Supervisory Observation Report
School: Chester Academy
Data: Â November 3, 2022
Observed:Â Teacher A Teacher A
Period: Â #3 - 10:10-10:52
Course:Â Self-Contained-English
Grade: 6
The objective of Lesson:
Before reading, students will consider the thematic links in the book.
Based on the statements supplied, students will suggest themes and topics they believe will be developed throughout the text.
Students will take part in class discussions based on the CAFE model.
Students will revisit their statements throughout and after reading (text analyses) and note/explain any changes.
Based on the stages supplied, students will formulate expressions of agreement or disagreement.
In a discussion, students will express their agreement or disagreement with a supplied phase.
Standards:
New York State’s 6th Grade English Language Arts Learning Standards
ReadingÂ
6.R.2- Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text (RI&RL)
Writing
6W.1.B -Support claim(s) with clear reasons and relevant evidence, using credible sources while demonstrating an understanding of the topic or text.
Speaking
6.SL.1 -Â Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others
6.SL.3 - Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Summary of the Lesson
In a self-contained English class, I observed a sixth-grade course taught by Teacher A Teacher A. Students were engaging effectively in collaborative conversations supported by arguments and evidence. The session focuses on the 6th Grade English Language Arts Learning Standards in New York State. The following were the primary standards associated with this lesson:
6.R.2- "Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text (RI&RL,)"Â
6W.1.B - "Support claim(s) with clear reasons and relevant evidence, using credible sources while demonstrating an understanding of the topic or text.
6.SL.1 - "Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others"
6.SL.3 - "Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not."
In the classroom, there were four students. This lesson is part of the first section of the unit of study. Students were initially given instructions and examples while working independently on their agree/disagree worksheet. Next, the teacher went to each student, looked at how far they had progressed, and gave them feedback on what was on their page. After the students finished their work, the teacher led the class in talking about the essential parts and directions for the next activity they were about to do. Students watched Teacher A Teacher A, and Teacher A Teacher B act out what was expected and how to say "I agree" and "I disagree" in a positive manner.Â
Students actively engaged in the activity, expressing insightful, relevant sentences with personal connections. The teacher encouraged, thanked, and provided comments to each student. At the end of the lesson, the teacher gave the class feedback on how they were doing and led a class discussion. The teacher closed by providing a brief overview of what pupils will be working on the following day.
Areas of Strength
The actions of the students are entirely appropriate for the learning environment. All students were present, seated, and ready to learn when the class started on time. When the second bell rang, I noticed they each had their pencils, Chromebooks, and papers in front of them. As Teacher A Teacher began her lesson, I saw the students paying close attention to what she had to say as she went over the agree or disagree activity procedure. They raised their hands and inquired about various topics. Teacher A Teacher A made sure that her students had all of the necessary resources and tools at their disposal for them to be able to assess and monitor their progress. She gave the information in different ways, such as printouts, digital access through their Chromebooks and Newlineboard, verbal explanations, and demonstrations.
Teacher A Teacher A verbally and on the newline board demonstrated several types of agree/disagree statements and offered multiple examples of each type. She and Teacher A Terrance went over the rules for the discussion and showed the students how to have a good conversation. Teacher A Teacher A reminded the students of the right words and structures to use when writing their remarks. She also allowed her students time to use the vocabulary and structures by sharing their thoughts, making them more open to hearing and giving feedback. After Teacher A Teacher A went over how to answer questions correctly and with evidence, the students moved to different parts of the room. During their group discussions, they said, "I agree with this statement because..." or "I disagree with this statement because..." The students can respond to statements in an appropriate way and with evidence. Students had a debate with each other and spoke to each other using different ideas. These ideas included, "I can agree and disagree with what you said because sometimes bullies do not know how it feels" and "I disagree with you because not all people have trouble in schools."Â Teacher A Teacher A provided time for students to hold an entire class discussion about the activity to conclude.
Areas of Targeted Continuous Growth
You stated during the pre-conference that you believe you interrupt students. I didn't see that, but I did notice that you asked each student and the whole class more than 125 questions during the 42-minute lesson. Your questions are suitable, scaffolded, and evenly spread across the bloom taxonomy. What are your thoughts? Was this beneficial to your students?
I also noted that your lesson addressed my concerns about social and emotional issues. Our students' social and emotional well-being is always a primary priority, especially this year. Even though you did a great job leading several challenge talks, we'd like to give you the tools and knowledge you need to do more and be more effective. What can we do to help you better support your students? What can we do to help you and your students?
Supports Offered
I've attached three examples of data charts. The first demonstrates your query, its bloom level, and the timing of your questions. The second shows the strategies you chose and how much time you spent on each. The third shows your movement around the room and the number of questions each student asks. Please take a look and consider how these charts will help you better comprehend your student's progress during the assignment.
I'd also like to invite you to the upcoming BOCES Social and Emotional Development professional development, which will give you more resources and tools to help our students become better conversation leaders. Let's check in again in two weeks and see how things are.
