Alexis Khoshaba

Grade 2
Writing a Cooperative Sentence

Analysis of a lesson
Strategy, activity, How the teacher used the Why was it used? What were
or scaffolding used strategy, activity, or scaffold the potential benefits to the
to encourage listening or ELL?
speaking skills

Activated prior Teacher is explaining the Used in the instructions for the
knowledge of directions and expectations, as assignment. ELL students would
beginning/middle/end students are listening benefit from the fact that this
, as well as the story was prior knowledge
that had previously
been studied.

Broke the students up Assigned each group either the The small groups were used to
into small groups to beginning/middle/end of the encourage discussion and
complete a story and asked them to discuss participation between all group
summarizing with their group and collectively members. This helped the ELL
sentence of their part come up with a summarizing students because they could feel
of the story. sentence. more comfortable to share in a
small group setting, and could
She allowed the students to use get help from their peers if
visual flash cards of the story needed.
and their previous summarizing
worksheet for reference. This is a beneficial tool for ELL
students because they have the
Asked the students to visuals to reference various
collectively decide on a parts of the story, and they can
summarizing sentence and write use their previous summarizing
in down on their sheet. work to assist them with ideas.

This activity required students

to listen, talk and write, which is
important for ELL development.

Brings students back She invites someone from the By allowing a volunteer to
together to share their group to volunteer to share, and share, the ELL students don’t
work with the class writes their sentence down on feel required to share unless
 the board. She chooses to write
the sentence down incorrectly,
checking to see if the students
catch the mistakes. She
welcomes the students to raise
their hands and make corrections
to the mistakes.
they want to. In the group
setting they are able to learn
from the discussion, and the
input of their peers. It is
beneficial to have the sentences
written down on the board and
not just shared orally. While
having them written down they
too can have an opportunity to
assess the mistakes that are
made in the sentence, and have
a chance to make the
corrections.

The language expectations that I observed from the video were:

• Beginning/Middle/End
• Cooperative paragraph
• discuss with your group
• you are going to write
• Do you notice any mistakes?
• What did I do?

I think overall it was a good lesson because it activated listening, reading, talking, and
writing. I think there was fairly reasonable balance between teacher talk and student
talk, as she started by introducing the lesson, then allowing them to work in small
groups, then bringing them back together to share their work. I also like that she had
let them know prior to separating into groups that they would be sharing when they
returned so that it was not a surprise to anyone.

Something I really liked that was highlighted in this video was that while they were
making corrections to the sentences on the board, the teacher noticed and reinforced
that one of the ELL students was using the word wall to help him identify the
necessary corrections to the word on the board. I think that by celebrating this using
words like “I noticed you doing something that good readers do” she made the student
feel proud and comfortable to continue sharing in class.
It is hard to tell based on the video, however if this were my lesson I would make sure
to model an example of how to discuss and write the sentence just to ensure the
students understand what is expected.

Websites/Links for listening skills:

1. FluentU - https://www.fluentu.com/schools/
2. SpeakEnglish - http://www.speakenglishapp.com/
3. StudyCat- https://studycat.com/product/fun-english/
4. StoryOnline- https://www.youtube.com/user/StorylineOnline/videos
References:

https://www.youtube.com/embed/UUVPeFVbTK4?
width=640&height=360&autoplay=0&vq=large&rel=0&controls=1&autohide=2&showinfo=1&modes
tbranding=0&theme=dark&iv_load_policy=1&wmode=opaque

Colorin Colorado. (nd). Classroom Videos. Retrieved from

https://www.colorincolorado.org/videos/classroom-video

Hollingsworth, J. & Ybarra, S. (2013). Explicit Direction Instruction for English Learners