? How will
differentiated reading groups and
Perhaps buddy them with a student who is
results inform instruction? they will have to read a text of their
better skilled.
choice and determine the main idea
as a group. Then they will have to go
back and find sentences that support
the main idea.
- We use a graphic organizer called
“boxes and bullets” in both planning
out their writing and for finding the
main idea of a text. They will turn in

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7
 the graphic organizer for a quick
check before the end of the lesson.
- We summarize and retell stories all
the time. We summarize when we
tell someone what a book is about,
sharing the plot of our favorite
movies, etc. This skill has real life Paraphrasing is an appropriate challenge
application. activity for at grade-level students.
Student Engagement/Learning
● How will you make the lesson relevant to all the students? - Finding the main idea of the text is Additionally, allowing those students not
● How will students show progress towards master of lesson the first level of success. Then if they ready to paraphrase to copy text straight
objectives?
are able to find 1-3 supporting details from the book is an appropriate support
directly from the text, they are on strategy.
their way to being at grade level.
Finally, the students should be able
to paraphrase information from the
text .
- Having groups of students who are at
a similar level will maintain a positive
learning environment because they
will be able to work together to
accomplish the task at hand.
- Students will be reminded how we
disagree with our peers by saying
phrases such as “I’m not sure I agree,
could you explain why you think that
Classroom Management is a supporting detail” instead of just Your planning demonstrates awareness of
● How will you maintain a positive learning environment with a saying they are wrong. your students. Your planning demonstrates
welcoming climate of caring, respect, and fairness?
● Identify specific classroom procedures and strategies for - I will be walking around to assist you allow the students to determine their
preventing/redirecting challenging behaviors.
groups and redirect any off-task work environment.
behaviors. Students will know that
any incomplete work due to a lack of
focus or effort becomes homework.
Also, due to the precautions of Covid,
the students know that if they do not
work productively in small groups
(which they love) then we have to go
back to whole group where there is
less academic choice.
- Students will earn the chance to
share their main ideas and
supporting details with their peers
Closure What are your plans for those students not
● How will you close your lesson? from other groups.
● How will you assess student learning and prepare them for the
yet meeting the objectives? What is the
- I will collect the graphic organizers at
next lesson? follow up?
the end of the lesson to see where
the students are at individually and
as a whole group.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included Students completed the worksheets and were able to ask
EXAMPLE When teacher reviewed worksheet, she asked additional questions of
all levels of Bloom’s (“Identify 6 problem-solving strategies; questions. Most groups needed revisions for their questions;
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you
pick two strategies and identify at least one similarity and one comparison/contrast was the most common analysis question.
● In what ways were students prefer? How could you create a math problem that could be solved
difference between them”). Groups then selected a strategy I need to give them a Bloom’s question stems handout next
engaged? with this strategy?”)
and created two math problems to exchange tomorrow. time.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 7

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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
My unsolicited feedback is to use
a dark marker or pen instead of a
pencil to ensure what you write
and display on the overhead
projector is more visible.
The students received feedback
throughout the small group time.
The feedback from the NT
provided the students with
knowledge as to how well they
The NT met with each small group. were identifying the main idea
Next, NT read what each group wrote and supporting details.
as the main idea of the article, and
then NT asked guiding questions to I witnessed much student
continue the thinking and work engagement as there were many
performed. students who volunteered to
share what their group had
The NT spent a longer time with the determined to be the main idea
below-grade level readers. This group or a supporting detail.
was given more direct feedback as to
what to write and why. Splitting the same sheet into two
so the students could evaluate
what they wrote was beneficial to
students who were less confident
as well as reinforcing for those
more capable students.
One way all students were
engaged was that they were in
groups of 3 students. They were
such small groups that they had to
work together and brainstorm
with one another to determine
the main idea and supporting
details.
Also, all three students were held
accountable for writing down the
main idea and supporting details
They glued them into their own
reading notebook at the end of
the lesson.
While the groups were small and
worked out well in most cases, a
couple of the groups had
members rely on their teammates
to do the ‘heavy lifting’. Next time
I can put those students who
maybe needed extra support or
were less engaged into one group
and spend a few extra moments
with them to make sure they
understand the task at hand.
Students contributed in their
learning because they were solely
responsible for determining the
main idea of the text. Since we
have already practiced finding the
main idea of the text at the start
of the year, the emphasis on this
lesson was finding strong
supporting details. If the students
needed direction, I would help
them write out the main idea, but
the supporting details were up to
them to find.
The focus students were engaged
because the groups were put
together based on how well
students work together, so these
focus students were partnered
with a leader who helped guide
them throughout the lesson, while
holding them accountable for
their own work.
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CSTP 2: Effective Learning
Environment
● How did students and teacher
contribute to an effective
learning environment?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
First, we read the text together.
This helped all students have an
equal playing field. The students
in third grade who are still
learning to read are now able to
follow along in the text since their
The NT circulated and met with each classmates read it aloud to them.
The students worked quietly and
small group, at least twice, to This allowed those students to
respectfully. The students were
determine their level of focus on the concepts and
familiar with the expectations of
understanding and then the NT comprehension than on fluency
small group time.
provided guidance and direction. and phonics, which was important
for this specific lesson. These
students were then able to
participate and feel successful
among their peers and their peers
then were able to share the
workload.
First, we read the text together.
Then we spent some extra time in
the text independently where the
students did a comprehension
check. They had a fill in the blank
vocabulary activity as well as a
mini quiz at the end. We went
over it together.
Then we reviewed what the main
idea and supporting details were. I
reminded the students that we
had learned and practiced finding
The NT displayed and read aloud the the main idea already this year,
The students were currently in
instructions. The NT reminded the that we made a bookmark. We
the middle of a month-long unit
students of the work to be reviewed the two questions we
of inquiry on the water cycle.
performed. Finally, the NT asked the ask ourselves when finding the
Also, the students had earlier
students to get out their bookmarks. main idea “what is the topic?” and
studied identifying the main idea
The bookmarks had been made by the “what about the topic?”
and details. Students were able
students earlier in the year and the
to use their prior knowledge and
bookmarks highlighted how to Finally, I designed groups that
apply it to the task.
identify the main idea and supporting would best support level, ability,
details in text. and cooperation.
NT asking the students guiding
questions demonstrated to
NT asking the students guiding Students had to write down their
students and NT the level of
questions demonstrated to students learning in what we call “Boxes
assimilation of the subject
and NT the level of assimilation of the and Bullets”. In the box, they
matter.
subject matter. write the main idea and the bullet
points are where they write their
supporting details.
Some students’ misconceptions
were how many supporting details
they needed. As I would walk
around, I would remind the
groups that since it was a short
text, we only would need 3
details. I also reminded students
that the details need to support
the main idea, and if they were
having a difficult time finding
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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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017.​ Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
sentences and paraphrasing them
into their own words, then they
needed to go back and adjust
their main idea.
NT displayed and then instructed the
students to use the top half of a
recording sheet to write the main
idea and supporting details while the The students were supported by
students met in small groups. As a having small groups with a low
wrap up/revisit, the NT displayed and medium high student as well as
wrote the main idea and supporting considering social dynamics.
details on the bottom half. This During small group time, students
strategy supported students who shared their ideas with each All students were responsible for
struggled with independently other and among themselves writing down the main idea and
identifying the main idea and/or identified the best responses. supporting detail on their own
details or paraphrasing. paper, so even if they were having
After small groups, the students a hard time determining what
Students were asked to share their were able to share, whole class, those could be on their own, they
answers from their group work. what their group identified as the at least got the practice of
During this whole class share, the NT main idea and supporting details. listening and writing it down. Also,
gave positive recognition to each at the end of class, we went over
student for their response, and once the main idea as a class and they
ALL students who wanted to had added/adjusted their thoughts
shared, the NT wrote down the best below on the same paper.
responses in order for all students to
copy that information onto the
bottom half of their paper.
This lesson was more of a
formative assessment. I have
already taken a summative
assessment of this skill about a
month ago. That summative
assessment showed me that the
students understood how to find
the main idea, but the bigger
struggle was in finding the
supporting details. This lesson
confirmed that this is the direction
The activity was challenging for we need to take over the next
some students to identify what to couple months in this unit.
The NT reminded the students of
highlight, however, the students
what they have learned about the
received encouragement and Overall this lesson was very
water cycle and the three main
guidance, and the more advanced successful for the students. THe
processes. This guidance assisted the
groups were guided with how to biggest struggle the students
students in determining the
rephrase the supporting details encountered was determining the
supporting details.
instead of copying verbatim from 3 MOST important details from
the text. the text that coincided with the
main idea. There was a disconnect
there with some students that will
be focused on in the next few
weeks.
Reviewing how to find the main
idea and supporting details at the
start of the lesson contributed to
the success of the students. Also,
walking around from group to
group also made it so the students
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To what degree did students achieve
lesson objectives?
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?
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.
could ask questions and I could
monitor if any students were way
off base or needed redirection.
Finally, coming together at the
end of the lesson to share ideas
and review allowed the students
to reflect and provided one more
opportunity for learning.
Section 4: Post Observation Conference
The students were overall successful, especially since we reviewed the activity afterwards. They definitely
need more practice finding and paraphrasing supporting details, however they definitely demonstrated
progress.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I have a small handful of
students who are dyslexic. They
My ELL was successful in this Since this activity was broken
were able to contribute ideas to
activity. Spelling/grammar was not up into different parts and
their group discussion, but
the focus, so I encouraged him to there was a lot of movement,
struggled in going back into the
focus on the task at hand, finding this student who typically
text to find supporting details.
the main idea and supporting needs a lot of breaks was able
They meet with an extra support
details. Since this student was with a to focus on the lesson at hand.
teacher throughout the week, so
group, he was able to paraphrase (or He did need some redirection,
they were able to review this
at least write down what he and his and was given a couple breaks.
activity one on one to gain better
group paraphrased together.) All in all, he was able to
understanding. Overall, the
Overall, I would say he was complete the lesson with his
comprehension was there, they
successful in this lesson. group with success.
just need extra support in their
fluency.
I would put them into their groups, let them find the main idea, then discuss it as a class before they
move onto the supporting details. If their main idea isn’t correct, than the rest of the lesson falls apart.
1. Reading the text together prior really equaled the playing field for the students.
2. The students love to work in small groups , they were able to contribute ideas, have a discussion,
and complete the task with success.
3. Coming together at the end to reflect allowed for all students to leave the lesson with the same
level of understanding.
1. Some students relied too heavily on their peers to carry the workload for them.
2. Some groups (and students within groups) finished significantly quicker than others. I did have
activities planned (books to read on EPIC)
3. I could have spent a few more minutes at the start reviewing how to find supporting details. I
reviewed the main idea, which they had a better understanding of at the start than supporting
details.
As the weeks progress, students independently, in small groups, and whole class instruction will be focusing
on main ideas and paraphrasing supporting details of a text. We will do similar activities with the boxes and
bullets, but we can try different strategies as well.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
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