Você está na página 1de 3

2

Veronica Conway
Mrs. D. Serico
Easthampton Community School

Writing
Dr. Germinario
Nov. 13, 2014

Ms. Conway began the lesson by referring to previous learning on writing sequentially. The teacher shared the writing of one of
the students and asked the students to indicate the sequence words they heard by putting up a finger. She then reread the story
without the sequence words and asked the students to turn-and-talk about how it changed the story. The teacher then shared
writing ideas with her students. She also showed slides from a power point that guided students to think about what to write about.
A foldable with the sequence words listed on it was distributed. Teacher reiterated what she wanted students to do. She assisted
students as needed. The cooperating teacher worked with two students at a table and the EA also assisted individual students.
Teacher gave directions to students who finished with the pre-writing activity and then repeated the directions as more students
completed the task. Individually, she asked students to assess their work against the checklist.

S - Used students writing to reinforce skill previously taught. Employed a variety of active engagement strategies and transitions.
Use of a foldable for pre-writing. Differentiation occurred for students who worked with Mrs. Glenn. Allowed for choice of topic
for writing. Routines in place for writing workshop (signing up for conference and annotating conferences).
W- Students lost focus when the directions were given. Lack of modeling of expectations (completion of task). More praise of
appropriate behaviors is needed. Lack of closure.

Give all directions without interruptions. Ask student to repeat directions. Considering modeling the process that you want
students to go through. before distributing the foldable. After showing slide on possible topics, have students turn and talk about
what they plan to write about. After showing the slide with the questions, have students talk to a partner about what they will
include in their story. Discuss what students are to do when the pre-writing is completed prior to starting the independent work.
Could include a slide with the directions for students who finish early to refer to. Consider giving a time limit for writing and set a
timer to leave sufficient time for closure and self-assessment. The sharing of student work is an important part of writing workshop
and an appropriate closure.

Ms. Conway is commended for implementing an appropriate assessment for writing, including expecting students to self-assess.
She is also commended for differentiating instruction by using different checklist for the varying levels of ability and for having
Mrs. Glenn work with a small group while she monitored the class. It is recommended that when planning the next observation
lesson that Ms. Conway include the timing for each aspect of the lesson and teacher modeling of the metacognitive process that
students will apply when completing the task. It is necessary that Ms. Conway include an effective closure for future lessons.

11/13/14

Você também pode gostar