OBSERVATION PROTOCAL
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Florida Atlantic University *
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Course
4081
Subject
English
Date
Dec 6, 2023
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Pages
9
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TSL4081
Assignment B: Lesson Observation Protocol
Prepared by: Isabela Rodriguez
Date: 11/17/23
Grade Level: 4th
School District: Palm Beach
Subject (Content) Area(s): Reading/ Language Arts
Theme or Topic(s): Main Idea for stories and finding theme in
the text
Time required: 30 min
Standards
ELA.4.R.1.2: Explain a stated or implied theme and how it develops, using details, in a literary text.
ELA.4.R.3.2: Summarize a text to enhance comprehension.
a. Include plot and theme for a literary text.
b. Include the central idea and relevant details for an
informational text.
Objectives
Content Objective/s:
The students will be able to identify the main idea and theme of the text by using a worksheet to
guide them
Language Objective/s:
The students will be able to identify the main idea and theme of a story by summarizing key
details and recognizing the central message or lesson conveyed in the text.
Lesson Sequence
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In this section, describe the lesson sequence that you observe, including the lesson opener, the presentation of
material, the practice portion, and review/closure of the lesson. Present your lesson sequence in numbered
steps, starting with how the teacher began the lesson and ending with how the teacher ended the lesson. Add
numbers as needed.
1. After all the students into the classroom, the teacher announced for them to sit in their seats so they can get
started with the lesson.
2. After morning announcements all of the students wrote down on their agenda is what their homework will
be and any reminders for the day.
3. The teacher announced they would be starting their lesson, and for the ELL students to go get a laptop from
the back and sit at the side table.
4. Once the students were settled, the teacher turned on the SmartBoard which showed her standard for the
day and read through it with the students.
5. Moving to the next slide, the teacher begin to introduce what main idea is in a story and how it connects to
theme.
6. As the teacher speaks to the students, she passes out of work sheet for the students to complete after they
read the story together as a class. Before reading the story the class goes over the different parts of the work
sheet so the students have a good idea of what to do and look for in the text.
7. As the students were doing their lesson, I observed some ELL students clicking the vocabulary tab on their
computer to go back-and-forth to see the definitions and their translation words in parentheses in their native
language.
8. After reading the story as a class, the students wrapped up any questions they had and began to start
working on the work sheet that was passed out in the beginning
9. The teacher guides the students as they all work together to figure out the details, main idea, and topic/
theme of the story. While mainly helping the ELL students with a more in depth explanation so they have a
better understanding.
Observation Protocol
Use the following protocol to guide your observation.
You
must
use the notes section to justify your scoring
for each indicator.
Hi
ghl
y
Ev
ide
nt
So
me
wh
at
Ev
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No
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NOTES
Preparation
1.
Content objectives
clearly defined, displayed, and
reviewed with students
X
The teacher had the objective written
on the smart board lesson and hand
written on the door when they came in
2.
Language objectives
clearly defined, displayed,
and reviewed with students
X
The teacher had the objective written
on the smart board lesson and hand
written on the door when they came in
to read when they sat down
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3.
Content concepts
appropriate for age and
educational background level of students
X
The standards listed for fourth grade
involve mostly theme, central message
and figurative language. The lesson the
teacher created was age appropriate to
engage the students.
4.
Supplementary materials
used to a high degree,
making the lesson clear and meaningful (e.g. computer
programs, graphs, models, visuals)
X
Using the smart board for the lesson
allowed the teacher to highlight and
underline parts of the story directly on
the board.
5.
Adaptation of content
(e.g., text, assignment) to all
levels of student proficiency
X
Some students had questions about
what they were confused about and
some ELL students needed clarification
throughout the lesson.
6.
Meaningful activities
that integrate lesson concepts
(e.g., surveys, letter writing, simulations, constructing
models) with language practice opportunities for
reading, writing, listening, and/or speaking
X
The worksheet the teacher created was
a graphic organizer style so it was easy
for students to follow along but also
gave space for them to write off to the
side their vocabulary words so they can
practice using and spelling them.
Building Background
7.
Concepts explicitly linked
to students’ background
experiences
X
The teacher used the students previous
knowledge of understanding the main
idea of the story and went more in
depth for the lesson
8.
Links explicitly made
between past learning and
new concepts
X
The teacher began the lesson by
reiterating what the students were
introduced to last year when reading
and connecting it to this lesson. The
teacher does this so she can connect
with students on their previous
knowledge
9.
Key vocabulary
emphasized (e.g., introduced,
written, repeated, and highlighted for students to see)
X
Vocabulary written on the smart board
in the beginning and the end to review.
The students also copy down the
vocabulary onto their worksheet to get
more familiar and practice spelling it as
well. The vocal is highlighted and
repeated through the slides so the
students don’t forget
Comprehensible Input
3
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10.
Speech appropriate
for students’ proficiency level
(e.g., slower rate, enunciation, and simple sentence
structure for beginners)
X
The teacher used basic words to help
the students understand and once they
had a good understanding she began
adding in other vocabulary. Keeping
the lesson simple makes it easier for
students to understand and not get too
confused.
11.
Clear explanation
of academic tasks
X
The students received the worksheet
before the lesson so they can see what
to look for when reading. In the
beginning of smart board lesson the
teacher starts by listing the objectives
for the day.
12.
A variety of techniques
used to make content
concepts clear (e.g., modeling, visuals, hands-on
activities, demonstrations, gestures, body language)
X
The worksheet the teacher made allows
the students to see the activity they are
doing and while going through the
story the teacher has students come up
to the smart board and highlight lines
in the story that they think are details
or main ideas.
Strategies
13. Ample opportunities provided for students to use
learning strategies
X
Using the smart board allows for a
visual learning which helps with
students memory and for the worksheet
allows students to be creative with the
different story elements.
14.
Scaffolding techniques
consistently used assisting
and supporting student understanding (e.g., think-
alouds)
X
The teacher activates the students prior
knowledge by discussing related topics
to the story, and introducing key
vocabulary before reading the story.
15. A variety of
questions or tasks that promote
higher-order thinking skills
(e.g., literal, analytical,
and interpretive questions)
X
While limited questions were asked in
the beginning of the lesson, the teacher
asked the students before beginning
what they knew about main idea and
details of a story.
Interaction
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16. Frequent opportunities for
interaction
and
discussion between teacher/student and among
students, which encourage elaborated responses about
lesson concepts
X
The teacher worked with the students
while they read the story together and
when doing the worksheet the teacher
went around the room to help guide
them. The teacher specifically paid
attention to the ELL students because
they typically had more questions and
needed for clarification.
17.
Grouping configurations
support language and
content objectives of the lesson
X
Working together on the worksheet
helps guide the students without any
confusion.
18. Sufficient
wait time for student responses
consistently provided
X
Having the students come up to the
smart board to highlight different parts
of the texts allows them to think about
what they are looking for and does not
show them the answer right away
19. Ample opportunities for students to
clarify key
concepts in L1
as needed with aide, peer, or L1 text
X
The teacher checked in with the
students throughout the lesson incase
they needed any clarification. The
teacher initiated it so students were
comfortable to ask questions
Practice/Application
20.
Hands-on materials and/or manipulatives
provided for students to practice using new content
knowledge
X
Using the smart board allows for the
students to interact and visually learn
through the lesson. The worksheet is
hands on and allows them to interact
with the lesson
21. Activities provided for students to
apply content
and language knowledge
in the classroom
X
Interacting with the story on the smart
board to underline the key concepts
and details in the text.
22. Activities integrate all
language skills
(i.e.,
reading, writing, listening, and speaking)
X
With the vocabulary lists it helps
evolve the students language and
writing skills.
Lesson Delivery
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23.
Content objectives
clearly supported by lesson
delivery
X
Using the smart board for the lesson
helps the content objective be achieved
by showing the students and having
them interact as well by asking
questions. It gives support in helping
them identify the main idea on the
worksheet.
24.
Language objectives
clearly supported by lesson
delivery
X
The teacher made the worksheet
interactive for the students so it can
easily guide them through the steps of
identifying the main idea and theme.
25.
Students engaged
approximately 90% to 100% of
the period
X
Students wanted the chance to go up to
the board with the colorful marker to
highlight sentences they thought were
the main idea/details. Doing this as an
activity for the lesson helped keep the
students engaged.
26.
Pacing
of the lesson appropriate to students’ ability
level
X
The teacher having the ELL students
off to the side allowed her to pace the
lesson at a good rate. While the
students interacted with the smart
board the ELL students were doing
extra practice as well and when the
students worked on their worksheet the
ELL students worked with the teacher
as she helped them through each part
of the graphic organizer.
Review/Assessment
27. Comprehensive review of
key vocabulary
X
The teacher had the vocabulary written
on the first slide of the lesson when
introducing it and had them write the
vocabulary words on their worksheet
so they become more familiar with
them.
28. Comprehensive review of
key content concepts
X
Before starting the lesson the teacher
began by asking the students what they
knew or wanted to know about main
idea and details of a story. The teacher
reviewed the different concepts
throughout the lesson with the students
so they became familiar with them.
6
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TSL4081
29. Regular
feedback
provided to students on their
output (e.g., language, content, work)
X
Using the whiteboard for the lesson
allows the teacher to see how the
students think/process what she asks.
As she asked them to highlight a
specific detail or main idea she either
corrected them and explained why or
said good job to their answer and
supported it with why the answer is
correct.
30.
Assessment of student comprehension and
learning
of all lesson objectives (e.g., spot checking,
group response) throughout the lesson
X
After the worksheets were completed
the teacher had the students work in
groups to compare their answers and
see what they found. After, the groups
with each present and say what they
thought the main idea was and a detail
they chose to support it.
Culturally Responsive Instruction (complete once)
Welcomes students
by name as they enter the
classroom (e.g., asks students for correct pronunciation
of their names; correctly pronounces students’ names)
X
The teacher greeted each student by
name and asked them how their
morning was so far.
Asks
higher-order questions equitably
of all students
(e.g., asks analysis, synthesis, evaluation questions;
poses higher order questions)
X
The teacher mostly focused on
evaluation questions to ensure the
students understood what they were
identifying in the story and prepare
them for the activity worksheet.
Uses
students’ real life experiences
to connect school
learning to students’ lives (e.g., uses examples that are
reflective of students’ lives to support learning)
X
The teacher used a couple scenarios as
examples for the lesson. Connecting
the students directly to the lesson can
help them understand better.
Uses
eye contact
with all students (e.g., makes
culturally appropriate eye contact with all students)
X
When asking the students questions or
speaking one on one with them she
kept eye contact to let the students
know she was listening to them and
what they had to say.
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Uses
proximity
with all students equitably (e.g.,
circulates around student work areas to be close to all
students)
X
The teacher did not sit down the whole
lesson to be sure she can interact with
all the students and move from the ELL
group to the other class groups and
help with ant questions they may have.
She also went around the room to see
what students were writing to make
sure they had the correct information.
Uses
body language, gestures, and expressions
to
convey a message that all students’ questions
and opinions are important
X
While the students answered or asked
questions the teacher kept eye contact
and faced towards the student which
helped them to know she was listening
to them.
Ensures bulletin boards, displays, instructional
materials, and other visuals in the classroom
reflect
the racial, ethnic, and cultural backgrounds
represented by students
X
Some of the posters around the room
are all written in English but some
posters about different colors had
Spanish and English written.
Learns, uses, and displays some
words in students’
heritage language
X
Not only did some color posters have
the Spanish names written, the teacher
had some books with English and
Spanish as well.
Seeks
multiple perspectives
(e.g., validates all
perspectives with responses such as: “That was one
way to solve the problem. Who did it another way?”;
“Who has an alternative view?”)
X
When students went up to the white
board they were told to underline a
detail that can support the main idea
they found in the beginning. If a
student chose the wrong detail the
teacher still said “yes, that is a detail in
the text but is there a better option you
see that can help this main idea more”.
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