Observation: Review Educator Eval Rubric Observe the video & take notes Video d
Observation: Review Educator Eval Rubric Observe the video & take notes Video download attached Reflection: Write a one-page summary observation of what you saw - Participants are expected to incorporate their understanding of SEI principles and strategies as well as their knowledge of the Massachusetts Educator Evaluation rubrics into their integrated post-observation notes and summary. Elements in the educator eval rubric Core SEI strategies: vocabulary, reading, and writing Student engagement ELs’ ability to access the content Shines & Refines Expansions of strategies, connections & differentiation SAMPLE REPORT: You consistently used instructional practices that motivate and engage students during the lesson (Standard II: Teaching All Students - Student Engagement II-A-2). Your lesson was centered around the student task of retelling a picture storybook where students worked in a group of three to write the words to a wordless picture book. In looking at the Depth of Knowledge (DoK) levels, the lesson focused on level 3: analyzing knowledge. You started the lesson by having students read what they had written thus far for the picture book. Once students read the sentences you then said, "So now we are here. The boy is gigantic. We are going to turn the page and we are going to look at it without talking and I'm going to ask you questions. Is the boy still gigantic? Where is the boy going? And who is he going with? I want you to think first." "Now let's answer the first question. Is the boy still gigantic?" Students answered, "No." You asked, "Why?" A student answered, "Because look the pig here and him are normal size." You continued prompting the students to explain more on the page by asking follow up questions to the three original questions. You then said, "We now know the boy is no longer big, he went to a big city, and he went with the magician." Students were encouraged to use big words in their sentences. All three students came up with a sentence explaining the page of the book. You then said, "So, we have three ideas. Let's bring these three ideas together." As a result of this lesson, students were motivated and engaged to work together to come up with one sentence encompassing all three ideas that explained the illustration in the picture book. On a two point scale examining original and recall talk, reminding you that 1=recall and 2=original, the lesson was a 2 where all student talk was original. I would like to further discuss once the students are completed with writing this book, what will be the next exercise to take their writing further?

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