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 dates 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

Alexandra Rozak alexrozak@csu.fullerton.edu all TK

Mentor Email School/District Date

Elisa Liljeberg eliljeberg@stischoolcypress.org Diocese of Orange 3/16/22

Content Standard Lesson Objectives Unit Topic Lesson Title

RF.K.1.d
Print Concepts: Recognize and
name all upper- and lowercase
letters of the alphabet. {group 1}
RF.K.3.a
Phonics and Word Recognition:
Demonstrate basic knowledge of
letter-sound correspondences by
producing the primary or most
frequent sound for each
consonant. {group 1}
RF.K.3
Know and apply grade-level
phonics and word analysis skills in
decoding words. {group 2}
RI.K.1
With prompting and support, ask
and answer questions about key
details in a text. {group 3}
RI.K.2
With prompting and support,
identify the main topic and retell
key details of a text. {group 3}
RF.K.4
Boys and girls today you will be Centers-Learning letters/ Letters and sounds/blending and
learning about letters and letter blending/reading reading/reading and comprehension
sounds. By the end of today’s
lesson, you will be able to
remember the letter of the
alphabet and the corresponding
sounds by stating the letters
and sounds that are on the
flashcards repeatedly. (group 1)
Boys and girls today you will be
learning about how to blend
words. By the end of today’s
lesson, you will be able to
understand how to blend
unfamiliar words by describing
the sound that each letter
makes and putting them
together. (group 2)
Boys and girls today you will be
learning about reading short
books and understanding what
you read. By the end of today’s
lesson, you will be able to apply
your knowledge reading skills to
read emergent readers by
interpreting letter sounds, sight
words, and blending words to
read them and understand what
you read. (group 3)
Read emergent-reader texts with
purpose and understanding.
{group 3}

L.K.4.a
Vocabulary Acquisition and Use:
Identify new meanings for familiar
words and apply them accurately
(e.g., knowing duck is a bird and
learning the verb to duck). {group
3}

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 into prominence
Skills are developing as
NT investigates and
examines pedagogical
practices
Skills are applied as NT Skills are refined as NT Skills are polished as NT
makes combines elements into expands ability to add
increased relevant a cohesive and unified new methods and
and suitable use of pedagogical repertoire strategies into
pedagogical choices pedagogical repertoire

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and
2.)

4 4.2 Establishing and articulating goals for 2 Communicates learning objectives for a single lesson to students based on
student learning content standards and available curriculum.

5 5.2 Collecting and analyzing assessment
data from a variety of sources to inform
instruction.
2 Collects a variety of formal and informal assessment data on student learning.
Follows required processes for data analysis and draws conclusions about
student learning.
2

Section 2: Pre-Observation Conference

Focus Students Focus Student 1: English Learner
• Summarize critical
needs and how you Focus student 1 struggles with
will address them identifying letters and sounds. When
during this lesson. asked the student will say the letter is a
number. Many letters are “a”. I want
the student to be able to know all
letters so she can move on to learning
sounds. I will have the student partner
with another student in the smaller
group so the student is more
comfortable. The student gets
distracted so I will sit the student in a
less distracting spot. I will also do a lot
of repeating.
Focus Student 2: Student w/ILP/504
Focus student 2 is in my middle group
and knows all letters and sounds. Is
working on blending. The student
struggles with paying attention in
group settings. Is better when he is one
on one. Small group will help. I will
have him sit in a spot that is not
distracting. The student has a hard
time following directions and keeping
his hands to himself. For behavior
management I will use class dojo and
will give praise and stickers.
Focus Student 3: Your Choice
Focus student 3 can read. The student
struggles with staying focused and
completing work. The student is
capable of completing the work but
cares about their classmates so much
that the student does not complete in
given amount of time. I will sit the
student where they cannot see the
other students. I will have them do
little chucks of reading at a time.

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 Emphasis This is a great area to focus on. Flexible grouping will
• What is your inquiry focus My inquiry focus is “Will data-driven groups improve allow you to target the specific skills that only some
and/or special emphasis? letter/sound/number recognition and reading skills?” students need to work on. I think your plan is sound.

This lesson is during centers and students are in

 • 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?
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?
targeted learning groups to help improve skills
students need improvement on.
Does my plan seem helpful in meeting students'
needs? Can I change or add anything to the plans?
In addition to what you have planned here are some
How can I help focus student 1 with retaining the other ideas:
letters? Do you have any strategies for getting This is a website with free materials.
students focused? How can I change my lesson to https://www.dyslexiclogic.com/
engage the students?-games? For letter recognition it has an Amazing Alphabet
section with fade out animation and a motion for
each letter.
https://www.dyslexiclogic.com/amazing-alphabet-res
ources
After having them look at the progression of the
letter from a picture to just the letter itself, introduce
the motion. Then have them finger draw the letter in
a shallow bowl of dry rice. You can also prepare a tub
with just two or three letters and have the child sort
them. Make sure that only one of the letters is one
that the child is struggling with and that the other
letters are ones that the child recognizes with
automaticity.
Reassessment is key so that you know if students are
Are my small group plans beneficial to the students’ responding to the re-teaching and so that you can
learning? As we continue with these groups I plan to shift the focus to other skills as needed.
reassess and regroup, incorporate games and other
fun ways for learning. Do you have any ideas for this?
How many lessons will you teach in small groups
The lesson is structured by opening with the before re-assessing the students? I plan on
objective, review what we have been doing in the reassessing every few weeks.
centers, and modeling letters and sounds/ blending/
and reading, in the body students are working on the
skill needed to further their reading skills, and the
closing is students stating what they learned and to
discuss with an adult at home.
Each center is targeted and students will be doing
different tasks. Practice with the goal will help
students improve.
I will observe students and take notes. Repeating and
reteaching as needed. With the results of this lesson I
will create the next day's centers.
Does the leveled reader contain the sound spellings
For the beginning letter group I will have the pictures that your students have been exposed to? yes
on the letters of things that interest the students. For
the second group- the words will be of what they like
to play or do. The third group will read a level reader
 that is of their interest.

• How will students show Students will show progress by recognizing the letters
progress towards master of and sounds, being able to blend, and reading and
lesson objectives? comprehending to be able to take the AR test. ESGI
will track student data and how they are doing.

Classroom Management You have a tiny classroom so noise from students at

• How will you maintain a positive
learning
environment with a
welcoming climate of caring,
respect, and fairness?
I will maintain a positive environment using other activities can impact you and your students’
cards with students’ names on them to answer ability to hear during the small group instruction.
questions. I will call on different students so I
know if all students are understanding what is
being taught. If students get the answer wrong
we will be kind. Classmates can explain why they
think the answer is a different one in a kind,
positive way.

• Identify specific classroom I use a bell or doorbell as a quo for students to

procedures and strategies for
preventing/redirecting challenging
behaviors.
refocus. Students receive Dojo points and at the
end of the week, they get prizes for their great
behavior. If students are not listening after 2
warnings then they can lose a Dojo point.
Throughout the lesson, I move students to sit in
a better spot for students not to be distracted. I
tell students out loud who is getting a Dojo to
see if others will follow their lead. When I take
away a point the students hear the sound but I
do not call the student’s name out.

Closure
• How will you close your lesson?
• How will you assess student
learning and prepare them
for the next lesson?
Each student will state one thing they learned and
asked to speak with an adult at home about it.
I will use ESGI, if students are showing improvement I
will move groups around.
You can run reports in ESGI that show you what skills
students need to work on. It will allow you to see
which skills have the lowest number of students
mastering that skill.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on

Lesson Delivery
Teacher Actions Student Actions

EXAMPLE When teacher reviewed worksheet, Student groups answered worksheet Students completed the worksheets
CSTP 1: Engaging she asked additional questions of questions that included all levels of and were able to ask questions. Most
All Students • In analysis and evaluation (“which Bloom’s (“Identify 6 problem-solving groups needed revisions for their
what ways were problem-solving strategy do you strategies; pick two strategies and questions;
students prefer? How could you create a math identify at least one similarity and comparison/contrast was the most
engaged? problem that could be solved with one difference between them”). common analysis question. I need
this strategy?”) Groups then selected a strategy and to give them a Bloom’s question
created two math problems to stems handout next time.
exchange tomorrow.
Specific Feedback Try using Elkonin boxes. It can build The second group was high energy and Group 1- was getting distracted. I have
• What phonological awareness skills by they would probably enjoy having the group do a lot of repeating to help
information segmenting words. You can use fun something tangible in their hands to remember the letters. The group became
can you tokens and change them out manipulate. more engaged when using the website
provide the
thematically throughout the year. and the letters changed from picture
NT regarding
requested form to letter form. Group 2- had a lot of
special energy and would guess words based on
feedback? initial sound. Group 3- read and
answered comprehension questions.

I like this- I plan on implementing this. I

have whiteboards that have this, so that I
can easily change the words for students
to use tokens as they are saying the
letter sounds and blending them.

CSTP 1: Engaging She used the website to engage First student-Engagement shown with Group 1- students were getting
All students. Had students repeat the finger tracing the letters. She did get distracted with students at their own
Students sounds and blending. Explained the distracted by the other students at their centers. Once using the website
• In what ways
directions and explanations well for all centers. Her eyes started wandering https://www.dyslexiclogic.com/amazing-
were students
engaged? How students to understand. She reviewed around instead of looking at the letters. alphabet-resources to show the change
were how to blend when students started to from letter with picture to just picture
students not guess the word based on the first letter Focus student 1- tangible letters the the group was more interested. They
engaged? sound. student traced the letters as was saying loved the transformation. I had them
• How did the letter name. Used the website so repeat between letters. Group 2 did a
students can see the change in the letters great job and were really excited to blend
contribute to and read. Some students were just
their learning?
Focus student 2- blended the letters. guessing words that started with the
• How did teacher
and/or Was happy and enjoyed being with beginning letter. Group 3 students read
students friends. Improving blending skills the book fluently and were able to
monitor answer questions.
learning? • How Focus student 3- stayed focused and
were the focus read the whole book without problems.
students engaged
and
supported
throughout the
lesson?

CSTP 2: Effective The classroom is beautiful, engaging, Students and teachers quickly moved to I made sure to explain to all students
Learning and materials are relevant and in easy their areas and got started. The before moving into the center what they
Environment reach for students and teacher access. expectations of who needed to be were expected to do at each center.
• How did where were very clear. When students were called to rotate it
students and
moved smoothly.
teacher
contribute to an
effective
learning
environment?

CSTP 3: Organizing The teacher paused and had students Students did confuse letter sounds with Starting with going over the target skill
Subject Matter slow down and listen to the question letter names, the teacher paused and with the student before starting and
• What actions of again. She checked in to confirm that made sure students knew what ensuring that they understand the goal
the NT they knew what she was asking for. information she was asking for. makes the time more effective. When
contributed to
student students needed help I stopped and
assimilation of made sure directions were clear. Help the
subject students and have them repeat to help it
matter? stick with them.
 • How did
students
construct
knowledge of
subject
matter?
• What
misconceptio
ns did
students
have and
how
were they addressed
by
the teacher?

CSTP 4: Learning Positive opening with group two Students were either engaged in play Students were split into three
Experiences reminding students that they know so and socialization or were at the center differentiated groups. Each group worked
• How were many letters and are ready to learn even with the teacher working on a targeted at their level. Group 1 works on
students more. lesson. They had materials relevant to identifying letters and sounds and stating
supported
through their individual needs. and repeating them. Group two blended
differentiated the sounds and read the word. Group 3
instruction? read a book.
• How did
students
participate?
• How did the
NT contribute
to student
learning?

CSTP 5: Assessing The teacher practiced with students Called out answers, pointed to letters, Students did a good job blending and
Student Learning until they demonstrated that they could produced letter sounds, read words, reading. Group 1 struggled with
• How did give accurate answers consistently. The identified initial sounds… identifying letters. They need continued
students teacher followed up in subsequent days support and daily practice. Started daily
demonstrate
achievement with individual assessments to ensure pull out sessions to ensure growth.
of lesson students were retaining the targeted
objectives? skills.
• 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. Page 2 of 3
Section 4: Post Observation Conference

To what degree did They seemed to understand the lesson but we are continuing to practice the skills each week. Group 1 needed more help.
students achieve One day knews the letter the next day does not. Group 2 was able to blend the letters sounds together to read the words.
lesson objectives? Group 3 was reading with fluency and is ready for hard reading and more comprehension questions.

To what degree did Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
 focus Did not demonstrate a level of
students achieve lesson engagement or understanding I was
objectives? striving for. The student needs much
more practice and help. My plan is to
work daily to improve these skills with
other hands-on tools.
Student 2 needed more one on one Student 3 stayed focused and was
help but was able to blend the words. able to read with no problems. I am
Going to work on blending and reading continuing to have him read and take
the words all together. AR tests for comprehension.

What would you do First student-focus on one letter she doesn’t know and one letter she does know. Compare the shapes of the two letters.
differently next Ask her to point out features that vary and touch them-such as points, round parts, lines. Try having your aid work with her
time? one to one during calendar with the rest of the class.

What were three -Group 3 was able to read and understand what they were reading and were engaged
top Lesson -Group 2 was able to blend and read words and were engaged and involved in their work
Strengths? -Over all students were working and learning the best they could and work was targeted to their individual learning needs

What were three top -I need to give everyone in the group materials for the segmenting and blending
areas for https://www.readingrockets.org/atoz/1138/video
improvement? -Constant interruptions from a particular student-rethink what she could be doing when you are having small group work.
-come up with better non- teacher centers

What are next steps? -Have students use rice to print letter and say sound /rainbow writing/cards/book/in room-physical/ toy in bin
- Have and exit ticket- letters on door- say letter and sound

Other Comments/Notes

Overall the lessons went well. Students learned and were able to recall their learning. I look forward to seeing the students' continued progress.

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to
course instructor. Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 3