Daily Observation Assessment of Classroom Teaching in Second Language Education

ESL Teacher Candidates

Virginia Tech
School of Education
Department of Teaching and Learning
Teacher Intern:Corin Zaragoza
School: William Fleming High
Cooperating Teacher:
Class (e.g., ESL reading):
Corey Allder
ESL-World History
Name of lesson: Civil Rights
Date: 4/25/2011
Movement in US History
Is this Early Field Experience _____ or Student Teaching __X___

Principal: Gene T. Jones

Grade level (e.g., 1st, of 10th):
10th-12th
Observer: Gresilda Tilley-Lubbs

This assessment is designed to provide evidence for what beginning teachers should know and be able to do
according to criteria specified by the Interstate New Teacher Assessment and Support Consortium (INTASC).
These criteria include:

Principle #1: Content knowledge: Language teachers are proficient in the language they teach.
Principle #2: Learner development: Language teachers understand how learners develop.
Principle #3: Diversity of Learners: Language teachers understand how learners differ as they learn language.
Principle #4: Instructional Strategies: Language teachers use a variety of strategies to help learners develop proficiency.
Principle #5: Learning Environment: Language teachers create an interactive engaging and supporting learning environment.
Principle #6: Communication: Language teachers use effective verbal and non-verbal communication and multi-media
resources.
Principle #7: Planning for Instruction: Language teachers plans are based on the target language and cultures, learners,
standards-based curriculum, and the learning context.
Principle #8: Assessment: Language teachers use a variety of assessment strategies.
Principle #9: Reflective practice and professional development: Language teachers are reflective practitioners who continually
evaluate their effectiveness.
Principle #10: Community: Language teachers foster relationships with school colleagues, families, and agencies to support
student learning.

1. How was the lesson constructed and organized?

Class began with a Do Now activity that involved the students writing about a time they or someone they know
experienced discrimination because of race, gender, age, or religion. They wrote for 10 minutes, then students
were invited to share their paragraphs out loud. Ms. Zaragoza used scaffolding throughout. She began by having
the students focus on their own experiences, then she led to a review of previously learned material. From there,
she led to new material. (INTASC #1, #4, #5, #8)
2. What strategies did the teacher use for engaging students in meaningful learning?
Ms. Zaragoza began focused student attention on the writing activity with a PowerPoint slide with the writing
activity question. She handed out a paper with guidelines for taking notes on the lesson about discrimination in
the past. The students were able to use this sheet to review and to take notes. She used further slides to present
material. The slides included historical pictures and the main words and definitions from the lesson. She
constantly checked for understanding and reminded them to include the information on the notes page. She
began with a review of previous material, which then led to the new material. She frequently inserted a reminder
that a term would be on the SOL. She provided strategies for remembering information for the SOL. For
example, she told them to focus on remembering peoples last names. She included a YouTube movie to
illustrate segregation of the Little Rock 9. She funneled the information, beginning at a national level and leading
to a state level. She used modeling for the activity, demonstrating how to fold and cut the paper, as well as what
to write on the paper. She showed various clips from Remember the Titans, the story of the first integrated
football team in 1971. She had them predict what would happen. She used technology in varied and creative

ways. The lesson was perfectly paced so that the time flew. She provided constant space for the students to
share their knowledge and feelings. (INTASC #4, #5, #6, #7)
3. How did the teacher manage and monitor student learning?
Corin inserted critical thinking questions constantly, often using the visuals on the slides to guide the question.
She led a discussion, but students felt comfortable enough to jump in and add to the discussion. She constantly
checked to make sure students understood the material. Throughout the lesson, she demonstrated her respect
for the students. Her activity with the folded paper served as an informal assessment to understand whether the
students had understood Brown vs. Board of Education. (INTASC #2, INTASC #4, INTASC#8)
4. How did the students respond to the activities?
Students were engaged and worked diligently. One student was doing his biology homework. Corin walked over
and closed the textbook without losing a beat as she guided the discussion. The discussion became lively as the
students engaged in the topic. Three students who were Spanish-speaking related the conversation to the
immigration conversation in Arizona. The students asked hard questions, and Corin managed them expertly.
She created a space for them to talk about their feelings about white people. They also shared similarities from
their own sending countries. (INTADSC #1, #2, #3,#4)
5. What are suggestions for this lesson and for future planning?
I have never observed a class where students became so engaged in a lesson!
This was an outstanding lesson from start to finish.

English as Second Language Early Field Experience Interns

Addendum
Directions: Use the following rating scale (1, 2 or 3) and place a number in the blank beside each indicator to assess the
candidates performance in each area.
3 = TARGET (EXCEEDS EXPECTATIONS)
2 = ACCEPTABLE (MEETS EXPECTATIONS)
1 = UNACCEPTABLE (DOES NOT MEET EXPECTATIONS)
NA= NOT YET HAD THE OPPORTUNITY TO OBSERVE THE PARTICULAR AREA INDICATED.
__3__ Standard 3.a.: Planning for Standards-Based ESL and Content Instruction
Candidates know, understand, and apply concepts, research, best practices, and evidence-based strategies to plan classroom
instruction in a supportive learning environment for ESOL students. Candidates plan for multilevel classrooms with learners from diverse
backgrounds using standards-based ESL and content curriculum.
____3.a.1. Plan standards-based ESL and content instruction
____3.a.2. Create supportive, accepting classroom environments
____3 a.3. Plan differentiated learning experiences based on assessment of students English and first language proficiency, learning
styles, and prior formal educational experiences and knowledge.
____3 a.4. Provide for particular needs of students with limited formal schooling (LFS)
____3 a.5. Plan for instruction that embeds assessment, includes scaffolding and provides reteaching when necessary for individuals
and small groups to successfully meet learning objectives.
__3__ Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction.
Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and
integrating English listening, speaking, reading, and writing. Candidates support ESOL students access to the core curriculum by
teaching language through academic content.
____3.b.1. Organize learning around standards-based subject matter and language learning objectives.
____3.b.2. Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn academic
vocabulary and content-area material.
____3.b.3. Provide activities and materials that integrate listening, speaking, reading, and writing.
____3 b. 4 Develop students listening skills for a variety of academic and social purposes.
____3 b. 5. Develop students speaking skills for a variety of academic and social purposes.
____3 b. 6. Provide standards-based instruction that builds upon students oral English to support learning to read and write.
____3 b. 7. Provide standards-based reading instruction adapted to ESOL learners.
____3 b. 8. Provide standards-based writing instruction adapted to ESOL learners. Develop students writing through a range of
activities, from sentence formation to expository writing.
_3__ Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction
Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them
in effective ESL and content teaching.
____3.c.1. Select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials.
____3 c.2. Select materials and other resources that are appropriate to students developing language and content-area abilities, i
including appropriate use of L1.
____3 c.3. Employ a variety of materials for language learning, including books, visual aids, props, and realia.
____3 c. 4. Use technological resources (e.g., Web, software, computers, and related devices) to enhance language and content-area
instruction for ESOL students.
_3__Standard 4.a. Issues of Assessment for English language learners
Candidates understand various issues of assessment as they affect ESOL student learning.
____4.a.1. Demonstrate an understanding of the purposes of assessment as they relate to ESOL learners and use results appropriately.
____4.a. 2. Knowledgeable about and able to use a variety of assessment procedures for ESOL students.
____4 a. 3. Demonstrate an understanding of key indicators of good assessment instruments.
____4 a. 4. Demonstrate understanding of the advantages and limitations of assessments, including accommodations for ESOL
students.
____4 a. 5. Distinguish among ESOL students language differences, giftedness and special education needs.
__3__ Standard 4.b. Language Proficiency Assessment
Candidates can use and interpret a variety of standards-based language proficiency instruments, usually norm-referenced, to meet
district, state and federal guidelines, and to inform their instruction.
____4.b.1. Understand and implement national and state requirements for identification, reclassification, and exit of ESOL students from
language support programs.

____4 b. 2. Understand the appropriate use of norm-referenced assessments with ESOL learners.
____4 b.3. Assess ESOL learners language skills and communicative competence using multiple sources of information.
_3__Standard 4.c. Classroom-Based Assessment for ESL
Candidates know, and can use a variety of standards-based, on-going, formative and summative, performance-based assessment tools
and techniques to inform instruction in the classroom.
____4.c.1 Use performance-based assessment tools and tasks that measure ESOL learners progress.
____4.c. 2. Understand and use criterion-referenced assessments appropriately with ESOL learners.
____4.c. 3. Use various instruments and techniques to assess content-area learning (e.g. math, science, social studies) for ESOL
learners at varying levels of language and literacy development.
____4 c. 4. Prepare ESOL students to use self-and peer-assessment techniques when appropriate.
____4 c. 5. Use a variety of rubrics to assess ESOL students language development in classroom settings.
Typing your name below constitutes a signature:
Cooperating Teacher _______________________________________________Date _________________
Student Teaching Intern (Candidate) ________________________________________Date ______________________
University Supervisor _________________________Date _________________
Contact: Dr. Gresilda A. Tilley-Lubbs, Director of Second Language Education Program, Assistant Professor of Second Language
Education and ESL, 304 War Memorial Hall, Virginia Tech, Blacksburg, VA 24061-0313, 540-231-4658 (glubbs@vt.edu)