Teaching Biliteracy Lesson Observation/Reflections*

Date____________________________________Observer_______________________________________Teacher__________________________________Grade_____________________________
5/17/18 David Monse Granados 3--Math

Teacher Students Environment/Materia Biliteracy Framework

Open the lesson: (math workshop
don't give away too much).
Clearly states the content
language objective that
includes language function and
forms or patterns at different
levels (P1-5)
Target S.C./math practice new/difficult tasks (SE2)
Brings objective to life:
story, rationale, song role-play, other
OR links to prior lesson or
other prior knowledge. (SE 4)
Model and Practice: (I do/We do)
(Math: You do/you all do/we do)
Language patterns and
vocabulary support
objective (CP1)
Clearly maintains/models
and instructs use of target
language (CP3)
Sheltering strategies for
comprehension and
language development
Engage in the language
and content: (You do)
Clearly and succinctly
explains task (math practices)(P3) sentences
Provides specific data-
based and coaching
feedback (immediate,
respectful, related to objective
(behavior specific praise)(A4)
Monitors, coaches and/or
assesses student practice (A3-5) share, language log, exit
Debriefing the lesson:
Reviews objective;
makes connections to real
life, student goals, and/or
content applications and/
or target language (P3-5, SE3)
Engagement and access:
Active listening for short
periods of time (max. 5-10
minutes at a time and a
max. 40% lesson)(CP3)
Persevere in
Make connections with
etc. language/contexts
(SE5)
Language practice (60%
lesson) (SE2,4&5, CEC2, 3, &5)
Whole group:
___________________________
(choral response, singing,
echo response)
Student to student
practice structures:
___________________________
(Collaborative structures:
Talking chips, role play, Rally
Robin Round robin, Pair/share,
peer feedback , appointments, etc
Respond in complete
Successfully practice
language/math at their level
related to objective
Language/math stretches
beyond current ability
Self-assess (partner
ticket, etc. ) (A1&2)
Language practice in all
domains.
All students have frequent
opportunities to respond
3:1
ls
Culturally Target language: (CP1-5)
Responsive: Building background knowledge
Content Building oracy/fluency
connected to a Building oral and written scaffolds.
larger context and Integrated content areas:
authentic purposes/ ______________________________________________
situations Contextual skill instruction:
for language and math(P3, _______________________________________________
SE3, CP4) (phonemic awareness, phonics, grammar, vocabulary)
Age Balanced literacy components:
appropriate/culturall ______________________________________________
y diverse/physically (read aloud, shared read, writing, guided reading,
accessible/differentiated independent practice)
visuals/text in target Lang. Building metacognition:
CP4&5,CEC1&4))
______________________________________________
Visuals: (CP1&5, CEC1)
The Bridge (SE1-5, CP1-5)
:Topic vocabulary
(Word bank, Preplanned questions so that students can make natural
Picture/word cards, connections between languages.
Use of TPR and student-made visual cues
anchor charts)
Metalinguistic focus and/or grammar:
Graphic
_________________________________________________
organizer
(cognates, adjective reversals, endings, language structures,
Language
masculine/feminine, phonics compare/contrast etc.)
patterns (Sentence
frames, Sentence Explicit Tier 2/3 vocabulary instruction to prepare for
construction chart) extension language
Manipulatives: Extension Language/activity: (CP1-5)
Cards with words Balanced Literacy Components:
or sentence pattern ______________________________________________
Pictures/realia (read aloud, shared read, writing, guided reading,
Talking chips/A-B independent practice)
cards, spinners, dice Connection to Target language content
Board/card Written Application:
games ______________________________________________
Other Assessment (Both languages) (A1-5)
______________ Checklist Use of student rubrics (peer/self)
Observational notes Self eval using CLO and S.C.
Written Application:
Student work Evidence of student use of formative
____________________ “Last Chance” assessment assessment over time (a.1, a.2).
*EL Achieve: Systematic Language Instruction, 2014, www.elachieve.org; Engaging Students: The Next Level of Working on the Work, P. C. Schlechty, Jossy-Bass 2011; Teaching for
Biliteracy: Strengthening the Bridges between Languages, Beeman & Urow, Calson Inc., 2013

*Teaching Biliteracy Lesson Evidence

5/17/18 David Monse Granados 3--Math
Date__________________Observer________________________Teacher______________________Grade_____________

Teacher Students Environment/Materials Biliteracy/Math Framework

8:55: Teacher goes student to student observing
their work.
8:59: Pulls up Landon to explain his work.
Encourages student to share work. Points out an
error in thinking and gives a compliment of how he
did area in addition to the perimeter. She asked him
to share how he did that. Asks for round of
applause.
9:03: Reminds the students what the objective is
and informs them how the exit ticket will be.
9:04: Does a guided practice with students. Shows
how she would count each side, then shows how
she adds and crosses off numbers she has already
used. Am I done showing this is my answer? What
am I missing...Landon. Am I done now? You're
right I need the unit.
9:08: Exit ticket is shown and handed out. Reads
outloud. Rip out page 851.
9:10: Reminds the class about area and paremeter
for Izekiel
9:18: We're getting started. Gives them oral
problems. After a minute students show answers.
This is the second time I've needed to remind you
Emily about drawing, we've moved on to the next
equation.
9:22: Now open to page 45. "Payton thank you"
Put your finger on where it says show me.
I like your answer statement, now can you write the
equation that helped you get there.
9:25: I see some students checking that they have
an answer statement, I even see some with a
diagram. What I noticed is that there are several
different equations that all give the same answer.
Peyton and Emily...make sure watch...thank you.
What does the 4 represent? What does the 8
represent? How has a different equation. Asks
Jennifer if she heard as she puts her head down.
Sometimes the word more can confuse us...it
makes us think addition, but what are they really
asking us? Says when we would use her equation.
It is correct, but doesn't go with problem. Don't
worry, we'll do one more practice.
9:32: Next problems. Reads and then reminds
what they have been learning. Which one does not
look like an array? Explain why doesn't belong.
9:33: You're sentence might sound like, "This
array doesn't belong because __________"
9:46: So far, I've only heard two students explain, if
you are done, make sure you explain to your
partner.
8:55: Los niños están trabajando todos en su solve and share en silencio
de forma independiente. I can explain how Solve and share with
8:59: Landon explains work and 8 students look like they are listening to perimeter is different than independent time and
how he did his work. The other 7 continue to work on their own math. By
9:02 all but 3 students are watching the presentation at the front of the area to my partner. student presentation.
room.
9:04: 8 students count with the teacher as she does the guided practice.
9:06: Students raise hands to answer questions about what to add to find I can show my 1 Guided practice given.
parameter.
9:07: "you're missing an answer statement" understanding by finding
"Feet" the area nand perimeter of Exit Ticket
9:09: Izekiel tries to answer what difference is...he gets confused and
teacher clarifies. a polyngon in my exit
Teacher then helps Izekiel how to do the exit ticket.
9:10: All students are working silently on their exit tickets.
ticket. Math navigator
Some students put dots to count for area. Many students find the sides
and do the addition problem like Ms. Granados showed on the board.
Landon was the only one I observed with the correct perimeter. I observed Envision materials and
4 get the area correct.
9:18: Math navigator groups starts writing their problem on their white
Math Navigator materials. Target and success
board. criteria given but don't
2+4 = 6. Peyton and Ila Jane get their white board after a reminder. All
students work on __ = 4 + 4
give away the "math
Emily moves erases picture and works on equation. magic"
9:23: Students point to the part the teacher asked for. Put fingers
following as they read. Some students circle and underline. Emily draws.
9:24: Students work silently on word problem that was just read to them
9:26: Students work showing equations, number sentence and drawing.
An example of how to
Yaire explains how she did it using counting. solve this problem is
Emily explains how 12-4 = 8. I knew that 12 was bigger than 4 so if I took
4 away I knew I could take away... given on board.
Peyton explains a new equation.
Peyton nodded and took feedback.
9:33: Students are circling, some write numbers on top.
9:35: Henry shows his paper that has the middle one. "Henry thinks and
then after a while, Teacher helps him read it...gets congratulated by
9:50: It is time to end
teacher. Payton says 13. class, put things away
Landon thinks the problem is the x's...teacher paraphrases and then gives
feedback. and get ready to go back
Yaire explains using even and odd vocabulary thanks to teacher prompt. to class. Thank you.
9:39: Students turn to page 46. They put their finger on where it says
work time.
A and B share with person across from them. All students except for Ila
Jane and Emily work silently on their work. Those two talk about their
math together.
9:46: Landon and Brian share answers with teacher. Landon gets high
five for explaining to teacher. Henry sits and waits while done as done
Landon.