FALL 2020- ST1 BINDER

Student Name :

Caruso, Samantha

POP CYCLE

Complete this form after each Pop cycle

Site Coordinator Name*

Deborah Harris

Teacher Candidate Last Name*

Caruso

Teacher Candidate First Name*

Samantha

Teacher Candidate's TEA ID Number*

2307095

First Day at Placement/Beginning of Assignment*

08/19/2020

Last Day at Placement/End Date of Assignment*

05/07/2021

Assignment Type*

CLIN 141 - Clinical Teaching (Student Teaching)

Performance Assessment*

Semester 1, PA 2

If selected 'other,' then please specify

Date of Pre-Conference*

10/27/2020

Observation Date*

10/29/2020

Observation Start Time*

 8:37

Observation End Time*

9:31

Duration*

54 minutes

Observation Evidence
Collect evidence from the observation (e.g. time stamps, quotes, observations of TC, MT, and students, etc...)

Dimension 1.1 Standards and Alignment*

Dimension 1.4 Activities*

Dimension 2.1 Achieving Expectations*

Dimension 2.2 Content Knowledge and Expertise*

Dimension 2.3 Communication*

Dimension 2.5 Monitor and Adjust*

Dimension 3.1 Learning Environment*

Dimension 3.2 Managing Student Behavior*

4.2 Goal Setting*

Date of Post-Conference*

11/05/2020

REINFORCEMENT
null*

2.5 Monitor and Adjust

Reinforcement Evidence*

Objective – TSWBAT identify and use double consonants to solve multisyllabic words.
Reinforcement:
Set expectations f or read aloud – “look closely, listen carefully, …”
Used “check check” to refocus students
When reading good in ection of voice. Used document camera to show book as she read it. Students were attentive. Giggled
several times as she read the book.
She had the students reread the book with her
Close our eyes and think -What do you notice, think in you head -good wait time
Turn and talk to a partner - I think ____________ because _____________.
She presented the word little, if this were a tricky word lets look at how we can break it apart with the tt, double consonants Lit tle,
say it with me, now lets clap as we say it.
She repeated the process with kitten; break it apart where the two consonants in the middle of the word kit ten; lets say it and clap,
now lets push it together and say it and clap.
She repeated- missing. Same process
The students went to groups – three in group- they were given ve words- they were to repeat the process on each work
Eyes on me
The groups shared
She then read another letter – what happens if the double consonants were at the end of the work all-
what if there were two vowels in the middle of the word, look
The class decided the rules to separate only applies to two consonants in the middle of the word
Sequence of lesson was logical way for students to learn.

REFINEMENT

Re nement
TC's area of weakness during this observation*

3.2 Managing Student Behavior

Re nement Evidence*

The students were mostly well behaved and on task. She had the students stand at times. She had them clap their hands as they
stated the words. (her mentor teacher suggested this)
Continue to work on teacher voice

NEXT STEPS

What actionable next steps can the Teacher Candidate implement to improve in the re nement area marked above?*

Just continue to teach as much as possible. We are discussing student management in class.

Additional Comments

Samantha is organized and she is well prepared. She has good rapport with her students and mentor teacher.
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Deborah Harris

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GRADE

Grade: