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Ready, Set, Teach! Book Extension Observation Rubric

This document is an observation rubric for an intern, Emmanuel Aguirre, teaching a lesson at Atherton ES. The rubric evaluates several components of the lesson on a scale of 0-40 points, including clearly stating the objective (10 points), an anticipatory set to engage students (10 points), matching the book reading and activity to the objective (40 points), and allowing students to conclude what they learned (10 points). Interpersonal skills like relationships, communication, classroom management, preparation, and execution are also rated on a scale of 0-30 points. Feedback provided includes praise for clear instruction and questioning students, as well as areas for improvement like introducing the author. The overall lesson is deemed well-

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71 views4 pages

Ready, Set, Teach! Book Extension Observation Rubric

This document is an observation rubric for an intern, Emmanuel Aguirre, teaching a lesson at Atherton ES. The rubric evaluates several components of the lesson on a scale of 0-40 points, including clearly stating the objective (10 points), an anticipatory set to engage students (10 points), matching the book reading and activity to the objective (40 points), and allowing students to conclude what they learned (10 points). Interpersonal skills like relationships, communication, classroom management, preparation, and execution are also rated on a scale of 0-30 points. Feedback provided includes praise for clear instruction and questioning students, as well as areas for improvement like introducing the author. The overall lesson is deemed well-

Uploaded by

api-440029502
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Ready, Set, Teach!

Book Extension Observation Rubric

Emmanuel Aguirre Atherton ES


Intern’s Name______E _______________________ Field-Site __________________ ___

Six-Weeks (Circle One) 1 2 3 4 5 6 3rd


Date: ___________ Grade Level _________
10/23/18
Language taught in: ____________
Spanish/English
85
Student’s Grade on Book Extension Observation: _________ (Counts 3 times)

0
Objective and Relevancy Clearly Stated: (WORTH 10 POINTS) _____

I like the way you:


You need to work on:

 What are you wanting them to be focusing on when you read the book? What
is the objective? Why are they learning this?

Anticipatory Set (Focus): Questions to get students thinking about the lesson:
(WORTH 10 POINTS) _ 5__

I like the way you:

 Read title
 Asked questions before book to get them thinking.

You need to work on:


Did not introduced author
Book Reading & Activity match objective. (WORTH 40 POINTS) 40__
Students clearly understand what to do:

Questioned students at beginning, middle, and end:

I like the way you:

Asked questions before, during, after reading.


Explained how to do activity before they began.
Gave examples of things they would want to fill in to complete assignment.
Communicated well how to do the assignment
Circulated as students worked independently.
Used classroom procedure to help students of use the dictionaries when they needed
words that they could not spell.

You need to work on:

Conclusion allows students opportunity to wrap up what they learned: (WORTH 10 POINTS) ____
I like the way you:

You need to work on:


30
(EACH PART OF THIS SECTION IS WORTH UP TO 2 POINTS) _____Pts. Of 30
I. Human Relationships: Low -----› High
Accepting of Pupils – does not show favoritism for some and slight others 0 1/2 1 1 1/2 2
Patient/Tolerant/Tactful – does not lose temper or embarrass pupils 0 1 2 3 4
Friendly – gets along well with others 0 1 2 3 4

Comments:
 Called on students by name
 Patient and gave time for students to think before answering.
 You were smiling as you helped individuals, showing you enjoy working with
them.

II. Communication Skills:

Voice Projection – speaks loud enough for students to hear 0 1 2 3 4 N/A


Enunciation – articulates well 0 1 2 3 4 N/A
Grammatical proficiency – uses good grammar 0 1 2 3 4 N/A
Communication between mentor and intern prior to lesson in order to prepare 0 1 2 3 4 N/A

Comments:
 Read book in Spanish but discussed lesson in English.
 Book seems well rehearsed
 Very articulate, Continue to work on projection

III. Classroom Management:


Firm/Consistent 0 1 2 3 4 N/A
Organized/Effective Time manager 0 1 2 3 4 N/A
Demonstrates proper responses 0 1 2 3 4 N/A

Comments:
Had assignment well prepared ahead
Read over their work as they turned it in to see if you needed to discuss
anything with individual. –Great immediate feedback.
IV. Preparation for Teaching:
Presents lesson in an organized manor 0 1 2 3 4 N/A
Relates subject matter to level of the children 0 1 2 3 4 N/A
Exhibits concern for individual learning styles 0 1 2 3 4 N/A

Comments:
 Lesson was organized and well planned. It was age-appropriate.
 Students got to listen to story, discuss, write, and draw.

V. Execution Lesson Plans:


Motivates 0 1 2 3 4 N/A
Overall job performance 0 1 2 3 4 N/A

Comments:
 Watch out for your nervous wiggling. (see video). Your voice is very calm.
The only indication you were nervous was your body language.
 Great first lesson! You started nervous which seemed to make it harder
for you to focus at first As you became more relaxed throughout the
lesson you got stronger.

Coordinator’s Signature: _____________________________ Date: ____________________

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