Total Points Possible: 120 (Subtract 4 points for each NA given:________)

Total Points Earned: 85/120 Percentage Score: 70%

Directions: Circle the number that best reflects what you observe in a sheltered lesson. You may give a score from 0-4 (or NA
on selected items). Cite under comments specific examples of the behaviors observed.

Lesson Preparation___________________________
4 3 2 1 0
1. Content objectives
clearly Defined,
displayed and reviewed
with students








Content objectives
for students implied.
No clearly
defined
Content
objectives for
students
Comments: Content objectives were written and stated at the beginning of the lesson. The class objectives and
agenda were written on a whiteboard at the side of the room. Although they were defined and reviewed the
content objectives were not clearly displayed at the front of the room. They were instead located at the side of
the room which did not allow the students to visually review them throughout the lesson.



4 3 2 1 0
2. Language objectives
clearly defined,
displayed and reviewed
with students







Language objectives
for students implied
No clearly
defined
Language
objective
Comments: No specific language objective was written or stated. Language objectives should be stated clearly
and simply, and students should be informed of them, both orally and in writing. They should also be reviewed at
the end of the lesson. The language objective should be drawn from the state English language proficiency
standards and English language arts standards. Most importantly, the objectives should represent an aspect of
academic English that students need to learn or master.


4 3 2 1 0
3. Content concepts
appropriate for age and
educational background
level of students







Content concepts
somewhat
appropriate for age
and educational
background level of
students
Content
concepts
inappropriate
for age and
educational
background
level of
students
Comments: The students seemed to understand the concepts. Several students mentioned that they studied
volcanoes in elementary school which could possible indicate that this subject matter is below grade level. The
scenario does not mention if this concept is in the state standards for science. It is unclear if this is under a
science core standard, or something that the teacher just wanted to share with the class for fun


4 3 2 1 0
4. Supplementary
materials used to a high
degree, making the
lesson clear and
meaningful (e.g.,
computer programs,
graphs, models, visuals)








Some use of
Supplementary
materials
No use of
Supplementar
y materials
Comments: Excellent use of supplementary materials to enhance students understanding of volcanoes. The
stacks of books to demonstrate rocks pushing against each other was a fun and a visually exciting activity. The
semantic map or graphic organizer with a discussion with what they had written helped to formulate critical
thinking among students. Pull down maps, a pertinent book, PompeiiBuried Alive, a transparency that
indicated the parts of a volcano, and household items to illustrate a volcanic eruption. The different
supplementary materials also support the different learning styles and multiple intelligences because information
and concepts are presented in a multifaceted manner. Students can see, hear, feel, perform, create, and
participate in order to make connections and construct personal relevant meanings. This lesson scenario
presented the use of supplementary materials very well.





4 3 2 1 0
5. Adaptation of
content (e.g., text,
assignment) to all levels
of students proficiency.







Some adaptation of
content to all levels
of student
proficiency
No significant
adaptation of
content to all
levels of
student
proficiency
Comments: All students were given the same text to work with. There seemed to be no specific adaptations
made to the text itself to address the varying levels of language proficiency. The sequencing activity that the
teacher identified sentences and the students were required to put the steps in order of the process of a volcanic
eruption helped to adapt the content and clarify text. The teacher also read the text aloud and paused frequently
and asked questions and checked for clarification.





4 3 2 1 0
6. Meaningful activities that
integrate lesson concepts (e.g.,
interviews, letter writing,
simulations, models) with
language practice opportunities
for reading writing, listening,
and/or speaking









Meaningful activities
that integrate lesson
concepts but provides
few language practice
opportunities for
reading, writing,
listening, and/or
speaking
No meaningful
activities that
integrate lesson
concepts with
language
practice
Comments: Meaningful activities should include lesson activities that are planned to promote language
development in all skills while English learners are mastering content objectives. In this lesson scenario there
were a lot of meaningful activities that promoted language development. 1. They participated in building the
model volcano. 2. The students discussed information about their semantic maps about volcanoes. 3. The
students read authentic text.


Building Background_________________________
4 3 2 1 0
7. Concepts explicitly
linked to students
background
experiences







Concepts loosely
linked to students
background
experiences

Concepts
not explicitly
linked to
students
background
experiences
Comments: Building background helps students make connections to content topics, and helps them to reflect
on what they already may know about a certain subject. I did not feel that the instructor adequately spent time
on building the students background. Given the fact that this subject matter was something they perhaps had
learned in elementary school the instructor maybe felt it was unnecessary. However, the teacher did ask them to
complete a semantic map asking to write everything they know about volcanoes. I feel more could have been
done in building background.



4 3 2 1 0
8. Links explicitly
made between past
learning and new
concepts

Few links made
between past
learning and new
concepts
No links
made
between
past learning
and new
concepts
Comments: I felt there were few links made to past learning and its connection to the new concepts. The teacher
did remind the students about a visit to the Museum of Natural History and also reminded them of the rocks they
had brought in. However there was not a explicit link made about how the visit or the rocks related to the lesson
on volcanoes.

4 3 2 1 0
9. Key Vocabulary
emphasized (e.g.,
introduced, written,
repeated, and
highlighted for
students to see)


Key
vocabulary
introduced,
but not
emphasized
Key
Vocabulary
not
introduced
or
emphasized
Comments: I failed to see in this lesson scenario the defining of the vocabulary words. The vocabulary words
were introduced and used during the construction of the model volcano, but I still felt they needed to be defined
better.


Comprehensible Input________________________
4 3 2 1 0
10. Speech appropriate for
students proficiency level
(e.g., slower rate,
enunciation, and simple
sentence structure for
beginners)


Speech sometimes
inappropriate for
students
proficiency level
Speech
inappropriat
e for
students
proficiency
level
Comments: From the scenario I felt the teacher explained and modeled the tasks before the students
participated.


4 3 2 1 0
11. Clear explanation
of academic tasks
Unclear
explanation of
academic tasks
No
explanation
of academic
tasks
Comments: I felt the teacher explained tasks well and modeled the demonstrations first before the students
participated. However, a copy of semantic web could have been put up on the ELMO and modeled to help with
less questions during work time.


4 3 2 1 0
12. A variety of techniques
used to make content
concepts clear (e.g.,
modeling, visuals, hands-on
Some techniques
used to make
content concepts
clear
No
techniques
used to
make
activities, demonstrations,
gestures, body language)

content
concepts
clear
Comments: I identified a variety of techniques used in this lesson. The use of the overhead with the diagram of a
volcano and the labeled parts. The brainstorming that was used in the semantic mapping activity. The hands on
demonstration of the model of a volcanic eruption and reading about the topic after exploring it orally and
visually. The sequencing steps used for reading comprehension.



Strategies____________________________________
4 3 2 1 0
13. Ample
opportunities
provided for students
to use learning
strategies


Inadequate
opportunities
provided for
students to use
Learning
strategies
No
opportunity
provided for
students to
use Learning
strategies
Comments: The teacher used ample various strategies with students. They accessed prior knowledge and made
predictions about text, but these were done with the teacher. More strategies that had the students interacting
with each other would have been more effective in this area.


4 3 2 1 0
14. Scaffolding
techniques
consistently used,
assisting and
supporting student
understanding (e.g.,
think-aloud)

Scaffolding
techniques
occasionally used

Scaffolding
techniques
not used
Comments: I felt the teacher used various scaffolding techniques throughout the lesson to promote students
comprehension of content. Some of the effective techniques included, questions, visuals, models, graphic
organizers, pre-reading predictions, and demonstrations.



4 3 2 1 0
15. A variety of questions
or tasks that promote
higher-order thinking
(e.g., literal, analytical, and
Infrequent
questions or tasks
that promote
higher-order
No questions
or tasks that
promote
higher-order
interpretive questions)

thinking skills

thinking
skills
Comments: In the beginning of the lesson the questions that were asked concerned mostly facts. During some of
the instruction questions that promoted higher-order thinking were presented such as, What happens when a
set of rocks moves against another? Can you think of other places in the world where eruptions have
occurred? Tell me about volcanoes in your country? How do you know this is a true story? These types of
questions promote discussion and critical thinking.


Interaction___________________________________
4 3 2 1 0
16. Frequent opportunities
for interaction and
discussion between
teacher/student and
among students, which
encourage elaborated
responses about lesson
concepts

Interaction
mostly teacher-
dominated with
some
opportunities for
students to talk
about or
question lesson
concepts

Interaction
teacher-
dominated
with no
opportunities
for students to
discuss lesson
concepts
Comments: The teacher led the students in discussions about volcanoes throughout the class period. The
semantic-mapping exercise, the demonstration, and the pre-reading activity created some student interaction.
I felt more student interactions could have been created through A/B partnership discussions or working
together in student groups on graphic organizers.


4 3 2 1 0
17. Grouping
configurations support
language and content
objectives of the lesson
Grouping
configurations
unevenly support
the language and
content
objectives

Grouping
configurations
do not support
the language
and content
objectives

Comments: I did not identify any specific grouping configurations in this instruction. Although students were
seated in groups, there was little opportunity for them to interact to practice their language skills. The whole
class seating was effective for the demonstration about volcanic eruption.







4 3 2 1 0
18. Sufficient wait
time for student
responses
consistently
provided

Sufficient wait time
for student
responses
occasionally provided

Sufficient wait
time for
student
responses not
provided
Comments: Students who wanted to respond were not able to at times, this could have been due that time
was running out. The students that were selected to respond received wait time to articulate their thoughts.


4 3 2 1 0
19. Ample
opportunities for
students to clarify
key concepts in L1
as needed with
aide, peer, or L1
text

Some
opportunities for
students to
clarify key
concepts in L1

No opportunity
for students to
clarify key
concepts in L1
Comments: Only a few students were identified as using their L1 during the lesson, and the bilingual aide
assisted them. The other students in the classroom did not appear to need to use their L1 text.


Practice Application ________________________
4 3 2 1 0
20. Hands-on
materials and/or
manipulatives
provided for students
to practice using new
content knowledge
Few hands-on
materials and/or
manipulatives
provided for
students to practice
using new content
knowledge

No hands-on
materials and/or
manipulatives
provided for
students to
practice using new
content
knowledge
Comments: The lesson included hands-on manipulatives, however only a few students were able to use the
manipulatives.If the grouping configurations had been promoting student led demonstrations more students
would have been involved in using the hands-on items.






4 3 2 1 0
21. Activities provide
for students to apply
content and language
knowledge in the
classroom
Activities
provided for
students to apply
either content or
language
knowledge in the
classroom

No activities
provided for
students to apply
content or language
knowledge in the
classroom
Comments: Students applied content and language knowledge in this lesson. However, more student-student
interactions would have been beneficial and would have provided better opportunities for assessment.


4 3 2 1 0
22. Activities
integrate all
language skills
(i.e., reading
,writing, listening,
and speaking)

Activities
integrate some
language skills

Activities do not
integrate
language skills
Comments: This lesson allowed all students an opportunity to use all the language skills. Listening, speaking,
and reading as well as writing with the semantic mapping activity. Predicting and scanning helped practice
reading skills. More speaking could have been promoted by have more student led interactions.


Lesson Delivery ________________________
4 3 2 1 0
23. Content
objectives clearly
supported by
lesson delivery
Content
objectives
supported
somewhat by
lesson delivery

Content
objectives not
supported by
lesson delivery
Comments: It is hard to rate this component because I did not see the lesson delivered. However, the
demonstration and discussion and review of vocabulary did accomplish the content objectives for the lesson.
The students seem to understand what the volcanoes are, but possibly they are still not clear on what causes
them to erupt.




4 3 2 1 0
24. Language
objectives clearly
Language
objective
Language
objectives not
supported by
lesson delivery
somewhat
supported by
lesson delivery

supported by
lesson delivery
Comments: From this scenario I am still unclear what the language objectives were for this lesson. I rated this
zero because of the confusion on this objective.


4 3 2 1 0
25. Student
engagement
approximately
90% to 100% of
the period

Students
engaged
approximately
70% of t period

Students
engaged less
than 50% of the
period
Comments: Students were on task and engaged throughout the lesson. If there had been small group
interactions and student led discussion this may have led to even more student engagement.


26. Pacing of the
lesson
appropriate to
students ability
levels

Pacing
generally
appropriate, but
at times too fast
or too slow
Pacing
inappropriate to
the students
ability levels
Comments: There were no numbers above pacing for me to rate, so the rating number would be 3. The
pacing seemed a little rushed at times possibly because of all the activities that the instructor was trying to
get in the forty- five minute time frame. Possibly less activities would have been more effective? Or student
led activities that would promote individual group pacing.


Review/Assessment ________________________
4 3 2 1 0
27.
Comprehensive
review of key
vocabulary

Uneven review
of key
vocabulary

No review of
key vocabulary
Comments: The instructor reviewed key vocabulary at the beginning of the lesson and throughout. I felt that
a introduction to the definitions of the vocabulary words was need. Additionally, there was no final review of
the vocabulary.




4 3 2 1 0
28.
Comprehensive
review of key
content concepts

Uneven review
of key content
concepts

No review of
key vocabulary
Comments: The key concepts were reviewed throughout the lesson, but there was no comprehensive review
to wrap up the lesson. This may have been due to the time constraints. The only final comprehensive review
of the key content concepts was the question What is a Volcano?


4 3 2 1 0
29. Regular
feedback provided
to students on their
output (e.g.,
language, content,
work)

Inconsistent
feedback
provided to
students on their
output

No feedback
provided to
students on
their output
Comments: The teacher gave positive feedback on most students responses. Due to time constraints she did
not always respond to students whose hands were raised. The teacher guided the brainstorming and pre-
reading discussions. Fewer activities could have led to more consistent feedback.


30. Assessment of
student
comprehension and
learning of all lesson
objectives (e.g., spot
checking, group
response) throughout
the lesson


Assessment of
students
comprehension
and learning of
some lesson
objectives

No assessment of
students
comprehension
and learning of
lesson objectives
Comments: Throughout the lesson, the teacher checked students understanding of some concepts and of the
instructional tasks. The instructor monitored the classroom to answer questions and provide assistance. Due
to lack of time the reading activity did not allow students enough time to read individually, and the
sequencing activity was moved to the next day. So I am not sure how the teacher was able to assess
individual student comprehension before she began reading the text to the students. My rating would be a 3.