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What I observed today was effective vocabulary instruction since, based on UETS 4.6, you provided several chances for students to learn, practice, and discuss the new word introduced during the lesson.

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You actively engaged students in this lesson. You did this in several ways. You had choral readings, you had them using the vocabulary word as an entire class and with a partner. You also had the students write the definition of the word in their own words. You have an effective rating for standard 2-4.

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I observed multiple uses of OTR strategies based in current research. While students were encouraged to respond as a group, there were no individual checks for understanding that I observed. I would have liked to see the introduction of antonyms and synonyms to round out the learning .

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I rated what I observed today as effective. Some evidence to support this rating includes data of 4 OTR per minute as well as a variety of opportunities to respond. These included non-verbal, verbal, reading and writing. Going forward possibly include more non-verbal opportunities to raise the number of OTR.

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According to standard 2.4, at least 13 opportunities in a 5 minute time frame were used to actively engage students in speaking and listening. Students also had multiple opportunities to read the word aloud and use it correctly. This included specific vocabulary instruction in addition to connecting that vocabulary to the Harriet Tubman story. This also gave students the opportunity to write and record the accurate use of the word elude. I have rated you effective on this standard as you have multiple data points to evidence of student impact.

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I rated your active engagement today as effective. I observed very clear evidence of students responding verbally and non-verbally. Non-verbal opportunities to respond were 3. Students read text 4 times and had the opportunity to listen and speak 10 times. You have students give one written response. I observed clear To/With and By in you lesson. Going forward I would love to see students to move the a level of instructing each other. Taking their learning and teaching each other.

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I observed you engaging students in learning (2.4 in UETs) I noted over thirteen times students responding by speaking, three opportunities to read with the intent to respond to academic questions and at least one opportunity to write with real world experience. Going forward, how will you…

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Dr. Archer- on a scale of 1-10, with 10 being the best, how would you rate your lesson based on our UETS 2.4 standard?

I agree with your comments. I stopped counting after 9 prompts in each of the components of non-verbal, reading, spelling/listening, areas. Transitioning your students to the writing prompt after providing so many OTRs hits one of the main modalities students need to cement learning. Based on these observations I rated your instruction as effective

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Today, I observed the following evidence: all students speaking at least 11 times, along with at least three individual conversations; five choral readings, one classroom non-verbal response, and one group writing response. Based on this evidence, it is clear that you have "planned for learning and student engagement." Students are actively engaged and there is evidence of four different types of planned engagement. Based on this evidence, your rating is effective. How do you feel that the lesson went? What would you like to do to continue to grow in the area of engagement?