Evidence:
During writing instruction, I circulate the room to give student feedback to ensure they are meeting the objective and working on their writing checklist. For this particular paragraph the students had to use a transition word, conventions such as capital letters and punctuation, and they had to tell me the details of when and where they went. During the lesson I marked their paper in pink for them to correct and after the lesson I left markings in green to differentiate when I made the marking on the page. I left a glow and a grow for each student to see the following day and I also used my class roster to track their progress. This is the draft of their writing so this is all formative assessment to help student's improve before their final draft. The check list is for me to assess areas where students need more assistance and areas that they are excelling in.
I have also been incorporating Plickers as a new Friday check in to review the little things we have been learning throughout the week that is not explicitly tested but required to know in order to be successful. For example our class has been working on prefixes and suffixes as well as synonyms and antonyms and authors purpose. Plickers automatically tells me how my students answer a question and presents it to me immediately so I can address each question as needed. The data I show below shows that in my first class, students generally understand prefixes/suffixes and I can pull a few to review during small group time, however my second class shows me that I may need to review these more in depth as a whole group as well as add some ELL translations to see if this addresses any misconceptions.
IMPACT ON STUDENT LEARNING:
supervisor_observation_lp_2.pdf | |
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