This observation summary provides an overview of a math lesson for English language learners focusing on phonemic awareness and CVC words. The teacher effectively integrated ESL strategies like think-pair-share, modeled pronunciation of new vocabulary, and scaffolded instruction. Students were actively engaged in practicing the new CVC words through activities like coloring, writing, and playing a game to locate words. The teacher demonstrated understanding of best practices for English learners through creating a supportive environment and limiting new vocabulary introduced.

1. Practicum Observation ONIS
Date: April 16th 2010 Grade/Subject Observed: First/Math
Teacher: Laura Backman 5 students, ELLs Lau a
University Supervisor: Carmen de Onís, PhD
Theme: Phonemic Awareness CVC Focusing on Medial O
Indicators *O *R Comments/Observations
X X
Knowledge of Content Ties TESOL Standards K-12 to content objectives
Demonstrates proficiency in content TESOL Standard: Goal of the lesson is for English
knowledge for working with limited Language Learners to communicate: information, ideas &
English proficient students. concepts for academic success in Language Arts
Uses appropriate assessment tools. X X Students are able to respond: orally, writing or drawing
the CVC lesson & book: The Scary Frog
Students help each other T. “Be her helper.”
Self-Correct
Journal
Integrates ESL teaching strategies with X X Introduces a sheltered vocabulary on whiteboard
subject areas. Sounds out together “frog”
T. “With all of our CVC words.”
Think-Parr-Share
Teacher models
Effectively utilizes oral communication X X Solicits Spanish from students:
with limited English proficient students T. “Do you remember any ones in Spanish?”
in their native language. S. “Yes!”
X X
Instructional Strategies Scaffolds, makes connections to program/curriculum:
Makes appropriate instructional “Previous lesson for phonemic awareness decoding
decisions for L2 learners. 1 c-v-c focusing on short vowel medial sound i p i g /p i n
Now focusing on short vowel o fog/log/hog/dog/frogs”
X X Provides explanations & interactive discussions that
Provides L2 learners with problem develop higher thinking skills:
solving and decision making Students learning in-depth the meaning of new
opportunities. vocabulary, scary-“scared”
T. “What is something that has made you scared.”
S. “Bear” S. ”Thunder” S. “Vampire”
Predict what the story is all about
X X Via questions/providing choices, praising, caring:
Reinforces/encourages learning efforts Lots of student talk
of L2 learners. T. “Predict what the story you think is all about.”
Brainstorms CVC words in Spanish & English
X X
Use of Materials and Resources Uses individual whiteboards with teacher modeling
Implements a systematic and objective New book holds high interest
approach in evaluating and selecting Game where student’s look for the word “frogs”
resources for L2 learners. Displays vocabulary on whiteboard
Uses a variety of media/technology for X Projector & Document Camera in Classroom
L2 learners.
Creates or obtains materials to meet X X Provides Markers:
individual needs. Allows students to color
-Need for Manipulatives/Flash Cards-
*O = Observed *R = Reported

2. Carmen de Onis, PhD Observation cont…
Indicators *O *R Comments/Observations
X X
Planning and Organization Ties TESOL Standards K-12 to content/lang. objectives
The students will be able to respond orally, writing or
Formulates developmentally drawing to the CVC lesson and Book:
appropriate objectives for L2 learners. THE SCARY FROG
X X
Plans lessons include: Previously Noted in Observation Protocol*
Relevant objectives; variety of See Lesson Plan
skills;
Instructional strategies for L2 learners;
L2 activities to support objectives;
X X A short lesson/fast pace appropriate for L2 learners:
Prompt transfer of content. Focus & Review of Previous Grammar
Structures daily activities that maximize Guided Practice of New CVC Words
student time on task. Brainstorming
Coral Reading of story
Coloring & Writing in Journal
X X Very positive atmosphere,!
Classroom Management Teacher is very caring:
T. “Thank you, I like that.” T. “Team Work!”
Effectively communicates expectations Students have a set pattern of turn taking
and consequences in a way in which L2 Uses a timer, students aware of time,
learners understand. completion of activity
X X “Gersten & Baker (2000) – New vocabulary for Ell’s
Knowledge of Developmental and should be limited to 5-7 words per week as compared to
Diversified Needs 10 for monolingual English learners – this lesson will
Demonstrates an understanding of teach 5 vocabulary words related to the book over the
current research for L2 learners. course of a week.
SIOP Strategies- Think-pair-share / thumbs up-down /
think alouds Jane Echevarria Maryellen Vogt,
Deborah J. Short, Guarino, Forbs and Rueda 2001”
X X Lots of interaction between students and within the group
Provides opportunities for active, via activities that promote a safe environment for students
successful student participation. to take risks and to participate successfully
T. “Show me the front, show me the back…the spine.”
X X
Collaboration and Communication Involved in:
ESL family district wide Math night
Promotes consistent, objective, and Community schools will play math games in English & in
sincere communication among students, Spanish:
parents, schools, and community. T. “We will send game pieces home so that the families
can create, play games at home.”
X Conferences & Contacts parents concerning behavioral
Effectively plans for and conducts issues
parent teacher conferences.
*O = Observed
*R = Reported
copyright: Dr. Kathy Escamilla
minor adaptations by Onís