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I like the formatting of this feedback.  It was clear and precise.

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Ms. Colmon instructed the students to take out their journal and respond to, ""Why would she leave her mom and family behind?""  Classroom routines functioned smoothly.  Push:  Continue to circulate through classroom throughout the lesson. 

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Ms. Colmon instructed the students to take out their journal and respond to, ""Why would she leave her mom and family behind?""  Classroom routines functioned smoothly.  Push:  Continue to circulate through classroom throughout the lesson. 

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we are going to start with our writing skills assessment. I want you to pull put your skill sheet from this week so that you can use it as a guide for you. Mrs Croak reviewed the assessment with students and asked them if they had any questions. She noted that the word counterfit was used on the assessment several times. This is one of our vocabulary words from this week. Any one remember its meaning? S-Its a copy of some thing but not the real thing. S-Its a fake copy. S-It is most likely an illegal copy of something. Wow great answers. So if you are not remembering its meaning during the assessment you can raise you hand and ask Ms Scott or I to clarify. Remember we are going to use the vocab word and and conjunctions to make complete sentences.  She had students remind her what they were going to be doing and then had them begin.

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we are going to start with our writing skills assessment. I want you to pull put your skill sheet from this week so that you can use it as a guide for you. Mrs Croak reviewed the assessment with students and asked them if they had any questions. She noted that the word counterfit was used on the assessment several times. This is one of our vocabulary words from this week. Any one remember its meaning? S-Its a copy of some thing but not the real thing. S-Its a fake copy. S-It is most likely an illegal copy of something. Wow great answers. So if you are not remembering its meaning during the assessment you can raise you hand and ask Ms Scott or I to clarify. Remember we are going to use the vocab word and and conjunctions to make complete sentences.  She had students remind her what they were going to be doing and then had them begin.

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Students used a graphic organizer to organize their workStudents worked together in groups. The pacing of the lesson was appropriate to the tasks. It did not drag and it was not rushed.The Video We shall remain was aligned to the text. Ms. Ford was intentional about stopping at particular times in the video to cfu and ask probing questions. Exit ticket: How were the newspapers portraying information about the Native Americans. 15/16 students answering the questions.

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Students used a graphic organizer to organize their workStudents worked together in groups. The pacing of the lesson was appropriate to the tasks. It did not drag and it was not rushed.The Video We shall remain was aligned to the text. Ms. Ford was intentional about stopping at particular times in the video to cfu and ask probing questions. Exit ticket: How were the newspapers portraying information about the Native Americans. 15/16 students answering the questions.

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Entered classroom at 9:09. Students were in the midst of a SAXON lesson. The letter of focus was the letter ""h."" At the point of entering the students were being asked to write the lower case ""h"" on the line indicated. The teacher modeled the task and then repeated directions. At that point, the Teacher and Student Support Assistant circled the room, visiting every table. A couple of students were not able to complete the task. A few wrote the letter backwards (Noah). Students then circled all words that began with the lower case ""h"" on the same Saxon sheet. The Teacher and the assistant once again visited each table. Moving forward: 1) Continue to use Saxon materials to support phonemic awareness. Ensure that each student has the phonemic letters and numbers individually displayed at their tables (See teacher in 119 for support). I will be in by Thursday, September 29, 2022 to ensure that you have secured enough materials and have placed them on the tables: See me immediately if you need support prior to this date. 2) Have tangible letters for students to use to enhance student learning.

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Entered classroom at 9:09. Students were in the midst of a SAXON lesson. The letter of focus was the letter ""h."" At the point of entering the students were being asked to write the lower case ""h"" on the line indicated. The teacher modeled the task and then repeated directions. At that point, the Teacher and Student Support Assistant circled the room, visiting every table. A couple of students were not able to complete the task. A few wrote the letter backwards (Noah). Students then circled all words that began with the lower case ""h"" on the same Saxon sheet. The Teacher and the assistant once again visited each table. Moving forward: 1) Continue to use Saxon materials to support phonemic awareness. Ensure that each student has the phonemic letters and numbers individually displayed at their tables (See teacher in 119 for support). I will be in by Thursday, September 29, 2022 to ensure that you have secured enough materials and have placed them on the tables: See me immediately if you need support prior to this date. 2) Have tangible letters for students to use to enhance student learning.

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Teacher modeled for students what she wanted them to do. She expected all students to write their own journal entry. Students were directed to draw a picture of what they wanted their journal to be about. Teacher modeled her journal entry about baking a cake for her sister's birthday. Many students ended up drawing a cake or some kind of party scene. My overall feedback is that having the 2nd grade students write a story independently around a unique idea would take much more scaffolding. Reflect on your planning and the steps that it would take to ensure that ALL students knew how to engage in this task. This may take a week of completely modeling the process and having them follow your directions and your writing explicitly. Then, progressing to a next step where they draw their picture and brainstorm the key ideas and what is represented in their picture on a separate brainstorming paper. Then, moving to the next step of writing a unique sentence, etc. Think about how all the steps you worked through in this lesson could actually be a lesson in and of themselves.

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Teacher modeled for students what she wanted them to do. She expected all students to write their own journal entry. Students were directed to draw a picture of what they wanted their journal to be about. Teacher modeled her journal entry about baking a cake for her sister's birthday. Many students ended up drawing a cake or some kind of party scene. My overall feedback is that having the 2nd grade students write a story independently around a unique idea would take much more scaffolding. Reflect on your planning and the steps that it would take to ensure that ALL students knew how to engage in this task. This may take a week of completely modeling the process and having them follow your directions and your writing explicitly. Then, progressing to a next step where they draw their picture and brainstorm the key ideas and what is represented in their picture on a separate brainstorming paper. Then, moving to the next step of writing a unique sentence, etc. Think about how all the steps you worked through in this lesson could actually be a lesson in and of themselves.

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Teacher pulled 5 students to work with them in SGI (evidence) to model, encourage, explicitly teach, and reinforce curiosity, critical thinking, reasoning, and reflection to support student success and their social, emotional, and academic growth (impact).In 15 minutes, students were working on independent work with no opportunities for student discourse (evidence) potentially decreasing student vocabulary acquisition and speaking/listening skills (impact). By next informal, create 1-2 opportunities for students to discuss their thoughts within their groups going from independent work, peer discussion, to whole group share out (action step). 

# data[].attributes.subject
Teacher pulled 5 students to work with them in SGI (evidence) to model, encourage, explicitly teach, and reinforce curiosity, critical thinking, reasoning, and reflection to support student success and their social, emotional, and academic growth (impact).In 15 minutes, students were working on independent work with no opportunities for student discourse (evidence) potentially decreasing student vocabulary acquisition and speaking/listening skills (impact). By next informal, create 1-2 opportunities for students to discuss their thoughts within their groups going from independent work, peer discussion, to whole group share out (action step). 