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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
Grade and ELP levels (if applicable): 5th grade (6 ESL, 3 tag, 3 SpEd)
Subject: Science
Co-taught lesson: Yes Co-planned lesson
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 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.
10. Is there any other information you would like me to know, such as what to
look for?
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This is the first time we have co-taught together. We are still working out ways in
which collaborative instruction would be most effective
Observations Comments
Students were asked to move quickly The students moved quickly and
and quietly to the rug after having their quietly.
science books and workbooks ready on
their desks.
While they were waiting for students to T is using the time productively
come back from math, T asked students rather than just waiting for others to
to read a song related to science. return.
A girl volunteered. The song was related to the content
T had the boys choral read. for the day and was at a lower
The girls then choral read the song. reading level than the science text.
The students then read the song SIOP Comprehensible Input
together. Rereading of developmentally
T Ladies and Gentleman we still need to appropriate material is the best way
wait for the math students to develop fluency. Hence, the
activity would be very helpful for
Who can tell me what this song has to do students with lower literacy skills.
about what we have been studying. The repetition of such material is
very non-threatening to
S Rivers deposit sand. ELLs and provides modeling. All
Who can tell me what deposit sand students are reviewing the content.
means? SIOP Review and Practice
S Drop off sand. Review of previous day
S Take sand and put it somewhere else. Effective vocabulary instruction, with
multiple ways to explain a word.
S Erosion Students knew a lot about the topic
T Does it say erosion in the poem? and there were many volunteers.
S No They were easily using the content
T How do you know it is about erosion? vocabulary and were very
S explanation comfortable talking.
T asked an elaboration question I was not able to keep up when
S It is the process of rocks mixing recording the discussion since it was
together into smaller rocks. moving quickly.
T Mixing together?
S Mixing together with sediment.
T asked S to explain sediment The vocabulary related to the
T What else is a connection content is very visible, and there are
S Weathering related posters.
T What were the four ways that cause
weathering that we studied?
T Water
T Ice
T Mass Movement
T Wind
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Some Ss looked at the vocabulary on the
front of the class
Today were going to learn more about A girl came back from math.
the processes that change the earth.
What are the ones we studied so far? She was told to get her math book
Deposition out and to go into the hall to tell the
Weathering other returning students what they
Erosion were to do.
The student did this quietly. Because
What are the 3 layers of the earth? the student went into the hall to tell
them what they needed to do, the
Threw a rubber model of the earth class would not be disrupted by each
layers to a student. student returning.
S said core. The students quietly got their science
T asked S to tell something about it. books out and joined the group as
S Its liquid. they came in.
T Is the whole core liquid? SIOP Review and practice
T The outer part. Building Background
(I couldnt record all of the questions Comprehensible Input
and answers.) The teacher is clarifying vocabulary.
When one student talked about pushing, She is connecting prior learning to
the teacher asked, What is pushing future learning.
called? The use of the model both supports
S Force content and is fun for the students.
Comment by a student looking at the The students are very familiar with
model. the terms, and it is evident that they
I didnt know the core was that big? have had a lot of practice sharing
The child threw the model back to the what they are learning orally in class.
teacher, and she threw it to call on
others. The teacher is asking students to
Other students were asked to give the 3 identify similarities and differences
layers and describe them. Examples: between past learning and new
T What is the name of the layer? learning.
T He just gave us one fact about the Rather than calling on the students
crust. that were raising their hands, and
Can you repeat the fact he gave us? there were many, the teacher asked
S Its floating on top of the mantle them to lower their hands and think.
T That leads directly to what we are This wait time gave other students
going to be learning about today. the time they needed. There were a
T The liquid layer of the earth is in few who still did not know. The
constant motion. teacher asked students to whisper
T What is that related to? the answer. All students could
S The water is in constant motion. answer, and she called on one that
S Its wavy. Its like a current? needed more support to now answer
T What is the earths crust made up of? the question.
T Think about it, put your hands down. This is a very effective strategy that I
Keep your hands down and think. will share with teachers.
There is a giant hint behind me. SIOP Interactions
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The teacher is consistently asking
Some students raised their hands. The reflective questions.
teacher asked students to whisper to a
partner who did not have his/her hand
up. All students then were able to raise SIOP Review
their hands. Building Background
T Remember that yesterday we said The characteristics of the layers of
that the mantle was made up of plates. the earth are critical for
Some said Rock. comprehension of the new content.
T Is it rock or plates? Tell me.
T said it is plates, not rocks and
explained that rocks dont move easily,
but plates do,
T reminded them how long it took a
plate to move and asked more
questions.
Eventually the students decided that the
plate could be made up of rocks.
Students were asked to look at a picture I was not able to see the picture, but
for 1 minute. They were to then go their the teacher later told me that it was a
table and write as fast as they can to very graphic visual of a major
write what they saw. volcanic eruption. (Mount Vesuvius, I
think.)
One student got up right away and went
to write. Another student started to go, The teacher gave the students think
and the teacher told her to take her time.
seat, to listen to the directions.
Students were asked to write their
predictions.
One student asked if it is my prediction
or my hypothesis.
T answered whether it would be a
prediction or a hypothesis. She helped
clarify that in science it is often a The topical words clearly visible
hypothesis but that this was more of a make it easier for all students to
prediction. write.
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Some were referring to the words Interactions
posted around the white board.
When time was called, the students put
their pencils down. Students were Humor and movement promotes
asked to turn to the person next to them interest and engagement. Students
and share their written predictions. are recognizing cool ideas that a
partner has.
Think-pair-share a partners idea.
Put your left finger on your nose if you
heard one that was really cool that was
different than your own. Tell me about
it.
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T What is a plate? At frist the reading appears to be a
Student answered. round-robin kind of reading where
T What is a boundary? students take turns reading a
S answered. paragraph.
T so what do you think a plate boundary That is not a recommended practice
means? in a classroom. However, this
S discussed and teacher demonstrated teacher has modified that in ways
with her hands. that make it very effective.
First the students were prepared in
S read a long paragraph. multiple ways before they read.
The teacher asked them to reread A student volunteers to read.
before raising their hands with details. However, the teacher first asks all
She also demonstrated plate movement students to put their finger on the first
with her hands. The students imitated word of the paragraph and uses
the movement. humorous strategies to engage them
in following along. The reading
T A continental plate and oceanic plate serves as a model. The students
collide then reread the paragraph to
What do you think happens when they themselves. They are immediately
collide? accountable for what they are
How are volcanoes forming? reading. Hence, EVERYONE in the
class seemed to be following along
Use the notes on the board to tell me during the first reading and all were
how volcanoes are forming. rereading. When they shared the
main idea and details, it was evident
Many students are raising their hands. that they had been taught to restate
S Two different plates collide together to the ideas in their own words. I was
form a volcano. impressed with student engagement
T Thumbs up if you think it is a good and their ability to orally share the
idea? most important information about
what they are reading.
T Who can add more information? Their contributions are recorded, and
S Its pushing up. they are asked questions about the
Students began discussing force, information.
motion and energy.
T There are 3 graphic sources on page Again the teacher is explicitly
3 teaching the students ways to
I will give you 30 seconds to preview the effectively use text material.
resources.
Who can tell me about one?
Did you find a detail?
T I like the graph of the major
earthquakes? The student was taking a little time to
T What information can you get from the figure out the answer. Other
graph? students raised their hands. She
S answer directed them to point to what
T Were you alive during any of those graphic source they liked the best to
earthquakes? give the other student more time to
T She asked all students to point to the answer.
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graphic source that they liked the best
while a student was preparing to The use of time in this class is
answer. exemplary.
S yes 2001
TYes, the year was 2001
The teacher helps students
Further discussion of the graph. recognize that a picture is used not
T I saw that you pointed to the picture. just to communicate a specific event
Why did you like it? but to make a broader point.
He described the details of the picture.
T That is an amazing picture. Why is the .
picture there? The teacher is very aware that as
Another S It demonstrates the students continue to read the
destruction of the earthquake. complex science text that some will
T Put your finger on the word The at begin to tire.
the beginning of the next paragraph. She employs humor and movement
One student read. All students looked to engage them.
for a detail. When they shared back,
the teacher reminded them to share in
their own words rather than looking at
the book.
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Friction causes heat and heat is a form
of energy.
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look. classroom resources. This practice
Someone started to tell him. She said also prevents students from
no. distracting others with unnecessary
The teacher then remembered he didnt questions.
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.
Collaborating teacher gave them the The ESL teacher is speaking to the
homework. whole class which helps raise her
Write a Venn comparing and contrasting status in the class. It is very
the assignment. important that the ESL teacher is
Who can repeat for everyone the sees as able to teach the whole
directions? class, not just working with a few
A student repeated. students.
Another asked a clarifying question.
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POST-OBSERVATION FORM
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.
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.
I made suggestions about using the term main idea only for complete sentences.
We discussed this. See related notes in the comments section.
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.
PRE-OBSERVATION FORM
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Teacher: Jedd Stein (5th grade Mainstream teacher)
School: Lyles-Crouch Traditional Academy
Observation Date/Time: 2/14/08..8:15-9:00 am No. of students: 18
In this lesson my students will learn how to name, locate, and plot points on a
coordinate grid. They will also match number stories to appropriate graphs.
See above.
What is the content objective? (How will they demonstrate what they know and
understand?)
I have two content objectives for this lesson. First, my students will be able to use
ordered pairs to name, locate, and plot points on a coordinate grid. Secondly, the
students will be able to read number stories and match them to correct graphs. They
will demonstrate their comprehension of both strategies by successfully completing
workbook pages in their math journals. Additionally, they will explain to partners how
they arrived at certain answers.
I will explain directions orally as well as having them written down. Additionally,
students will be working in partners with other classmates which has proved
beneficial this year. I will also be walking around and monitoring student progress.
Ms. Andrews will be circling to help students comprehend the skills being taught.
What led up to this lesson and what will follow the lesson?
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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 re-
teach or move on to our next lesson on area and perimeter.
Observations Comments
Collected signed folders
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and means something different?
We did that last week. SIOP
S Homophone Comprehensible Input and
Building background
T Is horizontal this way or that way and The teacher is using many visual
demonstrated with his hands. techniques to promote
Students demonstrated horizontal with understanding.
their
T When you do a grid is x this way or y Marzanos research supports the
S answered correctly use of analogies. Comparing the
T You can remember that because y has a known to the unknown also
tail. promotes comprehensible input
T said that you always need to move on
the x axis first.
One student shared how another teacher
had taught them.
(couldnt hear)
He said Im going to share another way to The teacher uses humor often. I
help you remember. Do you want to hear did not have time to record all of it.
it? Often it is conveyed through tone
Most all S YES of voice.
He demonstrated with an analogy for
painting his house.
I need to climb a ladder to paint the wall. Vocabulary instruction reflects
However, before I can go up the ladder to recommended practices. The
paint, I first have to put the ladder where I words are explained examples.
want it. I move it first to the right or left and Suggestion:
then I climb. Having students compare plane
He had a student come up and be the with the top of the desk and the
ladder. He tried to climb the ladder before wall could help them differentiate
moving it. Then he demonstrated moving between plane and a fixed shape.
the student first and then climbing. The Ss
were amused Students are very comfortable
asking questions.
He wrote plane on the overhead
Plane is a flat surface that extends forever. Verbal irony was used, but it was
What do the arrows on the illustration not said in a sarcastic tone. All
mean? students understood that he was
S the arrows mean it keeps going. encouraging more of them to try to
answer.
Are plane and plane spelled the same or
different? Suggestion:
They are spelled the same. In a later workshop I will introduce
T wrote the next word on the overhead. Marzanos 6 step process of
S were consulting their book. Building Academic Vocabulary.
S read the definition and the teacher
explained the word. In that method, they explain the
Coordinate grid Who can tell me what that term and give examples, students
is? restate in their own words. I would
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Wow, Im impressed 4 of you know it. do that before having them read
Students looked in their book more could the definition.
answer.
The teacher indented ordered pair
S Coordinate grid, used to name points in under Coordinate grid which
a plane. helped students visually
S When I look in the back in the glossary it understand that ordered pair was
says, a concept related to the coordinate
T That is a poor definition because it uses grid.
the word it is defining to define it.
T doesnt just call on students with
In a Coordinate grid, we have something their hands up. He restated.
called an SIOP comprehensible input
ordered pair Review
Several students raised their hand. Reviewed the analogy and
Emily what do you think it is? explained again with various
examples and use of arrows.
Emily answered,
He said let me give you and example Students were engaged and on-
(2, 4) (10, 5) task.
These numbers tell you where to go on a
coordinate grid.
Remember, you have to move the ladder
over before you can go up.
Gave negative examples. Used arrows to
indicate direction.
S asked for the definition of ordered pairs.
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Ss YES
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because not everyone is raising their hand. student-centered.
Students began calling on each other for
answers.
The teacher connected the dots.
Our turtle got hit by a car.
T stressed the point of the lesson and said
that even though it didnt look like a turtle,
they had met the first objective.
Weve met our first objective. SIOP
What is our second objective? Very effective focus on the
The objective was read again. objectives.
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POST-OBSERVATION FORM
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.
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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 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.
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
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2. What critical content do you want students to know?
Is your story following the plot you designed?
3. What is the content objective? (How will they demonstrate what they know and
understand?)
SWBT sequence a selection in a logical order (a persons life).
8. What led up to this lesson and what will follow the lesson?
These students are doing research projects on famous Americans. I want to find a
painless way for them to properly sequence these papers.
The content was designed to create interest in a Civil War character, but I am afraid
there is too much language. These kids are very high, but it is always a gamble.
Observations Comments
T What did we do yesterday? SIOP
We were studying plot. Review
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life, then later.
The teacher showed pictures of Robert E Lee The teacher uses humor to evoke
and Grant. interest and to involve the students
Students discussed what they thought a military in examples.
academy would teach.
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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. Pushing students to think about
Tell me boring stuff that they would need to applications of math, etc. can help
know? them transfer the need for math to
Do you think it would be important to know how their own lives.
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?
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Whats the difference the between an officer Comprehensible Input
and a soldier?
Teacher is focusing on vocabulary
Students discussed the roles of soldiers and as needed throughout the lesson.
officers and how George Washington did things
with the men. I would expand on the meaning of
bravery. Students often think it
What do you think bravery means. means a person is not scared.
Not scared of anything. In reality it often means taking the
Sacrifice action that is needed even when a
Teacher introduced the historical information person is afraid.
cards she had prepared.
T We are going to put them into a __? How very important it is to
Students took quite awhile before the kids remember that ELLs may not know
remembered the word sequential words that may be very familiar to
One girl got the word sequence and others other students.
were able to add to it. They were very engaged Sequence., sequential
in figuring out the answer.
POST-OBSERVATION FORM
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How did student behaviors compare with what you expected?
Thats who they are. Im a little more liberal in a small group with procedures. The kids
dont speak much in class, so I want them to feel comfortable here to just speak up.
(I said that one of the characteristics identified by CREDE research is the practice of
instructional conversations. Teachers ask important questions, and students discuss
them among themselves. Interaction among the students is stressed without having the
students raise their hands.)
What will you do the same and what will you do differently if you do this lesson
again?
The introduction took too long. I would have had only the same number of cards as
students.
(I said that I didnt think that was a problem that the students could integrate those
events into the sequence during the next class. Gina said that they were probably even
more curious about those now.)
I decided to discuss the meaning of bravery, since I think many people often think it is
not being afraid, rather than doing what needs to be done when afraid.
We discussed sequencing ideas and discussion of strategies for helping students
understand what is important enough to include in a timeline or biography. We also
discussed why some apparently small events can be important to include because they
are surprising (Grant was afraid of blood) or how some small events give insight into
character. I said I would attach a related observation that Dana said I could share.
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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?
Subject: LA
Heather did not email the pre-conference form prior to class.
She was busy with a parent volunteer when I entered the room, so we did not have
time to talk.
Observations Comments
Teacher welcomed a student in Spanish. Students were orderly as they
The teacher was wearing a Leigh. Many entered the class.
students had a Leigh. It is beach winter
day, something they do periodically.
What should you have out on your desks? They put their things away in an
orderly way and quickly took their
Students answered. seats.
Students answered.
DLR
Finish Babe
Writing Prompt
25
Group work stations.
T Yesterday in Language Arts. Who can Since there was a sub the day
tell me what you did? before, the teacher clarified with
the students what they had done.
S We talked about our outline and talked Serves not only as a check but as a
over what we did. review and reinforces the goal of
summarizing.
T Did you understand your writing
prompts?
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2 students gave complete answers. Building Background The teacher
referred to a movie that had been
Raise your hand if youve seen. movie. seen by all but one of the students.
The movie seemed to be of high
Not everyone had. She then asked them interest to them.
about High School musical. All but one
had. Using both examples and non-
examples is an effective strategy
The teacher gave a nonexample of a for understanding a concept.
summary and then an example of a
summary.
SIOP component
Interactive
The teacher asked one team to share SIOP Practice and Application of
back. summarizing as well as Strategy
and Comprehensible Input if a
The teacher gave some hand cues to help student hadnt understood well.
students focus on a summarizing skill they
had been taught. The instructor was using the two
dollar strategy to help students
focus on summarizing with only 20
words.
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T said that the movie was similar to the It appeared as if the class
story so far and suggested they compare members were able to understand
the two. the story. (I wondered whether the
two girls in the back were
The teacher read a section and asked the understanding). Read Aloud is
students to guess what a car behind a often a time when different
tree might mean. activities are needed for ELLs with
lower skills.
The teacher stopped to focus on the word Explicit guidance in using context
flock clues to help understand a new
word.
Several students raised their hands.
Bryan, what do you think? Do we have
any context clues, or do we have to figure
it out?
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correct. Understanding is more
important than memorizing the
definition which the teacher
understood.
T The men had sticks and their arms SIOP Comprehensible input
outspread. Demonstrated with her
hands. Why do you think, they have their Hand gestures.
hands outstretched?
S gave answer.
Ss discussed ideas.
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T Why dont the sheep just stand up for
themselves and say were not going?
S He told them.
T What do you think the dog Fly would Ss seem comfortable to ask
have done? questions.
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What does chaos mean? degrees of confusion.
Most students talked. The two in the back Suggestion: The only two girls in
row did not, nor did the two in the second the back row seem to be the least
row near the door. The two by the door engaged. Possibly seat them
raised their hands when they were asked closer to the front.
to share back. The two girls in the back
did not.
Get out your Reading Response journal. SIOP Practice and Application
Strategy
Youre going to summarize the story Babe
to the Rescue. She gave a non-example The students are going to practice
and restated the need to write the most again in writing the strategy of
important information. summarizing. They also are moving
from oral summaries to writing.
The teacher went to the table in the back Use of Guided Reading with
for GUIDED READING students having the opportunity to
read developmentally appropriate
The teacher cut an exotic fruit and readings is a critical part of a
showed it to a group of students who went differentiated classroom. SIOP
to the table. They compared it with other Comprehensible Input
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fruit. Eat it and throw the rinds away. One of the Guided Reading groups
Thats an exotic fruit. had read a story where the word
exotic had been discussed. The
Starfruit. teacher brought an exotic fruit to
class. Having all student taste the
Exotic was the word I chose. fruit was done in such an orderly
way. It seemed evident that such
A few students ate some of the fruit and sharing is not uncommon. The
quietly went back to their seat. group that had studied the word
exotic tasted the fruit first. Then
One student went to the table and the the guided reading group tasted the
teacher explained to her exotic and fruit. The remaining students tasted
showed. it before the end of the class.
T passed out the books to the students. Review was included to help the
They had post-it- notes in the books, so students remember what they had
each needed their own book. T asked read before.
one student to read her reading response.
Building Background was included
The teacher asked the students to review because she asked if their parents
what happened last time. They found the would let them do something like
page. The teacher reread the last the character in the story was going
paragraph. to do.
T So whats going on? Why did he bring Students all read independently the
the helicopter? There are two reasons. section identified which maximizes
reading time. This reflects best
S He came to get the Panda. practice in Guided Reading.
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Lou Yee gets to go with the Panda to the T encouraged students to reread
zoo. Would your parents let you do that? when they were done and not
working. The students did that.
Students discussed relating their own
lives. Rereading at the independent
reading level is highly effective for
Teacher read a passage and asked them developing fluency.
to continue reading. Read the rest of this
page. Read to the 3rd paragraph down.
The other students were working on It is evident that the students who
structured writing tasks. are working independently are very
clear about their tasks. They all
The task was to write a Movie Review. worked quietly. Most of the
students were actively engaged
They were asked to make a plan using a during the full time.
graphic organizer.
SIOP Strategies and Practice and
They were then asked to write their Application
outline. This was also structured.
The students are getting strategic
guidance for their writing tasks
which have progressed in
complexity throughout the year.
They are also having ongoing
opportunities to practice the type of
writing that will be included on state
assessment. Student interests and
choices are incorporated into the
structured writing tasks because
they can write about a movie of
their choice.
The teacher said they would then go over Caution: DLR activities are often
their DLR at the beginning of the next difficult to make meaningful and
class because time was up. comprehensible for ELLs,
particularly if they have lower ESL
skills.
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Note: Lottie Baker the ESL support teacher, with agreement from Heather,
joined us for the post observation
POST-OBSERVATION FORM
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.
PRE-OBSERVATION FORM
Grade and ELP level/s: 5th grade: 2 Beginner ESL, 5 Int. ESL, 11 regular ed, 5
TAG
Subject: Science
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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 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
Observations Comments
T reviews the student groups since she
made a few changes.
Review your numbers. Reviewed content and language
Raise your hand if you are in the objectives from the previous day.
northeast corner of the table etc. until all
had raised their hands. Teacher is integrating content into
2 students Youre roving reporters today. simple directions
Talked about the word roving.
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Rover spaceship connection
The students were seated in groups of 4
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Convection currents have to do with
things going around.
Teacher drew an exampled.
While I am setting up the video, I need the The students got the materials
1s to go get the paper and a marker. quickly and quietly.
When several students were playing with
their pencils, she asked the students to
put their pencils on the floor. Refocusing student attention:
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S Why did it happen? engagement of everyone if
T I dont know. Im going to look that up. Roundrobin were used.
S We talked about how the plates were
moving. Isnt that how the continents
moved? The students are definitely
reflecting on the content and asking
S What happens if the plates go back genuine questions.
together and crash into each other?
T Were also going to learn that.
S When all of the continents are
connected together, how did they cut it?
T It wasnt a they . No one cut them
apart.
The teacher recalled prior knowledge and
explained.
Two students went up to the front. What SIOP review of earlier content as
they have here are what you are all going they were doing the new activity.
to get?
The teacher was asking two
Could you put the continents in the place students to serve as rovers to
where the continents are today? watch student behaviors and report
back about the positive student
The students moved the visuals on the behaviors.
overhead to where they would It was insightful to have these
approximately be today. Could you put students model, so they wouldnt
Africa about where it is today? be left out of the activity.
The modeling demonstrated both
Roving person that you are, could you put the task and promoted language.
them together as Pangea?
Notice that there is a huge hint. Match up
AA
The teacher pointed out that there
were letters on the manipulatives
that would assist the students as
they put the Pangea together.
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Were going back 250, 000, 000,
As the student was doing that, one
student asked where Asia was.
The ones and the 2s are going to take a Suggestion: In addition to giving
piece of blue paper. The 3s and the 4s are them a number, it is easier to give
going to take a piece of blue paper. them a letter or an east, west,
name. For example east pair and
Simon says put your hands on your west pair, or east-west pair.
shoulders.
Simon says put your eyes on Ms Brown. Humor to gain student attention
when they were losing focus due to
1s and 2s put your continents into Pangea the manipulatives on their desks.
3s and 4s put your continents into today.
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you will move it this time. strategy for giving partner tasks in
a way that causes less confusion
Some students are collaborating and that just using the numbers.
talking.
Some partners, only one is doing it.
POST-OBSERVATION FORM
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.
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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?
PRE-OBSERVATION FORM
What is the content objective? (How will they demonstrate what they know and
understand?)
Identify important events in their lives
What led up to this lesson and what will follow the lesson?
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.
Observations Comments
The observer was a few minutes late. A SIOP components
student read the content and language Preparation
objectives which were on the board. The Written content and language
teacher showed them an example of an objectives.
historical time line. The girls went up to Key vocabulary/concepts
the board to examine the historical UBD
timeline and shared any of the information The students were aware at the
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they could about it. They realized that the beginning of the lesson that they
numbers were dates and that they were in were creating the timeline. They
chronological order. The teacher used the would later interview each other
term chronological. and write each others biography.
They also knew they would be
reading a biography of Lincoln
SIOP component
Building background throughout the
lesson.
Inductive teaching was used to
raise the thinking level, and to have
the students identify first whatever
they could from the example.
Teacher shared her timeline with the Additional SIOP components
students. It contains dates, events and Comprehensible input though use
pictures of the major events in her life up of visuals, modeling, appropriate
until the age of 11 since that is similar to speech speed and language.
the students ages. Scaffolding from simple to more
She explained the events and the complex tasks.
pictures. Interactions
Students interacted comfortably
T asked students to brainstorm important with the instructor and with each
events in their lives. One student talked other.
about a very difficult life in Russia prior to
her adoption. She did not want to include The list of events on the board
those events which the teacher respected. provided modeling of, not only the
The T helped students differentiate ideas but the spelling of some of
between common activities and major the words they would need on their
events in their lives. timeline.
Cultural sensitivity
Throughout the lesson the teacher
demonstrated cultural awareness
and respect. This kind of an
assignment in a large class can be
very problematic for some children.
However, both girls were adopted
from a foreign country by English-
speaking parents.
The teacher modeled how to make the Because of the small group the
timeline. Students folded the papers to teacher could directly support each
have each portion of the paper be one student.
event.
T supported how to write 1995, not easy Personal knowledge of the
for the student. The teacher said 19, and students was reflected. Both girls
the student answered how she would are adopted, and it was evident
write that. 95 was more difficult for her, that the teacher knows the parents
but the teacher gave her the time and and has knowledge of their
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support she needed. adoptions.
T Did I write complete sentences on the
timeline? The teacher included mechanics in
S No just important words. the activity. Is this a complete
T Is there anything you want to include on sentence?
your timeline that happened between
when you were born and when you
started school? There is strong evidence of building
background, preparing to read a
T Repeated question biography.
S had trouble thinking about something.
What do you think? The instruction is made
T The teacher asked, You have a younger comprehensible through modeling
brother, dont you? and visuals.
Yes, he is younger. They discussed that.
The students seemed very
The other student said she had a brother comfortable sharing ideas and
and sister, but she didnt live with them or stories. The climate is welcoming
know them. and supportive.
T Is there anything important that
happened to you in Columbia before you
came to the US.
Your mother said you went to The teacher was very responsive to
Kindergarten. the stories and respectful of difficult
Do you remember that? circumstances that the girl did not
T I went to a big class. want to include.
Did you live with your mother and then
with your father.
She explained several moves and
reasons for them. Inclusion of an oral question related
She moved to her grandmother. to math. Oral math questions are
S A girl pushed me. one of the areas of greatest
Was that an important event? difficulty for ESL students who are
They discussed the kinds of events they being assessed on the ACCESS
wanted to include? Was she badly hurt, test in Illinois, a WIDA state.
etc.
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Student wrote learned how to ride bike.
Summarized what they are going to
T Do you want to include when you do tomorrow.
moved to the orphanage?
You will exchange
S No. T Thats fine. The teacher asked Your timelines.
her when she met her adoptive parents.
Both girls were actively engaged
S My mother sent me pictures, chocolates throughout the lesson. They
and a bear. seemed to take turns talking with
Do you want to include that? the teacher about the events in
their lives or writing.
Yes, I still have the bear.
Extended discourse was very
evident in the class. Both girls told
T to other student. Do you want to include complete stories about their
how you met your mother and father? experiences.
S No,
T OK Most of the interaction was
S Yes, They bring me a chocolate. She between the teacher and a student.
then related a story about that. Observer The questions by the teacher and
couldnt hear until she said, When I the student responses will serve as
moved to the US, I looked in the good modeling for the students
refrigerator, and there was ice cream. when they begin their interviews
While one student was orally sharing the with each other prior to writing the
other would write. autobiographies.
How do you spell got? SIOP component Practice and
T sounded it out, and the student wrote it. Application
The lesson incorporated listening
The teacher explained what they will do and speaking, as well as simple
tomorrow and what they can work on reading and writing tasks that
independently. helped prepare students for the
more complex literacy tasks which
will follow. The students will later
read a biography about Abraham
Lincoln.
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T What did we learn today?
Students looked at the board.
They reviewed the word timeline and
events
What are we going to do tomorrow?
POST-OBSERVATION FORM
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.
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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