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9:02:06 AM 9:03:08 AM
Reading
Guided Practice
9:05:34 AM
Independent Practice
9:13:52 AM 9:14:40 AM
Student practices printing. Ms. Tomasek goes and checks work of other student working with aide. Students are engaged. Teacher's expectations are clear, she stops student to give feedback on work. Good use of positive reinforcement. Ms. Tomasek reviews next activity on visual schedule. Spelling.
9:20:14 AM 9:21:09 AM
Student writes spelling word and rolls dice to get the color of crayon to use writing the word. New student comes in to get sensory time and jump on trampoline. Ms. Tomasek works with another two students and gets them working on Earobics, phonics intervention. Good use of visual and verbal cues. Good movement around the room. Students are engaged. Conveys high expectations by making sure writing is legible. Student puts work in folder.
9:29:35 AM
Transition
9:29:54 AM 9:30:15 AM
Student starts Earobics reading intervention. Used technology to enhance instruction. Students are engaged. Ms. Tomasek uses proximity to check engagement. Good use of positive reinforcement.
Conclusion: I was very impressed with the environment and culture youve created in your class. I was also impressed with way you structured the lesson to scaffold the learning for the struggling reader. Suggestions: Consider building some kinesthetic component to spelling/ reading.
Questions to Consider: How can we improve the use of accommodations for SE students in the general education setting?