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Classroom observation final presentation

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ESL observation

ESL observation

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  • 1. Classroom ObservationProjectBy Jaclyn Johnson-CrossENG 514
  • 2. ObservationIllini Elementary SchoolKindergarten ClassroomELL Student is TanishaHer home country is India
  • 3. Presentation Overview 1. Demographic Information 2. Lesson Plan Outline 3. Lesson Objectives 4. lesson Content 5. Teacher Adaptations 6. Recommendations
  • 4. Demographics Student Ethnicity  54.4% White  33.8% Black  4.6% Hispanic  1.0% Asian  6.2% Multiracial Student SES & Language Proficient  0.3% Limited English Proficient  33.6% Low-Income
  • 5. Lesson Outline 1. Circle time - Introduction 2. Math Activity 3. Story Time 4. Good Morning Song 5. Recess 6. Circle Time – Calendar 7. Writer’s Workshop End of Observation
  • 6. Lesson Objectives Number recognition and sequential order Listening Comprehension, understanding concepts of emotions Creating safe environment for social interaction Learn concepts of time  Yesterday, today, tomorrow  Days of the week  counting the number of school days, predicting sequential order  current month
  • 7. Lesson Objectives Continued Recognize themselves as authors and writers Recognize sequence of events within stories Apply sequences of events in writing Understand that print has meaning Develop ability to express ideas and practice oral communication Social interaction to promote interest in subject
  • 8. Lesson Content: Circle Time – Intro.The students begin their class meeting collectivity atthe front of the room. They are greeted by theteacher and she reviews the day’s agenda with them.She informs them of any school announcementsbefore explaining the first task.The teacher presents an example of the worksheet tothe students and explains how to complete it. Shepoints with her finger where to cut and paste thenumbers.
  • 9. Lesson Content: Math ActivityStudents are released to sit at their desks which arein small group arrangements. They are to cut theboxes of numbers at the bottom of the page off andpaste them to the corresponding number of spidersin the picture boxes below. The spider images arerelevant to a story read previously in class.Students are free to help one another complete thetask, even though they are encouraged to try itindependently first.
  • 10. Math Activity ContinuedTanisha can verbally recall numbers in their correctsequence, but she has trouble recognizing them. Thestudents assigned to her group are identified asnurturing. They are friendly and periodically lookover each others’ papers and point-out corrections.Tanisha is the only student whom the teach checksfor accuracy and helps her make corrections.
  • 11. Lesson Content: Story TimeThis is a whole group activity where students listento a read aloud on the carpet. The name of the bookis “Fill a Bucket.” She reviews the cover and readsthe author and illustrator to them. The teacherdiscusses what a physical bucket is with the childrento preface the explanation of an emotional bucket.She reads the story and the students respond withways they can fill “buckets” at school. Tanisha doesnot volunteer to answer, nor is she called upon.
  • 12. Lesson Content: Good Morning SongThe good morning song incorporates technology. Theteacher plays a catchy tune with lyrics that walks thestudents through the custom of new introductions.Hand gestures go along with the verse and choruswhich is sung three times. The students shake handswith peers during the chorus and must changepartners continuously.
  • 13. Lesson Content: Circle Time –CalendarStudents return from recess to circle time on thecarpet. Their routine is to review concepts of timethrough songs that the students sing. One student isselected to point to various calendars on the wallduring the sing-a-longs. There is a “day of the week”song, a “yesterday, today, tomorrow” song, and a“month” song.
  • 14. Lesson Content: Writer’s WorkshopWhile the students are sitting together at the end of circletime. The teacher reviews with her students what they haveaccomplished so far in the writer’s workshop. She grabs herstory book and describes the happy memory when she andher daughter went to the movies as the frame of her story.Students have illustrated their story books by creating crayondrawings of their happy memory. There is a drawing for eachsequence of event. She flips through her story book to showher drawings and the details . . .
  • 15. Writer’s Workshop - Modelingwritten at the bottom that describe the illustration. Studentshave already added their details but their first objective is tofinish any page that was left incomplete. Next, the teachergrabs a couple of children’s books previously read in class.She points to the cover to give special attention to the titleand authorship. She draws specific attention to their locationsand models how to write it on the dry-erase white board. Shepoints to herself to explain that she is the author of her bookand asks the students to point to the author of their books.Most students know . . .
  • 16. Writer’s Workshop – Writing Strategyto point to themselves, including Tanisha. Once students havefinished adding their details to each page, their secondobjective is to write a title and put “By Child’s Name” on thecover. Before they leave, the students participate in a “think-pair-share” strategy. Students think about the story they arewriting and one or two words that would describe it for 30seconds. Then they find a partner to share their stories andpossible descriptive words to be their book titles. Studentsare then released to work independently while the teacherhosts one-on-one conferences with students.
  • 17. Teacher AdaptationsThe adaptations for teaching an ESL student is not present inthis lesson; however, the proficiency of language for nativeand non-native students are still in the developmental stages.The ESL student, as well as, the native students showedweaknesses in the same areas. What I did observe, wasteacher instruction that incorporated best practices that helpthe language acquisition of English Language Learners.
  • 18. Best Practices for ELL Students Modeling  Math activity (cut and paste numbers)  Book cover (authorship) Tactile Learning  Cut and paste numbers (math activity)  Calendars posted on wall (counting and pointing) Social Interaction/Oral Practice  Small group (with identified nurturing peers)  Think-pair-share strategy  Singing (good morning and calendar songs)
  • 19. Best Practices for ELL students Contin. Repetitive Practice  Daily singing  Daily Circle time  Daily Read Aloud Assessment  Project based learning (story book)  One – on – one conferences  Review student work with feed back  Individualized attention and tutoring
  • 20. My Recommendations1. Label objects  My first recommendation is to further develop the use of labeling. The classroom has the standard colors and numbers labeled throughout the room, but other objects in daily use should be labeled too, like the desk, door, sink, carpet, and table. Review concrete and abstract concepts  My second recommendation is to add modeling or visual supports for book talks. The teacher described a physical and emotional bucket, but visual examples or modeling would reinforce the oral explanation such as, a bucket with a label and pictures of abstract ideas like hugging, love, happy, sad, and etc.