This lesson was an announced observation. I was observed by my building's Instructional Coach. The Danielson Rubric was used.
As per the Instructional Coach, the lesson "was well planned with student needs in mind. Students were engaged and focused throughout. The teacher used silent cues and managed the group well."
Kami Export - Observation Lesson 12/4/20.pdf
This lesson was an announced observation. I was observed by my building Principal. The Danielson Rubric was used.
As per the building principal, the lesson "was well scaffolded, clear and accurate and connects with students' knowledge and experience"
Some recommendations to this observation included:
Signposts that Kylene Beers details in her book Notice and Note to help students determine importance in fiction texts
Jennifer Serravallo's The Reading Strategies Book and lessons that might also provide support including the following lessons:
7.1 Notice a Pattern and Give Advice
7.3 We Can Learn (And Give Advice) Based on How Characters Teach Each Other
7.7 Mistakes Can Lead to Lesson
Kami Export - Observation Lesson 1/20/21.pdf
This lesson was an announced observation. I was observed by the Assistant Principal. The Danielson Rubric was used.
As per the assistant principal, the lesson "was well thought out plan that aligned to the Third Grade curriculum. She sets high expectations and helps to support her students to achieve those expectations. Ms. Sapienza has an engaging way about her teaching."
Some recommendation to this observation included:
When differentiating work, be sure to address what is there to guide the students thinking.
Try and be overly supportive for students who are not comfortable participating.
Don't forget to reach the higher lever thinkers.
Kami Export - Observation Lesson 4/19/21.pdf
This lesson was an announced observation. I was observed by my building Principal. The Danielson Rubric was used.
As per the building principal, the lesson "has created a warm and nurturing environment where students take pride and ownership in their learning. she was reflective about her teaching and eager to implement suggestions made about using formative assessment to differentiate instruction. "
Some recommendations to this observation included:
"I encouraged her to incorporate discussion opportunities for students to help them consider fraction values with benchmarks including, "closer to 0," "closer to 1," "less than/greater than 1/2". We agreed that this would help students create stronger mental models of fractions and assist them with estimating and comparing fractions in the future."
Incorporate more word problems as they provide a real world context and promote opportunities for meaningful "math talk."
In this unit, students were introduced to the personal essays, in which a big idea is supported by evidence in the form of stories from our lives.
To prepare for writing a personal essays, students were asked to recall stories from their own lives that they can use as evidence to support various big ideas. Then they chose one big idea that they care about the most and supported it with relevant evidence from their own lives in the form of short stories. This unit lasted about 36 days.
