Kaoutar Salhi

ESL 4
Field Based Key Assessment:
Language & Literacy Instruction
and
Assessment Plan Scoring

Professional Field Study Time-log

Name. Kaoutar Salhi
Course. ESL4
Date
Oct 14

Time
11:40 am
12:40 pm

Oct 15

11:40 am
12:40 pm

Oct 21

11:40 am
12:40 pm

Oct 22

11:40 am
12:40 pm

Oct 27

11:40 am
12:40 pm

Oct 28

11:40 am
12:40 pm

Oct 29

11:40 am
12:40 pm

Nov 3

11:40 am
12:40 pm

Nov 4

11:40 am
12:40 pm

Nov 5

11:40 am
12:40 pm

Location
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing
Arts Charter
School
Philadelphia
Performing

Activity
Language Arts
Reading comprehension

Language Arts
Vocabulary

Language Arts
Reading comprehension

Language Arts
Vocabulary

Language Arts
Review games

Language Arts
Assessment

Language Arts
Reading comprehension

Language Arts
Projects

Language Arts
Reading comprehension

Language Arts
Reading comprehension

Arts Charter
School

Signature:Dawn Angelo
-Please notify me through email if you have
any questions regarding Kaoutar Kati
Salhis observation.
This is my email:
dangelo@stringtheoryshools.org

Section 1
School district: String Theory Schools

School name: Philadelphia Performing Arts Charter School

Teacher name: Dawn Angelo

Grade band: K-8

Subject taught: Language Arts, Creative Writing

Teacher schedule
8:00-10:00 language Arts Grammar/Reading
10:00-10:30 Snack Time
10:35-11:35 Prep Time
11:40- 12:40 Language Arts
12:45-1:45 Story Time
1:45-2:45 Integrated writing/social studies
The students are in both Level 3 and Level 4
(a) The students understand and speak conversational and academic English with
decreasing hesitancy and difficulty.

(b) The students are post-emergent, developing reading comprehension and writing skills
in English.
(c) The students English literacy skills allow the students to demonstrate academic
knowledge in content areas with assistance.
Level 4
Advanced Intermediate [Expanding]:
(a) The students understand and speak conversational English without apparent difficulty,
but understands and speaks academic English with some hesitancy.
(b) The students continue to acquire reading and writing skills in content areas needed to
achieve grade level expectations with assistance.

Curriculum used:
Story town book
The teacher uses several sources to teach her students. She actually makes her own
curriculum in order to make her lessons interesting and fun. She creates her own
lessons as well as her own activities from different websites and sources.
Assessment types used for language acquisition and development
Formal and informal assessments are used to assess language acquisition and
development.

Section 2
I. Spontaneous Speaking Assessments
Example:
Socializing
Providing and acquiring information
Expressing personal feelings and opinions, and getting others to adopt a course of
action.
Students are asked to use these functions across multiple topics. For example, students
may explain their preference for a game or a movie. Students may ask each other for
information about a new video game or a movie that just came out.
Result:
When student 1 asked student 2 about his favorite movie, student 2 was not able to
quickly answer student 1. Student 1 was waiting then answered that his favorite movie
was Star Wars.
Reflection:
During this assessment I noticed that although working with a partner, only one student
tend to speak during each part of the oral assessment.

II. Ask the 5 Ws

The students are directed to address a topic and ask: Who, What, Where, When, Why,
Which and How. The topic is Fall and Halloween

Question:

Why are the colors of Halloween orange, black, brown, green and purple?
Student 1:
The color of Halloween is orange because of the pumpkins.
Student 2:
The color green reminds me of the witch in a movie
Student 3
The color of the Fall is brown because of the leaves falling from the trees
Question:
What scares you in Halloween?
Student 4:
I get scared of all the things in Halloween.
Question:
Which part of Halloween do you like?
Student 5:
I like the candy.
Question:
How do you find the celebration of Halloween in America?
Student 6:
I find it scary and fun at the same time.
Results:
The students were able to answer most of the questions about the fall and Halloween. The
teacher has given them a great lesson about Halloween and they seem to understand it
pretty well.

Reflection:
I think the students tend to respond better one on one when they dont feel that everyone
is looking at them.
III. Use a Different Action (Verb) in each sentence:
The students are asked to think about as many actions as possible related to the topic of
Fall and then develop sentences:
For example: During autumn:
I see
I smell
I feel
I hear
I taste
Results:
Student 1:
During autumn, I see a lot of pumpkins
Student 2: During autumn I smell cinnamon
Student 3: During autumn I feel sad because I miss the summer
Student 4 During autumn I hear the breeze of the wind
Student 5: During autumn I taste a lot of candy.

Reflection
I am very impressed by these answers because I was not expecting these students to be
able to differentiate among different actions. I am so proud of these students. They are
very smart and very capable of achieving a great level in English.

Section 3
ELL
Student
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6

Social Goal

Eye contact when

addressed

Academic Goal

Participate in
oral activities

Support Strategies and

Methods

Encourage the student to feel

confident and help him prepare for
oral assessments ahead of time

Have friends

Work better in Encourage the students to work in

groups
groups and make them aware that
unity is power as well as two brains
tend to be better than one
To not be shy when the Being confident Teach the students that no question is
student needs help
to ask a
a stupid one. All questions are
question in the welcome to be asked. There is no
classroom
shame or worry to ask if the student
does not understand.
Being confident when Being able to
Encourage the students to speak and
speaking in English
talk to the class use English more in the classroom
openly
Speaking confidently in Work on stage Students tend to shut down when
front of other people
fright
they are supposed to present a
project to the class, therefore, the
teacher need to make them feel
comfortable and practice with them
as much as they can.

Section 6
Lesson Plan
Day 1: Short-Fiction Unit of Study
Co-Teaching Method: Team-Teaching; Small-Group Instruction
Time: 90 Minutes
Grade 3 ESL/General Education Push-In Inclusion (Heterogeneous) Model
Level 5Advanced [WIDA level = Bridging]:
Common Core Standard:
CCSS.ELA-Literacy.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
PA Standard:
CC.1.4.3.E
Choose words and phrases for effect.
ELP Standard:
2.3-10 Level 5
Primary Objective: 85 percent of students will be able to develop a plan for an
upcoming short-fictional writing project where they will show the reader, by using
learned writing strategies and skills, an important message with 85 percent
accuracy.
Secondary Objective: 85 percent of students will be able to recognize and explain (in
an age appropriate manner) the cultural theme of the read-aloud mentor text, The
Other Side by Jacqueline Woodson, as well as the literary devices the author uses to
portray the theme of the story with 90 percent accuracy.
Big Ideas

Understanding Rhetorical Phrasing (Mothers Consistent Warnings)

Understanding Literal and Metaphorical Devices (The multiple meanings
of the fence)

Introduction
Mini-lesson Statement Writers sometimes use short fiction to show the reader a
hidden message. When writing your short fictional story, what message do you
want to show the reader?
Procedures/Development
Interactive Read-Aloud (10 Minutes)
ESL will read aloud The Other Side by Jacqueline Woodson as a mentor text;
ESL Teacher will have students turn to a partner and discuss the hidden
meaning of the story and if the different meanings of the fence in the story;
ESL Teacher will select randomly two students to share their thinking about the
read-aloud;
Anticipatory Set
Mini-Lesson Procedures (15 to 25 Minutes)
General Education Teacher will read mini-lesson statement to students and
connect the statement with the mentor text;
General Education Teacher and ESL Teacher will introduce graphic organizer that
will assist students in developing their writing plans by using the mentor text as a
model to complete the graphic organizer with sections on:
Characters
Hidden Meaning/Message
Events
Solution/Outcome

Managed Independent Learning (30-40 Minutes)

Students will first develop a writing seed or select a previous seed from their
Writers Journal that will serve as a springboard for this writing assignment;
Students will conduct a pre-writing activity where expand their seed and
generate their ideas for the story;
Examples include:
o Sketches
o Webs
o Lists

o Combinations of other pre-writing ideas

Students will begin to complete the graphic organizer for this writing process;
Teachers, ESL and General Education Teachers, will conduct writing conferences
with students as well as conduct five minute skill group word work/writing
activities;
Teachers will also begin to write their own personal short stories to serve as
mentor writing for the students;
Vocabulary Support Instruction

Content Area Vocabulary Support Instruction: Transition Words Whole Group

Activity
During Managed Independent Learning, both Teachers will bring the class together
for a whole group mini-lesson using effective transitions. Teachers will select 10
common transitions to support writing (see below list for common transition
words). Teachers will provide students with a word bank transition support
handout to support instruction.
Phonology/Syntax Support (targeted students ESL and Non-ESL as needed)
Skill Group 1 Group (during Independent Learning Time)
General Education Teacher (with prior collaboration with ESL Teacher)
Phonics Principal: CVC versus CVCe spelling pattern;

Teacher will model CVC/CVCe pattern on an easel as a short word work

activity to enhance student writing/spelling;
Morphology/Syntax Support (targeted students ESL and Non-ESL as needed)

General Education Teacher (with prior collaboration with ESL Teacher)

In a small group setting, teacher will instruct a small word work activity using
magnetic letters where students practice adapting words adding pre-fixes and
suffixes to selected 2nd and 3rd grade high frequency words.
Collocation/Pragmatics Support Group
(During Independent Learning Time)
ESL Teacher (with prior collaboration with General Education Teacher)
Teacher will model the natural flow of common English word patterns as a small
group word work activity with target words
For Example: Fast Food Restaurant (Natural English Pattern)
Quick Food Restaurant (Unnatural English Pattern)
Idioms Supports/Scaffold/Differentiated Support

All students will be provided with a list of commonly used English Idioms and
phrases to enhance their writing (with a focus on metaphors and similes). The
selected list will be determined based on students independent writing level as
determined by the unit pre-assessment.
Semantics Support
ESL teacher will conference with individual students during independent managed
learning on a needed basis provided individualized support as needed.
Cognate Support
ESL teacher will provide students with a transition word bank for selected
transition words with matching words in the students native language as a
reference.
Whole Group Share/Reflection/Closure (10 Minutes)
Teachers will share their own writing with students;
Teachers will randomly select four students to share their writing;
Class will reflect on the outcome of the learning experience;

Assessments
Independent Writing Conference Rubric
Writing Project Rubric
Student Interaction/Group Activity Rubric

Adoptions and Modifications

Special Education Modifications
Dictated Writing:
Extended Time, as needed;
Direction Read-Out Loud;
Gifted/Early Finishers Modifications
Students will write an alternative ending to the Other Side of the Mountain in their
personal writing notebook.
Scaffolds
Small Group Instruction;
Word Banks (Transition Words, Native Langue to English Reference Sheets, and
Idioms)
One-on-One Conferencing
Teacher Modeling
Materials
Writers Notebooks,

The Other Side Mentor Text

Student Literacy Bins/ Portfolios
Writing Folder
Paper
Pencil
Highlighter Yellow
Editing Pens
Academic and Social Interactions at the ELP Levels
The students in this class (ESL/Special Education Inclusion Classroom) with
teachers certified in ESL, General, and Special Education are nearly fluent in English
and only require some support as needed. Most of the students have a strong
enough command of the English language to positively interact with their non-ESL
peers. The students will have opportunities to engage in heterogeneous learning
environments such as small group instruction and group sharing experiences that
will further enhance this vital development.
3rd Grade Transition Word List
First, Next, Afterwards, Eventually, Meanwhile, finally, often, soon, suddenly,
surprisingly

Section 8
1. Modify vocabulary instruction for ELLs. English language learners require direct
instruction of new vocabulary.
2. Use visual representations of new vocabulary and use graphs, maps, photographs,
drawings and charts to introduce new vocabulary and concepts
3. The Teacher should provide practice in pronouncing new words.
4. Word wall should be used at all grade levels.
5. ELLs need much more exposure to new terms, words, idioms, and phrases than do
English fluent peers.
6. The teacher needs to tie new vocabulary to prior learning and use visual to
reinforce meaning.
7. Content area teachers should teach new vocabulary words that occur in the text as
well as those related to the subject matter.
8. Provide comprehensible input for ELLs.
9. Tell a story about information in the textbook using visuals.
10. Create semantic and story maps, graphic organizers to teach students how to
organize information.

Section 10
Strategies

Rational

Pre-teaching Vocabulary Words

One of the most effective methods of

helping ELLs learn new vocabulary words
is to teach unfamiliar words used in a text
prior to the reading experience. The teacher
should preview reading materials to
determine which words are unfamiliar.
Then these words should be defined and
discussed..

Repeated Exposure to Words

Providing multiple opportunities to use a

new word in its written and spoken form
helps students solidify their understanding
of it.

Restructuring Reading Materials

This strategy is particularly effective for

helping struggling readers improve their
vocabulary. A portion of the difficult words
can be replaced with easier synonyms to
help the reader understand the overall text.

Word Maps

The word map is an excellent method for

scaffolding the ELLs vocabulary learning.

Context Skills

Context skills are the strategies that a

reader uses for incidental vocabulary
learning.

Section 11
Language
I learned that language is not easy to be acquired. It takes a lot of practice and hard work
for ELLs to learn the English language. There are many aspects of language. Language is
like a sea of semantics, vocabulary, grammar, phonology, morphology, syntax,
pragmatics, idioms, and cognates.
Culture
In order to acquire any language, the individual needs to be exposed to the culture of that
language. As Frantz Fanon once said To speak a language is to take on a world, a
culture. There are a lot of cultural aspects that the ELL students need to be expose to in
order for them to comprehend the roots of the English language.

Observing, Planning, Implementing, and Managing Instruction

ESL 4 was very interesting class for me. I enjoyed observing as well as planning lessons. I
also liked the way the instructor Jenny Lent taught the class. Miss. Lent cares about her
students and keeps in touch with them regularly when they have questions. Miss Lent is
very organized and I really liked her motivational emails for us to keep up with the course.
Assessment
Using a variety of informal and formal assessments have given me an idea of how to
approach ELLs in order to measure their level of understanding. I also learned that each
student gets assessed differently based on his/her needs.
Professionalism

Educators are expected to be professionals. Being a professional requires ethics in order

to fulfill teacher duties.

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https://ksalhi.weebly.com
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