Emma Bierwert

ITE 390
March 12, 2019

Formal Observation Checklist

(Padua)
Spring 2019

Key Information Due Date Time

First draft due February 25, 2019 11:55 p.m.
(10 days before observation)
Pre-conference February 26, 2019 11:00 a.m. – 11:40 a.m.
(1-2 days before observation)
Final Draft Due March 17, 2019 11:55 p.m.
Observation Date March 7, 2019 9:00 a.m. – 10:00 a.m.

Post Conference March 11, 2019 8:00 p.m. – 8:30 p.m.

(no later than 7 days after the
observation)

Before Observation

Speak to MT about my lesson and decide on an observation time.

Schedule observation on my supervisor’s shared Google Calendar.
 Include your name as an invitee.
 Create three notices (1 week via email, 2 days via email, 2 hours notification)
Design lesson plan. Ensure all handouts, activities, URLs, student assigned readings are
included in the lesson plan. Power points and student text can be submitted as separate files.
Save those files as:
Power Point: Lastname_obs#_pwrpt_date.pptx
Student text: lastname_obs# (shortened title).docx or .pdf
Upload my lesson plan draft to my supervisor at least ten days before my scheduled
observation. ITE 390>Dropbox>Formal Obs2_date.
The date saved should is based on submission, NOT the date of your observation. Click send
email notification.
o Save as lastname_obs2_date.doc OR .docx
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Send a draft copy of the lesson plan draft to MT at least ten days before my scheduled
observation. Ask MT if he/she would prefer a print or digital copy.
Conduct preconference with my supervisor (in person, phone or via virtual office).
Complete the following:
 Identify Borich lens: Studying Classroom Management
 List Borich instrument for use by field supervisor: Instrument 4.1

Identify which students do not have permission to be recorded on video. Determine a seating
location for them to sit during the lesson, where they will not be recorded.
Upload a copy of the final lesson plan draft by 10:00 p.m. in the ITE 390>Dropbox. The date
saved should is based on submission, NOT the date of your observation. Click send email
notification.
o Save as lastname_obs1_date.doc OR .docx
Give a print/digital copy of your lesson plan to your MT

Observation Day
Provide MT and supervisor with a copy of the Borich instrument
Record entire lesson (if needed)

After Observation
Meet with my supervisor for a lesson debrief (within one week).
Complete Obs 2 questions (see questions at the end of the Assessment A lesson
plan)
Post the formal lesson observation assignment to Laulima due date.
o Save as lastname_obs1_date.doc OR .docx
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Lesson #3: Tadpoles vs. Frogs - Habitat

Part I. Context of Learning

Name: Emma Bierwert Grade: Kindergarten

Date: March 7, 2019 Content Area: Reading, Writing, Speaking and

Listening, Language, Science
Duration: Two days, Day 1: 55 minutes
Day 2: 45 minutes
Materials needed (2c: Managing Classroom Procedures)
 From Tadpole to FROG by Wendy Pfeffer
 Tale of a Tadpole by Karen Wallace
 Frogs! by Elizabeth Carney
 1 chart paper
 Markers (teacher)
 23 Tadpoles vs. Frogs – Habitat handouts
 Crayons
 Elmo
 Picture resource (habitat)

Part II. Curricular Information

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why
the skills and knowledge are important for students to develop. Include prerequisite student knowledge
required to meet lesson outcomes and relationship to future learning
(1a: Demonstrating knowledge of content and pedagogy)
This lesson is about comparing and contrasting tadpoles’ and frogs’ habitats. Students will demonstrate
their knowledge through discussing an informational text that was read aloud. Then, students will
complete a writing and drawing handout. Students will write 1-2 facts about where tadpoles and frogs
live based on the informational text and draw a picture. The guiding questions are "Where do tadpoles
live?” and “Where do frogs live?”. Students will need to refer to a two-column chart to write
informatively using facts they learned from reading. This lesson prepares students for the next lesson
because they will need to write an informative writing piece about tadpoles’ and frogs’ diet.

Guiding Question/s
The guiding question is a sub-question related to the overall essential question. It’s a building up
question that will enable the student to answer the essential question. These can be a combination of
convergent and divergent questions.
(1c: Sets instructional outcomes)
Essential Question: How are baby animals similar to and different from their parents?
Guiding Questions: Where do tadpoles live? Where do frogs live?
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Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III)
that align with the central focus and address essential understandings, concepts, and skills
(1c: Setting Instructional Outcomes)

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
I can identify the main topic and state key details from a text.
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.
I can write statements relating to a text about frogs’ and tadpoles’ habitat and draw a picture to match.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
I can draw where a tadpole and frog live.
K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
I can use correct capital letters and punctuation in my writing.
SC.K.5.1 Identify ways in which some offspring are very much like their parents, although not exactly.
I can compare and contrast tadpoles and frogs.
GLO #4 Quality Producer: The ability to recognize and produce quality performance and quality
products.
I can color neatly.
I can write neatly.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson
learning segment
(1c: Setting Instructional Outcomes)

 Identify the main topic of a text.

 Identify key details in a text.
 State facts about tadpoles’ and frogs’ habitat.
 Draw a picture of where tadpoles and frogs live.
 Compare and contrast tadpoles and frogs.
 Use correct capital letters and punctuation.
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Assessments
The procedures to gather evidence of students’ learning of learning objective(s) to include formative
(informal) assessments applied throughout the lesson and a summative assessment (formal) of what
students learned by the end of the lesson (include any assessment tools)
(1f: Designing Student Assessment)
Students will compare and contrast the habitat of tadpoles and frogs. They will use a two-column note
chart to write about main ideas and key details and provide an illustration. The teacher assessment tool is
a rubric and a checklist. The teacher is assessing for formative purposes. The student data will be used to
determine each individual students’ understanding of the information from the text, their ability to
compare and contrast, and their knowledge of the new vocabulary terms.

Application of skills and strategies

Briefly describe what skill and strategies will be used by students to learn the benchmark
(1b: Demonstrating knowledge of Content and Pedagogy; 1e: Designing coherent instruction)
Skill Strategy
(a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Comprehension Identifying the main idea and details in a writing piece by sorting
information into a two-column chart
Compare and Contrast Finding similarities and differences by listening to an informational
text projected on the Elmo
Vocabulary Referring to images and sentences around the term, that is projected on
the Elmo

Academic Language and Language Supports

Oral and written language that the students will learn and use to access the content. The planned language
supports help students understand, develop, and use academic language.
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)
Fact: something that is true.
Academic
Habitat: where someone or something lives
Vocabulary
Language
Visual images
supports
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Differentiated Instruction
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the
needs of students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
(1b: Knowledge of Students; 1e: Designing Coherent Instruction)
Identify type of learners Type of differentiation Instructional accommodations
(ELL, SPED, Accelerated
(content, process, product)
Learners, Striving learners,
504 students, reading)
ELL Process Small-group instruction with all ELL
students (Tomlinson, 2017, p. 136). I will
guide ELL students step by step through the
writing process.
SPED Process Peer partners/peer tutoring (Tomlinson,
2017, p. 136). I will give the SPED student
a partner and they will discuss ideas to
write about for their expository piece.
Accelerated Learners Process Personalized formative feedback to make
writing stronger (Tomlinson, 2017, p. 136).
I will provide students with feedback on
their ideas and conventions that they will
use to revise their writing.

Total Participation Techniques (TPT)

Ways in which you will engage students throughout the lesson and at different cognitive levels.
(2a: Creating an environment of Respect and Rapport; 3b: Using Questioning and Discussion Techniques;
3c: Engaging Students in Learning b: Knowledge of Students)
TPT Type of TPT Which part of the GRR instructional
(write activity name and framework will the TPT be implemented?
(e.g. on-the-spot, hold-up,
page #)
movement, note taking and (building background, mini-lesson, guided
concept analysis) practice, collaborative group work,
independent work, closure)
Thumb Up/Thumb On-the-spot Closing
Down p. 47
Think-pair-share p. 32 On-the-spot Building background, closing
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Part III. Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1)
uses clear steps that convey the use of multiple strategies, supports, and resources and 2) list opportunities
offered for multiple modes of participation.
(1a: Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)
Instructional framework Sequence of Activities
component

Classroom management “1, 2, 3 eyes on me.” “1, 2 eyes on you.”

attention getter

1. Introduction 1. CALL students to carpet

(5 minutes) 2. SAY: Today we are going to learn where tadpoles and frogs live and how
they are the same and different.
3. INTRODUCE I can statements.
1. SAY: I am going to read a book about tadpoles and frogs. This book will
2. Building
give us some information about where tadpoles live, where frogs live, and
Background
how they are the same and different.
(15 minutes)
2. DISPLAY pictures of tadpoles and frogs (picture resource page 55 of unit)
3. READ ALOUD from From Tadpole to FROG
a. emphasize pages 11, 12, 18, 25, 26
4. THINK-PAIR-SHARE with a partner what they learned about where
tadpoles and frogs live
5. CALL on student volunteers to say what they discussed
6. READ ALOUD from Tale of a Tadpole
a. emphasize pages 8, 11, 15, 26, 28, 32
7. THINK-PAIR-SHARE with a partner what they learned about where
tadpoles and frogs live
8. CALL on student volunteers to say what they discussed
9. READ ALOUD from Frogs!
a. emphasize pages 6, 7, 25
10. THINK-PAIR-SHARE with a partner what they learned about where
tadpoles and frogs live
11. CALL on student volunteers to say what they discussed
1. COMPLETE two-column chart about where a tadpole lives and where a
3. Focus/mini lesson
frog lives
(I do)
2. REVIEW academic vocabulary
(20 minutes)
a. ASK: What is a fact?
b. Call on students to answer
c. Definition: something that is true
d. ASK: What is a habitat?
e. Call on students to answer
f. Definition: where someone or something lives
3. ASK: Where does a tadpole live?
3. WRITE list of student responses on tadpole side of chart
a. DRAW picture next to description
4. DISCUSS answers students give to make sure all are accurate. REFER to
book as needed
a. Possible answers:
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i. Pond
ii. Underwater
iii. Under mud in pond (winter)
5. ASK: Where does a frog live?
6. WRITE list of student responses on frog side of chart
a. DRAW picture next to description
7. DISCUSS answers students give to make sure all are accurate. REFER to
book as needed
a. Possible answers:
i. Lily pads
ii. Underwater
iii. Pond, Rivers, Lakes
iv. On land
v. Wet places
vi. Trees
vii. Desert
8. MODEL handout
a. DISPLAY handout on Elmo
b. SAY and DO: You are going to get this handout. You are going to
write one to two facts about where tadpoles live and one to two facts
about where frogs live. You can refer to our two-column chart we just
made to help you think of what to write. For example, you could write
“Tadpoles live in water.” as one of your facts. Then, you need to write a
sentence about frogs which could be “Frogs live on lily pads.”. After
you write your sentences, you need to draw a picture of where tadpoles
live and where frogs live in the boxes on the top of your handout and
color it.”
9. ASK: Does anyone have questions about what to do?
10. EXCUSE students to go back to their seats. Pass out handout #1.
4. Independent work 1. REMIND students of what to do to complete handout
(You do it alone) 2. ALLOW time for students to complete handout
(10 minutes) 3. DIFFERENTIATED INSTRUCTION
a. ELL: Form small group on rainbow table and guide ELL students step
by step through the writing process
b. SPED: Pair student with a partner to discuss ideas of what to write
about for their expository piece
c. Accelerated learners: When students are done writing, I will provide
them with feedback on their ideas and conventions that they will use to
revise their writing
4. PROVIDE assistance for students while they are writing and drawing
5. REMIND students to sound out words if they don’t know how to spell them
and to refer to the letter cards on the wall
Monitoring Plan ATTENTION GETTER: “1, 2, 3 eyes on me.” “1, 2 eyes on you.”
(3d: Using Assessment in 1. Address challenges and include documentation.
Instruction) a. Student struggles with writing.
i. Assist student with sounding out words.
ii. Refer students to wall chart of letters
iii. Ask student to read response aloud if words are spelled
incorrectly. Dictate their writing.
iv. Note assistance on data table.
b. Student has difficulty creating response about habitat
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i. Show student cover and pages in book read.

ii. Ask student what the book was about.
iii. Ask student to explain one thing they learned from the
book.
iv. Ask student where a tadpole lives.
v. Ask student where a frog lives.
vi. Note assistance on data table.
c. Student does not finish writing before provided time ends.
i. Give student time to complete writing assessment during
morning business the next day.
ii. Note extra time on data table.
d. How to use two-column chart
i. Students will refer to chart posted on the board.
ii. Instruct students to look on the tadpole side of habitat
chart, choose one description, and write a sentence about
where it lives.
iii. Instruct students to look on the frog side of the habitat
chart, choose one description, and write a sentence about
where it lives.
5. Closing 1. INSTRUCT students to stop working on their handout
(5 minutes) a. Collect handouts
2. CALL students to carpet
3. THINK-PAIR-SHARE about what they learned from the text and what they
started writing for their handout
4. WHOLE GROUP DISCUSSION about what they learned from the text and
what they started writing for their handout
5. RE-STATE I can statements
6. THUMB UP/THUMB DOWN students’ thoughts about I can statements
7. SAY: Next time, we are going to continue working on the writing handout
and you will finish it.
NEXT DAY
1. Introduction 1. CALL students to carpet
(2 minutes) 2. SAY: Today we are going to continue our writing handout about where
tadpoles and frogs live.
3. RE-INTRODUCE I can statements
1. DISPLAY two-column habitat chart
2. Building
2. REVIEW two-column chart
Background
3. WHOLE CLASS DISCUSSION about where tadpoles live and where frogs
(3 minutes) live
1. REMIND students of what to do to complete handout
3. Independent Work
2. ALLOW time for students to complete handout
(You do it alone)
3. DIFFERENTIATED INSTRUCTION
(35 minutes) a. ELL: Form small group on rainbow table and guide ELL students step
by step through the writing process
b. SPED: Pair student with a partner to discuss ideas of what to write
about for their expository piece
c. Accelerated learners: When students are done writing, I will provide
them with feedback on their ideas and conventions that they will use to
revise their writing
4. PROVIDE assistance for students while they are writing and drawing
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5. REMIND students to sound out words if they don’t know how to spell them
and to refer to the letter cards on the wall
1. CALL students to carpet.
4. Closing
2. WHOLE GROUP DISCUSSION about what they learned from the text
(5 minutes) 3. RE-STATE I can statements
4. THUMB UP/THUMB DOWN students’ thoughts about I can statements
5. SAY: Next time, we are going to do the same thing, but with everything
about tadpoles and frogs. Instead of learning about where they live, we are
going to learn about what they eat.
Complete the Assessment A Lesson Reflection

What instructional practices were effective?

One instructional practice that was effective was stating the focus of the writing in a way that allowed them
to use it as a sentence frame. I explained that tadpoles’ and frogs’ habitat is where they live. I then
proceeded to give examples about ways to write a sentence using the sentence frame “Tadpoles live…” and
“Frogs live…”. More students were able to write statements about tadpoles’ and frogs’ habitat that made
sense related to the text. Seven students were able to write 3-4 statements that related to the text about
tadpoles’ and frogs’ habitat. 13 students were able to write two statements that related to the text about
tadpoles’ and frogs’ habitat. Only two students wrote statements that were unrelated to the text about
tadpoles’ and frogs’ habitat. Another instructional practice that was effective was echo reading the t-chart
before the students began writing. This allowed the students to know what the words said on the t-chart and
use them in their writing. It also kept the students engaged in the discussion.

What instructional practices were ineffective?

An instructional practice that was ineffective was not working with students individually or creating groups
of students to work with that needed more assistance. I had students come to me and read me what they
wrote when they were done or when I noticed that they were not working on it anymore. I realized that the
students who were having difficulty writing kept coming up to me over and over. I think that making a
group with the students who were struggling would have been more effective and efficient.

Using your teacher assessment tool, what patterns do you notice about student learning based on the
targeted standard?
RI.K.2 W.K.2 SC.K.1 GLO #4 SL.K.5 K.L.1
MP 8 7 7 11 14 9
DP 11 13 13 9 4 10
NY 3 2 2 2 4 3

Based on the student data, I noticed that most students received a developing proficiency rating for the
standards RI.K.2, W.K.2, SC.K.1, and K.L.1. These students were able to write two statements and identify
1-2 facts about tadpoles’ and frogs’ habitat based on the text read aloud. I noticed that across all the
standards, the most number of students that received a not yet rating for a standard was four students. This
shows me that student learning is increasing for all standards and the students are developing their
proficiency in each standard. I noticed that more students are able to draw pictures that relate to what they
write because 14 students received meets proficiency ratings for the standard SL.K.5. I also noticed that
students are staying around the same for their conventions for standard K.L.1 because from the last lesson,
10 students got MP, 8 got DP, and 4 got NY. In this lesson, 9 students got MP, 10 got DP, and 3 got NY.

What modifications will you make to the lesson plan and/or your instruction?
I will give the students an example of what their writing should look like. I will say examples of sentences
from previous writing and ask the students if those sentences make sense in regard to the topic and focus of
 Bierwert-11

the lesson. I will give them examples of sentences they could write in their writing for the next lesson as
well as examples of unrelated sentences and ask them which ones make sense. Also, have them change the
sentences that don’t make sense into ones that do. I will revisit the “How to be a good writer” chart from
previous lessons in other units to help the students remember what they need to do in order to be a good
writer and meet the standard for K.L.1 and GLO #4.
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Instructional Resources
Student handout:

©Emma Bierwert
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Two-column chart:
*actual chart will be on chart paper and made during lesson

©Emma Bierwert
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Picture resource:

©Emma Bierwert

Amphibians. (2017). Retrieved from

https://www.burrennationalpark.ie/gallery-wildlife/amphibians/

Frog shelter. (2018). Retrieved from http://jakejarvis.club/frog-shelter/

Wood frogs. (2018). Retrieved from http://www.fishpondinfo.com/frogs/woodfrog.htm

 Bierwert-15

Teacher Assessment Tool

Rubric:

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

I can identify the main topic and state key details from a text.

Meets Proficiency Developing Proficiency Not Yet

 Focused on main topic.  Focused on main topic.  Unable to focus on main
 Included three or more key  Included one key detail/fact topic.
details/facts about frogs about tadpoles and one key  Included unrelated
and tadpoles. detail/fact about frogs from text. details/facts.

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

I can write statements relating to a text about frogs’ and tadpoles’ habitat and draw a picture to match.

Meets Proficiency Developing Proficiency Not Yet

 Wrote 3-4 statements that
related to the text about
tadpoles’ and frogs’ habitat.
 Illustrated a picture that
clearly matched the
statements.
 Wrote two statements that
relates to the text about
tadpoles’ and frogs’ habitat.
 Illustrated a picture that
matched the statements.
 Wrote statements that were
unrelated to the text about
tadpoles’ and frogs’ habitat.
 Illustrated a picture that
matched the statements but
was unrelated to the text.

SC.K.5.1 Identify ways in which some offspring are very much like their parents, although not exactly.

I can compare and contrast tadpoles and frogs.

Meets Proficiency Developing Proficiency Not Yet

 Correctly identified 3 or  Correctly identified 1-2 facts  Correctly identified 0-1 facts
more facts about tadpoles’ about tadpoles’ and frogs’ about tadpoles’ and frogs’
and frogs’ habitat. habitat. habitat.

GLO #4 Quality Producer: The ability to recognize and produce quality performance and quality
products.

I can color neatly.

I can write neatly.

Meets Proficiency Developing Proficiency Not Yet

 Colored in lines.  Colored in lines.  Did not color in lines.
 Used appropriate colors.  Wrote on lines.  Did not use appropriate
 Wrote on lines. colors.
 Used spacing.  Did not write on lines
 Did not use spacing.
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Checklist:
Student’s Name Drawing reflects Uses correct capital letters Anecdotal Notes
topic/content (SL.K.5) and punctuation (K.L.1)
1. - -
2. - -
3. + - Mixed upper & lower
case letters
4. + - Mixed upper & lower
case letters
5. - -
6. + - Mixed upper & lower
case letters
7. + - Mixed upper & lower
case letters
8. + +
9. + +
10. + +
11. + +
12. - -
13. - -
14. - +
15. + - Mixed upper & lower
case letters
16. - -
17. + +
18. + +
19. - -
20. + +
21. + +
22. + -

Key:

+ Meets expectations
-Does not meet expectations
* See anecdotal notes
 Student Assessment Data Table

Students’ RI.K.2 W.K.2 Use a SC.K.5.1 GLO #4 SL.K.5 Add K.L.1

First Name With combination of Identify Quality drawings or Demonstrate
prompting drawing, dictating, and ways in Producer other visual command of
and writing to compose which some displays to the
support, informative/explanatory offspring are descriptions conventions
identify the texts in which they very much as desired of standard
main topic name what they are like their to provide English
and retell writing about and parents, additional grammar
key details supply some although not detail. and usage
of a text. information about the exactly. when
topic. writing or
speaking.
1. NY NY NY NY NY NY
2. NY NY NY NY NY NY
3. MP MP MP MP MP DP
4. MP MP MP MP MP DP
5. DP DP DP DP DP DP
6. DP DP DP MP MP DP
7. MP MP MP MP MP DP
8. DP DP DP MP MP MP
9. DP DP DP MP MP MP
10. MP MP MP MP MP MP
11. MP MP MP MP MP MP
12. DP DP DP DP DP DP
13. MP MP MP DP DP DP
14. DP DP DP DP NY MP
15. MP DP MP MP MP DP
16. DP DP DP DP NY DP
17. DP MP DP DP MP MP
18. MP DP DP DP MP MP
19. DP DP DP DP DP DP
20. DP DP DP MP MP MP
21. DP DP DP MP MP MP
22. NY DP DP DP MP NY