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The teachers were given a pre-observation form to complete if they chose to. If they did
not answer some of the questions, those were deleted. They also had the option of
using a different format of their choice to communicate prior to the lesson.
PRE-OBSERVATION FORM
ESL Teacher: Tammi Wooden (5th grade)
Gen Ed Teacher: Courtney Graves
Observation Date/Time: Feb. 14, 08 (10:15-11:00)
No. of students: 19
Grade and ELP levels (if applicable): 5th grade (6 ESL, 3 tag, 3 SpEd)
Subject: Science
Co-taught lesson: Yes Co-planned lesson
What big idea or Essential Understanding do you want students to
understand in this lesson?
Many processes contribute to changes on the earths surface.
What critical content do you want students to know?
Changes to the earths surface occur over time.
What is the content objective? (How will they demonstrate what they know and
understand?)
Write cause and effect statements to tell how plate movement affects the
development of volcanoes, mountains, and earthquakes.
Draw and label the four layers of the earth.
What is the language objective?
TSWBAT list and give examples of processes that change the earths surface.
Use think-pair-share to summarize the major processes that form volcanoes,
mountains, and earthquakes.
What modifications will you use for the ELLs and/or struggling learners?
Models, visuals, analogies,
TPR to explain converge, diverge, subduct.
Visual posters and stories to activate background knowledge.
What are the roles and responsibilities of the collaborating teachers?
Classroom teacher gives direct content instruction. ESL teacher offers support/small
group instruction to reinforce concepts.
10. Is there any other information you would like me to know, such as what to
look for?
This is the first time we have co-taught together. We are still working out ways in
which collaborative instruction would be most effective
RUNNING RECORD OF THE CLASS OBSERVED
Observations
Students were asked to move quickly
and quietly to the rug after having their
science books and workbooks ready on
their desks.
While they were waiting for students to
come back from math, T asked students
to read a song related to science.
A girl volunteered.
T had the boys choral read.
The girls then choral read the song.
The students then read the song
together.
T Ladies and Gentleman we still need to
wait for the math students
Who can tell me what this song has to do
about what we have been studying.
S Rivers deposit sand.
Who can tell me what deposit sand
means?
S Drop off sand.
S Take sand and put it somewhere else.
S Erosion
T Does it say erosion in the poem?
S No
T How do you know it is about erosion?
S explanation
T asked an elaboration question
S It is the process of rocks mixing
together into smaller rocks.
T Mixing together?
S Mixing together with sediment.
T asked S to explain sediment
T What else is a connection
S Weathering
T What were the four ways that cause
weathering that we studied?
T Water
T Ice
T Mass Movement
T Wind
Comments
The students moved quickly and
quietly.
T is using the time productively
rather than just waiting for others to
return.
The song was related to the content
for the day and was at a lower
reading level than the science text.
SIOP Comprehensible Input
Rereading of developmentally
appropriate material is the best way
to develop fluency. Hence, the
activity would be very helpful for
students with lower literacy skills.
The repetition of such material is
very non-threatening to
ELLs and provides modeling. All
students are reviewing the content.
SIOP Review and Practice
Review of previous day
Effective vocabulary instruction, with
multiple ways to explain a word.
Students knew a lot about the topic
and there were many volunteers.
They were easily using the content
vocabulary and were very
comfortable talking.
I was not able to keep up when
recording the discussion since it was
moving quickly.
The vocabulary related to the
content is very visible, and there are
related posters.
Interactions
Humor and movement promotes
interest and engagement. Students
are recognizing cool ideas that a
partner has.
Think-pair-share a partners idea.
SIOP
Lesson preparation is very evident.
The objectives that will be covered
during this class period are
communicated to the students.
Additional language objectives will be
met during the following class.
T What is a plate?
Student answered.
T What is a boundary?
S answered.
T so what do you think a plate boundary
means?
S discussed and teacher demonstrated
with her hands.
S read a long paragraph.
The teacher asked them to reread
before raising their hands with details.
She also demonstrated plate movement
with her hands. The students imitated
the movement.
T A continental plate and oceanic plate
collide
What do you think happens when they
collide?
How are volcanoes forming?
Use the notes on the board to tell me
how volcanoes are forming.
Many students are raising their hands.
S Two different plates collide together to
form a volcano.
T Thumbs up if you think it is a good
idea?
T Who can add more information?
S Its pushing up.
Students began discussing force,
motion and energy.
T There are 3 graphic sources on page
3
I will give you 30 seconds to preview the
resources.
Who can tell me about one?
Did you find a detail?
T I like the graph of the major
earthquakes?
T What information can you get from the
graph?
S answer
T Were you alive during any of those
earthquakes?
T She asked all students to point to the
SIOP
Comprehensible Input
Whenever the content is complex,
hand movements, vocabulary
support and discussion supports
what is being read.
Understanding by Design
Explicit focus on the essential
question
The teacher helps students connect
prior learning to new learning. The
big idea is reinforced.
look.
Someone started to tell him. She said
no.
The teacher then remembered he didnt
have his glasses today.
She told him a page number where he
could look it up.
All students were writing quickly and
quietly.
She encouraged them to write key
words.
SIOP
Review and practice
POST-OBSERVATION FORM
How did you feel about the lesson?
I thought it was fine.
Note: I was very impressed with the use of time as well as the instructional
strategies.
Courtney, I want to thank you for agreeing to model in our next workshop the reading
strategies that you used when the students were reading the textbook. Not only was
it very effective as you implemented it, but I think it provides the kind of modeling that
would make it easy for students to go into Numbered-heads-together in a very
successful way.
How did student behaviors compare with what you expected?
They were just what I expected.
Do you think the content objectives were met?
For the time we had yes. They will be continued tomorrow.
Do you think the language objectives were met?
They will also be continued tomorrow.
Do you feel that the ELL modifications were adequate?
Tammi brought in the Rigby big book which had the song at lower level or reading,
but the resource is beneficial to everyone. We discussed the many things that they
are doing in the class that provide support for ELLs. In this particular class, the ESL
students are intermediate or above, so they are able to participate in the class
without needing an alternative lesson from Tammi during the reading. The reading is
difficult for them, but because they have a lower reading first, lots of visuals,
restatements of the text ideas in student language, and notes written on the board
with few words, they seem to be able to follow the lesson.
If a co-taught or co-planned lesson, were you satisfied with the collaborative
roles and responsibilities?
The teachers are just beginning their collaborative teaching and are still working out
what is the best way to do this. Because the students returned with Tammi from
math later, she was not able to do a brief intro at the beginning of the lesson that she
had intended. She did help with the summary at the end. Courtney is already
incorporating so many of the strategies recommended for ELLs into her instruction
because she feels they help everyone. Tammi is providing one-on-one support to
ELLs as they participate in the whole class activities. We briefly discussed that if
they had lower-level ELLs that she would need to work with them in different ways
during the activities with the text.
I did not mention it at the time, but it is important for Tammi to identify second
language errors that the ESL students are making and to provide support for that. I
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am sure she is doing that based on their writing. It is helpful to find ways to
incorporate some explicit guidance and practice with the kinds of grammar errors
that would never be addressed with native speakers but which are common for
second language learners.
What will you do the same and what will you do differently if you do this lesson
again?
They said that normally they have the students write what the teacher writes on the
board as students share their details from the text. Because I was visiting the class,
they wanted to try to progress further in the lesson so I could see a broader picture of
their instruction. I agreed that having the students record what was being written
would be very beneficial and that they should definitely continue that.
Do you have any questions youd like to ask me?
They asked me if I had suggestions for their collaboration.
I said that I liked that the ESL teacher is also teaching the whole class. We
discussed that since the science book is very difficult for the students to continue to
seek resources at a lower reading level. That is already being done through the
Rigby big book and the notes recorded on the board. However, a lower level reading
related to the same thing can be very helpful.
I made suggestions about using the term main idea only for complete sentences.
We discussed this. See related notes in the comments section.
We discussed that since not every student is volunteering to share, accountability
could be further enhanced by using Numbered-heads-together to share their main
ideas and details first in their teams. The teacher would call a number and those
students would stand. The teacher could ask who wanted to share the main idea,
and then the other students standing could share the details. What they have been
doing so far would serve as effective modeling for this task. All would get even more
opportunities to talk, and all students would be accountable.
We also discussed providing additional guidance for having the students complete a
Venn diagram to compare and contrast a volcano and an earthquake.
Students often need support with the aspects of comparison that would be the most
important. It is also helpful to write the similarity and the related differences on the
same line. This was modeled the following day in the workshop.
Feedback from the teacher to observer:
What did I do that was useful for you, and was there anything I did that got in
the way of your learning or thinking?
Time ran out, but please do give me any feedback that may help me in my
observations of other teachers.
PRE-OBSERVATION FORM
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Subject: Math
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We are following our districts pacing guide as well as a guide put together by
teachers who have taught 5th grade math for several years. Everyday Math is a
spiral curriculum so our students have had some experience with the concepts being
taught throughout this lesson. Depending on how the lesson goes, I will either reteach or move on to our next lesson on area and perimeter.
Do you have any concerns?
Not really. I look forward to your observation and feedback.
Comments
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SIOP
Comprehensible Input and
Building background
The teacher is using many visual
techniques to promote
understanding.
Marzanos research supports the
use of analogies. Comparing the
known to the unknown also
promotes comprehensible input
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The grid on
S demonstrated
S had asked if it made any difference if the
ordered pair was written differently.
He then did 3, 7. A student demonstrated.
T So does it make any difference in how
they are written?
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Ss YES
Lets look at our book.
He showed the page using the Elmo.
Come up and point to the locations on the
smart board.
S volunteers went and indicated on the
board.
The first student went on the vertical axis
first. T correctly in a very non-threatening
way. She did it and he said, Great job.
Open math journals to p. 292
He showed the book on the Elmo
Plotting a turtle
Who would like to read plotting a turtle?
The student read the explanation.
It says,
(The task was to try to write the ordered
pairs and plot them to look like a turtle.)
Now, heres the cool part.
It says, start with the nose on the turtle.
T It wont look exactly like it, but lets try.
T Who can give me a point where I can put
a dot. Remember it has to look like a
turtle.
Ss gave ordered pairs and told him where
to put the dot.
After Ive done that, Im going to draw a
straight line.
I should label that. He wrote the ordered
pairs.
S volunteered another and students told
him where to go to put the dot.
(The new point didnt seem very logical.)
T Should I draw the line from here to here?
S No, thats the tail.
T Maybe I should wait to connect the dots
until we have all the dots.
He erased the first line.
Students continued to give coordinates
T It doesnt have to look just like a turtle,
We are just practicing.
Were going to start pop-corning someone,
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student-centered.
SIOP
Very effective focus on the
objectives.
SIOP component
Interaction
The learning environment in this
class and the school is VERY
conducive to learning. Time is
being used well. Consequently, I
focused on the lesson sequence
and didnt record the time.
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POST-OBSERVATION FORM
How did you feel about the lesson?
I think it went well. I feel they grasped the concepts.
A few of them really struggle.
I called the ones that struggle to go to the smart board.
How did student behaviors compare with what you expected?
Thats the way they are. I like to kid and crack a joke. It needs to be fun.
One of the ESL students had a friend come over to help her with something she
didnt understand.
Do you think the content objectives were met?
He discussed that the objectives for the period were met, but that they would now
need to practice.
Do you think the language objectives were met?
The students had just started that portion of the lesson when we left.
Do you feel that the ELL modifications were adequate?
The teacher said that he always supports with he says orally with writing, visuals,
demonstrations with his hands, and use of analogies. He specified that he has
students that support his two ESL students and that they have been just wonderful in
helping them. During the lesson, one ESL student was very comfortable asking for
support.
Were you satisfied with the collaborative roles and responsibilities?
During the class the ESL teacher is not present. However, Jedd expressed great
satisfaction with the support Alice is providing the ELLs during the language arts time
when she works with them independently on tasks that reflect the objectives of the
class.
What will you do the same and what will you do differently if you do this lesson
again?
I really liked how it went. Maybe more analogies to demonstrate over and up, maybe
more focus on negative numbers. However, we need to do more with negative on
another day for them to understand that because it is confusing for them.
Do you have any questions youd like to ask me?
He asked if I had any suggestions.
We discussed that before the students were to read in their book that he had
explained the ideas first if visual ways and with examples before they read. I felt
they then had more understanding of what they read. I encouraged him to use that
same strategy with the definitions of the terms. He was definitely explaining the
words and giving examples, not just using the terms of the formal definition. I
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recommend that he do that before the students read the definition of the words. I
would also have them restate the definition in their own words to a partner based on
his explanation prior to reading the definition.
Marzanos 6 step process for Building Academic Vocabulary would also encourage
students to represent the vocabulary word visually. I will share that in the next
workshop, but you can see a flash presentation of it at the following site:
http://www.ascd.org/ASCD/pdf/six_step_flash.html
We also discussed how to focus on an understanding about all grids:
I understand that grids can be used to communication location and trends to others
in effective and efficient ways.
I understand that people need standard ways of communicating the information.
We discussed ways to teach the reason for a grid in hands-on discovery ways:
Example: Put a dot on a piece of paper and tell someone else how to put their dot in
the same spot. (They will measure which is fine, but help them see that use of a grid
is faster.)
Have them put a dot on a circle and have them try to describe to a partner how to put
the dot on the same spot on a different circle. Measuring with rulers isnt very
effective. Give them a compass and have them try to figure out what else would be
needed. Why are degrees used rather than linear measurement?
Students can put a dot on a Styrofoam ball (or marshmallow) and try to figure out
how to give directions to someone else how to put a dot on the same place on
another similar object.
Often students dont get the point of why they are doing what they are learning and
how it was developed.
I asked, if I could use Jedds lesson objectives as an example in the teachers
workshop. He agreed, and I felt it was helpful to others.
Feedback from the teacher to observer
What did I do that was useful for you, and was there anything I did that got in
the way of your learning or thinking?
Time was up, and we didnt have time to do this. I would appreciate any feedback
you would like to give that would help me.
Jeanette Gordon
PRE-OBSERVATION FORM
Teacher: Gina Miller (ESL 5th grade pull-out) No. of students: 6
ELP level/s: Developing to bridging
Subject: social studies
1. What big idea do you want students to understand in this lesson?
Proper sequencing in writing creates a logical product.
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Comments
SIOP
Review
20
SIOP
Lesson planning
Content and language objectives.
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S Fight
S Guns
The teacher gave the word tactics to elaborate
on a student answer. She used interesting and
humorous ways to evoke more thought.
Tell me boring stuff that they would need to
know?
Do you think it would be important to know how
far bullets and cannons would go?
Ss yes
S You would need to know about the land.
T Would you need to know how many boots
and jackets to order?
This is a picture of a current West Point
Graduate and the historical picture.
Tell me how they are similar first.
Students started telling differences. The
teacher focused them on identifying the
similarities.
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Comprehensible Input
Teacher is focusing on vocabulary
as needed throughout the lesson.
I would expand on the meaning of
bravery. Students often think it
means a person is not scared.
In reality it often means taking the
action that is needed even when a
person is afraid.
How very important it is to
remember that ELLs may not know
words that may be very familiar to
other students.
Sequence., sequential
The teachers enthusiasm is
catching.
POST-OBSERVATION FORM
How did you feel about the lesson?
Pretty good. I was so excited about the information. I like to push myself that way with
the history. They trust me on that. Theyll follow me anywhere because Ill sell it.
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24
What did I do that was useful for you, and was there anything I did that got in the
way of your learning or thinking?
Teacher: Heather McFadden (5th grade Mainstream)
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Comments
Students answered.
I understand you didnt finish the story
yesterday.
The teacher wrote on the board.
DLR
Finish Babe
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Writing Prompt
Group work stations.
SIOP components:
Lesson Preparation
Content and Language Objectives
The students have a writing prompt
every week to practice the state
assessment writing.
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SIOP component
SIOP Strategy
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28
SIOP Interaction
Student-generated questions
indicate genuine interest as well as
a climate where questions are
welcomed.
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Ss discussed ideas.
T Why dont the sheep just stand up for
themselves and say were not going?
S Its the sheeps instinct to go where the
dogs train them.
Discussion which included that the sheep
might be afraid the dogs would eat them.
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degrees of confusion.
Higher-order question
SIOP Interaction
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32
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Note: Lottie Baker the ESL support teacher, with agreement from Heather,
joined us for the post observation
POST-OBSERVATION FORM
How did you feel about the lesson?
I think overall it was good particularly because Ive only been here one day this
week.
How did student behaviors compare with what you expected?
There were about what I expected. They were on task for the most part. (One
student was off task during Read Aloud sharing. I wondered if she was able to
understand the story. I was told she is the student with the lowest ESL skills. She
was involved during the Guided Reading.)
Do you think the content objectives were met?
I think they were.
Note: Since time was limited, rather than completing the post-observation
form, we discussed ideas for the collaboration between Heather and Lottie.
I did not take notes during this discussion but will try to summarize the key
concerns and suggestions. I am also adding additional support for the ideas
discussed.
At this time, the ESL students in class have some English skills. Hence, they seem
to be able to participate in many classroom activities.
The Guided Reading Groups seem to be appropriate for the ELLs based on my brief
observation and teacher feedback.
The Read Aloud is often more problematic. It is important for the ESL teacher to
help determine to what extent the ELLs are able to process the story in the Read
Aloud. This is a time when it is often more advisable to do alternative tasks with
ELLs. Heather feels that the students are able to understand the story. I would
suggest that the ESL teacher determine to what extent the Ells can retell the story.
Some of the vocabulary may also be difficult for them. (I did not suggest this during
the post-conference, but matching a word to a memorized definition would not be
appropriate assessment for an ESL student, particularly if the definitions are more
complex than the word being defined. Students can memorize definitions without
understanding or being able to use a word. It is important that they are not using
their educational energies on such tasks. Again I would recommend that the ESL
teacher determine to what extent the vocabulary activities are of benefit to the ELLs.
If it takes too long to clarify the meaning of words from the Read Aloud, it may be
better use of the students learning time to focus on other vocabulary, perhaps
vocabulary that is critical for following directions or reading in other content areas.
Together we also discussed the use of DLR with ELLs. If the sentences are not
comprehensible to the ELLs, this would not be a very helpful task for ELLs. We
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discussed how much more difficult it is or ELLs to understand sentences that are
outside of a meaningful context. It is not easy for those who have not learned
another language to recognize the complexity of this. A student can often be
confused by sentences outside of a meaningful context that are much easier than
they can understand when in a meaningful context.
The writing tasks in the class are taught with lots of structure and guidance which is
highly beneficial to ELLs. We discussed additional differentiation options if students
have lower ESL skills than those in the class at this time. However, since the writing
tasks progress in difficulty as the year goes along, students with lower ESL skills
could be given additional time with the easier options.
The teacher used very explicit guidance for teaching the skill of summarizing and
providing some specific strategies for gaining proficiency in those skills. This is very
helpful to ELLs. This is a task that can also be taught using easier readings, as is
being done in the Guided Reading. An ESL teacher can also often support the same
skills and strategies that are being taught to the mainstream students using simpler
readings.
Both teachers expressed openness to collaboration and an interest in serving the
ELLs effectively. Because the ESL teacher has more opportunities to interact with
the ESL students individually, it will be easier for her to determine the degree of
comprehensible input that is occurring in the class and the appropriateness of the
tasks and assessments. I would suggest following her lead. If ESL learners with
lower skills are ever served in the classroom, additional modifications would be
needed.
I encourage both teachers to continue their collaboration efforts.
PRE-OBSERVATION FORM
Teacher: Patricia Brown
Observation Date/Time: 2/14/08, 11:55 a.m
No. of students:
23
Grade and ELP level/s: 5th grade: 2 Beginner ESL, 5 Int. ESL, 11 regular ed, 5
TAG
Subject: Science
What big idea do you want students to understand in this lesson?
the Earth constantly changes
What critical content do you want students to know?
Heat energy from the upper part of the mantle causes movement of the plates
that make up Earths crust. The plates move slowly in different directions with
different results.
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What is the content objective? (How will they demonstrate what they know and
understand?)
SWBAT contrast the location of the plates at the time of Pangea with their
location today by moving paper models of the plates.
What is the language objective?
SWBAT tell that heat from the mantle moves the plates.
SWBAT explain the connection between the heat/energy cycle that moves the
plates and the same cycle that moves ocean currents (our last unit.)
What modifications will you use for the ELLs?
simplified version of Pangea, writing down vocabulary,
What strategies will you use to accomplish your objectives?
hands on activity, video, numbered heads together
What are the roles and responsibilities of the collaborating teachers?
There is no collaborating teacher.
What led up to this lesson and what will follow the lesson?
Prior lessons: structure of the interior of Earth
Subsequent lessons: earthquakes & volcanoes caused by plate movement
Do you have any concerns?
My partner & I have just reconstituted this class. She teaches the other half of our
students math while I teach science. We decided last week that this science/math
session is at the worst at this time of day: right before lunch, right after special,
having started the day at 8:00. This class is our group of students who have a
harder time learning concepts, and she was trying to teach them math at this time.
We decided that since science is easier for them to get, we would change their
math session to the earlier time. This way they are fresher for math and, perhaps,
will be better able to succeed.
Because of our grade level schedule, the TAG (Talented and Gifted) students who
would normally be in the other, earlier science class, are now in this class. Thursday
will be our second day on this schedule, so I will not have worked out any of the
issues of teaching TAG + struggling learners + ESL students at the same time.
RUNNING RECORD OF THE CLASS OBSERVED
Observations
T reviews the student groups since she
made a few changes.
Review your numbers.
Raise your hand if you are in the
northeast corner of the table etc. until all
had raised their hands.
2 students Youre roving reporters today.
Talked about the word roving.
Comments
Reviewed content and language
objectives from the previous day.
Teacher is integrating content into
simple directions
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SIOP
Interaction
T is using a variation of Numberedheads
Suggestion:
Ask the question. Then have
students share before they know
which number will be called. All
students then must focus because
no one knows which number will be
called.
SIOP
Review
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Suggestion:
Students could use Roundrobin to
share their observations and
questions with each other prior to
sharing with the class.
Many students were very engaged
and asking WONDERFUL reflective
questions.
It may, however, help to promote
more language growth and
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engagement of everyone if
Roundrobin were used.
The students are definitely
reflecting on the content and asking
genuine questions.
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Suggestion:
Have the roving reporters take
notes on a specific social skill such
as clarifying. If they are just
walking around and watching, it will
be difficult for them to really
perform a meaningful job and stay
on task.
SIOP
Interactions
The teacher is taking risks in
applying some of the cooperative
structures modeled in the
workshop.
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POST-OBSERVATION FORM
How did you feel about the lesson?
The students didnt seem as excited about the lesson as they usually do. (I didnt
take notes, but I think this is what Pat said. My perception is that the students were
very interested.
How did student behaviors compare with what you expected?
I had expected that the TAG students would be helpful, but they seemed to be more
disruptive than helpful today.
I was surprised that the students were confused by the partner directions. In my
other class, they didnt have any trouble at all following those directions.
I shared other ideas for giving the directions in a way that causes less confusion, but
I didnt model that in the workshop.
Do you think the content objectives were met?
Yes, I think so.
Do you think the language objectives were met?
The language objectives specified in the lesson will be met in a later class. We
discussed language objectives and tried to refine understanding.
We discussed cause-effect prompts to explain why the plates move and the
convection currents.
We also talked about incorporating more language into the Pangea activity. For
example, prepositions of place could have been incorporated. One student could
explain to his/her partner where to place the continents, and they could take turns
describing and placing.
Pat seemed very interested in ways to focus more explicitly on the language needed
to explain talk about the science content: cause-effect, compare and contrast, etc.
I said I would email her an example related to density and causes of wind.
Do you feel that the ELL modifications were adequate?
We discussed how she explains complex concepts to the students and discussed
ways to teach density.
Were you satisfied with the collaborative roles and responsibilities?
Dana expressed satisfaction with her collaboration with Dana for language arts. She
does not collaborate on science with the ESL teacher.
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We ran out of time and did not discuss the remaining questions.
What will you do the same and what will you do differently if you do this lesson
again?
Do you have any questions youd like to ask me?
Feedback from the teacher to observer
What did I do that was useful for you, and was there anything I did that got in
the way of your learning or thinking?
PRE-OBSERVATION FORM
ESL Teacher: Alice Shairzay
Observation Date/Time: Jan. 23 10:0 No. of students: 2 (that's not a typo!)
Grade: 5th grade ESL pull-out
Co-taught lesson: Yes or No
Subject: LA
Co-planned lesson: Yes or No
What is the content objective? (How will they demonstrate what they know and
understand?)
Identify important events in their lives
What is the language objective?
List important events in time line
What led up to this lesson and what will follow the lesson?
We'll be reading a biography and students will be summarizing it.
Is there any other information you would like me to know, such as what to look
for?
1 student is literate in native language the other not both have recently been adopted
by native English speakers.
Comments
SIOP components
Preparation
Written content and language
objectives.
Key vocabulary/concepts
UBD
The students were aware at the
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adoptions.
The teacher included mechanics in
the activity. Is this a complete
sentence?
There is strong evidence of building
background, preparing to read a
biography.
The instruction is made
comprehensible through modeling
and visuals.
The students seemed very
comfortable sharing ideas and
stories. The climate is welcoming
and supportive.
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POST-OBSERVATION FORM
How did you feel about the lesson?
I think it was fine.
How did student behaviors compare with what you expected?
It was a very typical day. We have a close relationship.
Do you think the content objectives were met?
Yes,
Do you think the language objectives were met?
Yes
Do you feel that the ELL modifications were adequate?
Since there are only 2 ELLs at similar levels, I can plan specifically for their needs.
If a co-taught or co-planned lesson, were you satisfied with the collaborative
roles and responsibilities?
Mr. Stein teachers 5th grade, and I support him. I only have the students for 45
minutes. I take them out of part of language arts. I have been paying attention to
the story they are reading in his class. We read a summary of it, and I teach some
background vocabulary. I stay ahead of what he is doing. I wish that when they
return to the class they could be included more in the activities that the class does.
Mr. Stein is using cooperative learning the class so that helps. However, when the
students return, they have missed the first 45 minutes. He and I can talk every day.
We have agreed that I will give them work they can do in his class if they are not
involved with the other students.
What will you do the same and what will you do differently if you do this lesson
again?
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Not really. I just wish I could pull them out for the full 90 minutes. It is not always
easy for them to be involved in the classroom activities when they return because
they miss the first half.
Do you have any questions youd like to ask me?
She asked for ideas to teach the student that had no prior literacy skills. I suggested
using the Language Experience Approach. I explained that and told her she could
find LEA information in her binder in the section on reading strategies. I then told her
a personal teaching experience to demonstrate how to use LEA with a student who
has no literacy skills at all.
Feedback from the teacher to observer:
The teacher seemed receptive to the idea of using LEA and looked forward to trying
it.
What did I do that was useful for you, and was there anything I did that got in
the way of your learning or thinking?
Our time was up, so I didnt have time to ask this question. If there is any additional
information you would like to give me, Alice, please dont hesitate to do so.
Jeanette Gordon
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