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683InstructionModule5.docx
PreobservationPrep.docx
StudentAchievementChart1-3-24-11.docx
_Lesson_plan_121.docx
LessonPlanfor2ndObservation.docx
In-ClassorVideoLessonAnalysisTemplate-2-Module7.docx
FULLLessonPlanandRubric7-11-23-12.docx

683InstructionModule5.docx

Module 5: Pre-Observation Conference (PoP Cycle 2)

· Instruction

· Students Achievement Chart Download Students Achievement Chart with pre-assessments results

· Unit of study (5 additional lessons on a template of your choice)

· Completed lesson plan Lesson Plan Template Download Lesson Plan Template

· Assessment sample (Example completed at proficiency level) and explain the criteria for the assessment

· Materials/resources (texts, manipulatives, websites/videos/apps, etc.) being considered for use in the lesson

· Explain how and why they will differentiate materials/resources to support ALL students in accessing grade-level content

· Explain how and why they will differentiate assessment(s) by citing evidence from the pre-test

· Explain the ways: student cultural heritage and interests are incorporated into the lesson

· Ability to articulate areas glow/reinforcement and grow/refinement areas

PreobservationPrep.docx

Module 5-Pre-Observation Conference

Contact your Field Supervisor to schedule your Pre-observation interview 3 days prior to Formal Lesson Observation

1. Pre-observation Interview - 3 days prior to Formal Lesson Observation

2. Teacher candidate brings ALL of the following to the pre-observation conference:

· State Standards related to the Learning Segment and Central Focus

· PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category. Note: Limit category counts to be less than or equal to 10PRE-K LEARNING STANDARDS20

· PK.MATH.13. [NY-PK.G.2.] Names shapes regardless of size

· Completed lesson plan.

· Uploaded

· Assessment sample (Example completed at proficiency level) and explain the criteria for the assessment.

· The student should identify all four shapes correctly in the picture and color it to the right color as directed in the instruction. It will demonstrate, whether the student is able to differentiate the shapes.

· Materials/resources (texts, manipulatives, websites/videos/apps, etc.) being considered for use in the lesson.

· The book “Shape by Shape” by Suse Macdonald.

· Shape cards

· Playdough and shapes mat

· Shape coloring worksheet

· Explain how and why they will differentiate materials/resources to support ALL students in accessing grade-level content.

· Activities such as read aloud time and shape cards are good for visual and auditory learners. The activity with playdough is great for kinesthetic learners. This allows me to bring the instructions to all learners and ensure that I successfully delivered the material. I would enhance student learning by offering support based on individual needs such as individual instructions, translation, and additional time for completing the assignment.

· Explain how and why they will differentiate assessment(s) by citing evidence from the pre-test.

· According to my pre-assessment, I have 4 students who falls below the mastery level, 1 who approaches and 1 who meets the mastery level. In my lesson, I have two assignments where I am going to observe my students work and determine whether they are comprehending the material or not. If they need assistance or additional instructions, I will scaffold them. The summative assessment would demonstrate whether the students reached the mastery level or not.

· Explain the ways: student cultural heritage and interests are incorporated into the lesson.

· My students enjoying the read aloud time and discussions. Also, my focus learner prefers to work on her own or in small groups. Therefore, I choose the activities where she will feel confident.

· Ability to articulate areas glow/reinforcement and grow/refinement areas and include references.

· I think that one of the strengths of this lesson is that it involves at least three learning styles and that students are moving from one activity to another where they can learn through fun. Also, in this lesson all students will have chance to participate and demonstrate their knowledge. The students who are shy, might not speak, but would touch the shapes in the touch the shape activity.

· The aspects that might need further development would be bringing the information to ELL students. What I can do to provide the better understanding to my students, besides giving them translation?

3. Post Revised Learning Segment and all the materials at least 1 day before Formal Lesson Observation

image1.jpeg

StudentAchievementChart1-3-24-11.docx

Student Achievement Chart (SAC)

Standard(s):

Objective/LT for Pre-assessment:

Objective/LT for Post-assessment:

*Mastery Levels*	Description of Student Work in Each Mastery Category	Assessment Data Outcomes:
Level 3	Number Correct: Characteristics of student work:	Indicators	Pre	Post
		· Number of students:
		· Percent of Total class:
		· Student Names:
Level 2	Number Correct: Characteristics of student work:	· Number of students:
		· Percent of Total class:
		· Student Names:
Level 1	Number Correct: Characteristics of student work:	· Number of students:
		· Percent of Total class:
		· Student Names:
Considering the pre-assessment results from the SAC respond to the following questions:
How did you decide to administer this pre-assessment?
What was the source of the pre-assessment?	Check or highlight all that apply: · I pulled the pre-assessment from my school’s adopted curriculum. · I used resources outside of my school's adopted curriculum to create or adapt the pre-assessment. · I used resources provided to me by my mentor teacher to create or adapt the pre-assessment. · Other: Explain.
Based on the SAC pre-assessment results, where are your students most successful (skills/knowledge)?
How will you build upon their successes in the upcoming lesson?
Based on the SAC pre-assessment results, what are your students’ misconceptions?
How will you address student misconceptions in the upcoming lesson?
Supports versus Modifications Supports are adaptations that allow access to grade-level instruction: · Include supports and scaffolds that are gradually removed · Allow students to demonstrate increasingly independent proficiency Modifications are adaptations that change the learning goal and/or lower the level of challenge for students. UnboundEd Learning Inc (2020)
Based on the SAC, which students will need supports to achieve the objective(s) of the upcoming lesson?
What supports will you incorporate into the lesson?
Is there a student(s) who needs modifications? If so, explain how you determined the modification(s) you incorporated into the lesson (i.e. 504 plan, IEP goal).
Any other insights from the pre-assessment data?

Educator Biases

Consider your own biases:

· Were you surprised by any of your pre-assessment data?

· Did you have misconceptions about student capability and learning?

· How will this impact your mindset in preparing for instruction?

image1.png

image2.png

683InstructionModule5.docx

Module 5: Pre-Observation Conference (PoP Cycle 2)

· Instruction

· Students Achievement Chart Download Students Achievement Chart with pre-assessments results

· Unit of study (5 additional lessons on a template of your choice)

· Completed lesson plan Lesson Plan Template Download Lesson Plan Template

· Assessment sample (Example completed at proficiency level) and explain the criteria for the assessment

· Materials/resources (texts, manipulatives, websites/videos/apps, etc.) being considered for use in the lesson

· Explain how and why they will differentiate materials/resources to support ALL students in accessing grade-level content

· Explain how and why they will differentiate assessment(s) by citing evidence from the pre-test

· Explain the ways: student cultural heritage and interests are incorporated into the lesson

· Ability to articulate areas glow/reinforcement and grow/refinement areas

PreobservationPrep.docx

Module 5-Pre-Observation Conference

Contact your Field Supervisor to schedule your Pre-observation interview 3 days prior to Formal Lesson Observation

1. Pre-observation Interview - 3 days prior to Formal Lesson Observation

2. Teacher candidate brings ALL of the following to the pre-observation conference:

· State Standards related to the Learning Segment and Central Focus

· PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category. Note: Limit category counts to be less than or equal to 10PRE-K LEARNING STANDARDS20

· PK.MATH.13. [NY-PK.G.2.] Names shapes regardless of size

· Completed lesson plan.

· Uploaded

· Assessment sample (Example completed at proficiency level) and explain the criteria for the assessment.

· Materials/resources (texts, manipulatives, websites/videos/apps, etc.) being considered for use in the lesson.

· The book “Shape by Shape” by Suse Macdonald.

· Shape cards

· Playdough and shapes mat

· Shape coloring worksheet

· Explain how and why they will differentiate materials/resources to support ALL students in accessing grade-level content.

· Explain how and why they will differentiate assessment(s) by citing evidence from the pre-test.

· Explain the ways: student cultural heritage and interests are incorporated into the lesson.

· My students enjoying the read aloud time and discussions. Also, my focus learner prefers to work on her own or in small groups. Therefore, I choose the activities where she will feel confident.

· Ability to articulate areas glow/reinforcement and grow/refinement areas and include references.

3. Post Revised Learning Segment and all the materials at least 1 day before Formal Lesson Observation

image1.jpeg

StudentAchievementChart1-3-24-11.docx

Student Achievement Chart (SAC)

Standard(s):

Objective/LT for Pre-assessment:

Objective/LT for Post-assessment:

*Mastery Levels*	Description of Student Work in Each Mastery Category	Assessment Data Outcomes:
Level 3	Number Correct: Characteristics of student work:	Indicators	Pre	Post
		· Number of students:
		· Percent of Total class:
		· Student Names:
Level 2	Number Correct: Characteristics of student work:	· Number of students:
		· Percent of Total class:
		· Student Names:
Level 1	Number Correct: Characteristics of student work:	· Number of students:
		· Percent of Total class:
		· Student Names:
Considering the pre-assessment results from the SAC respond to the following questions:
How did you decide to administer this pre-assessment?
What was the source of the pre-assessment?	Check or highlight all that apply: · I pulled the pre-assessment from my school’s adopted curriculum. · I used resources outside of my school's adopted curriculum to create or adapt the pre-assessment. · I used resources provided to me by my mentor teacher to create or adapt the pre-assessment. · Other: Explain.
Based on the SAC pre-assessment results, where are your students most successful (skills/knowledge)?
How will you build upon their successes in the upcoming lesson?
Based on the SAC pre-assessment results, what are your students’ misconceptions?
How will you address student misconceptions in the upcoming lesson?
Supports versus Modifications Supports are adaptations that allow access to grade-level instruction: · Include supports and scaffolds that are gradually removed · Allow students to demonstrate increasingly independent proficiency Modifications are adaptations that change the learning goal and/or lower the level of challenge for students. UnboundEd Learning Inc (2020)
Based on the SAC, which students will need supports to achieve the objective(s) of the upcoming lesson?
What supports will you incorporate into the lesson?
Is there a student(s) who needs modifications? If so, explain how you determined the modification(s) you incorporated into the lesson (i.e. 504 plan, IEP goal).
Any other insights from the pre-assessment data?

Educator Biases

Consider your own biases:

· Were you surprised by any of your pre-assessment data?

· Did you have misconceptions about student capability and learning?

· How will this impact your mindset in preparing for instruction?

image1.png

image2.png

683InstructionModule5.docx

Module 5: Pre-Observation Conference (PoP Cycle 2)

· Instruction

· Students Achievement Chart Download Students Achievement Chart with pre-assessments results

· Unit of study (5 additional lessons on a template of your choice)

· Completed lesson plan Lesson Plan Template Download Lesson Plan Template

· Assessment sample (Example completed at proficiency level) and explain the criteria for the assessment

· Materials/resources (texts, manipulatives, websites/videos/apps, etc.) being considered for use in the lesson

· Explain how and why they will differentiate materials/resources to support ALL students in accessing grade-level content

· Explain how and why they will differentiate assessment(s) by citing evidence from the pre-test

· Explain the ways: student cultural heritage and interests are incorporated into the lesson

· Ability to articulate areas glow/reinforcement and grow/refinement areas

PreobservationPrep.docx

Module 5-Pre-Observation Conference

Contact your Field Supervisor to schedule your Pre-observation interview 3 days prior to Formal Lesson Observation

1. Pre-observation Interview - 3 days prior to Formal Lesson Observation

2. Teacher candidate brings ALL of the following to the pre-observation conference:

· State Standards related to the Learning Segment and Central Focus

· PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category. Note: Limit category counts to be less than or equal to 10PRE-K LEARNING STANDARDS20

· PK.MATH.13. [NY-PK.G.2.] Names shapes regardless of size

· Completed lesson plan.

· Uploaded

· Assessment sample (Example completed at proficiency level) and explain the criteria for the assessment.

· Materials/resources (texts, manipulatives, websites/videos/apps, etc.) being considered for use in the lesson.

· The book “Shape by Shape” by Suse Macdonald.

· Shape cards

· Playdough and shapes mat

· Shape coloring worksheet

· Explain how and why they will differentiate materials/resources to support ALL students in accessing grade-level content.

· Explain how and why they will differentiate assessment(s) by citing evidence from the pre-test.

· Explain the ways: student cultural heritage and interests are incorporated into the lesson.

· My students enjoying the read aloud time and discussions. Also, my focus learner prefers to work on her own or in small groups. Therefore, I choose the activities where she will feel confident.

· Ability to articulate areas glow/reinforcement and grow/refinement areas and include references.

3. Post Revised Learning Segment and all the materials at least 1 day before Formal Lesson Observation

image1.jpeg

StudentAchievementChart1-3-24-11.docx

Student Achievement Chart (SAC)

Standard(s):

Objective/LT for Pre-assessment:

Objective/LT for Post-assessment:

*Mastery Levels*	Description of Student Work in Each Mastery Category	Assessment Data Outcomes:
Level 3	Number Correct: Characteristics of student work:	Indicators	Pre	Post
		· Number of students:
		· Percent of Total class:
		· Student Names:
Level 2	Number Correct: Characteristics of student work:	· Number of students:
		· Percent of Total class:
		· Student Names:
Level 1	Number Correct: Characteristics of student work:	· Number of students:
		· Percent of Total class:
		· Student Names:
Considering the pre-assessment results from the SAC respond to the following questions:
How did you decide to administer this pre-assessment?
What was the source of the pre-assessment?	Check or highlight all that apply: · I pulled the pre-assessment from my school’s adopted curriculum. · I used resources outside of my school's adopted curriculum to create or adapt the pre-assessment. · I used resources provided to me by my mentor teacher to create or adapt the pre-assessment. · Other: Explain.
Based on the SAC pre-assessment results, where are your students most successful (skills/knowledge)?
How will you build upon their successes in the upcoming lesson?
Based on the SAC pre-assessment results, what are your students’ misconceptions?
How will you address student misconceptions in the upcoming lesson?
Supports versus Modifications Supports are adaptations that allow access to grade-level instruction: · Include supports and scaffolds that are gradually removed · Allow students to demonstrate increasingly independent proficiency Modifications are adaptations that change the learning goal and/or lower the level of challenge for students. UnboundEd Learning Inc (2020)
Based on the SAC, which students will need supports to achieve the objective(s) of the upcoming lesson?
What supports will you incorporate into the lesson?
Is there a student(s) who needs modifications? If so, explain how you determined the modification(s) you incorporated into the lesson (i.e. 504 plan, IEP goal).
Any other insights from the pre-assessment data?

Educator Biases

Consider your own biases:

· Were you surprised by any of your pre-assessment data?

· Did you have misconceptions about student capability and learning?

· How will this impact your mindset in preparing for instruction?

image1.png

image2.png

other Questions(10)

Presentation/Assigment

683InstructionModule5.docx

PreobservationPrep.docx

StudentAchievementChart1-3-24-11.docx

683InstructionModule5.docx

PreobservationPrep.docx

image1.jpeg

StudentAchievementChart1-3-24-11.docx

image1.png

image2.png

683InstructionModule5.docx

question assigment