Observation Chart

Teacher’s Signature – Online Video Name: Lauren LaMantia

Date of Observation: March 24, 2020 Time of Observation: N/A
Teacher: Amanda Reynolds Grade(s): 4th Grade
(Online Video)
Subject: English – Word Study Groups
Objectives of the Lesson: N/A

Standards being Addressed: N/A

English Language Proficiency Level(s) of the Students N/A

Academic Interactions in the Classroom 1:1 instruction, small group instruction, and ESL development
sessions

Social Interactions in the Classroom Small group interactions with his peers when they are discussing
their findings

Materials Used Game boards, Sight word cards, Worksheets, and Enlarged texts

Introduction/Opening/Anticipatory Set of the The video began with Ms. Reynolds working with Gian
Lesson/Activation of Prior Knowledge in a one-on-one word study group focusing on oral and
pictorial awareness of English words.

Procedures/Flow/Organization of the Lesson
(What happened)
After word study groups, Ms. Reynold pulled together a
small group of four students together to work on reading
and comprehension skills. Next, Gian receives English
instruction 3 days a week for 45-minute session with an
ESOL teacher. These sessions emphasize the natural
development of the English language. Next, the video
follows the ESOL teacher around as she assists other ELs
and describes her collaboration with the general
education teachers.
Assessments Used (Formative and/or Authentic
methods), if any
Adaptations for ELLs (scaffolds, supports used
during the lesson), if any
Initial reflections on instructional methods and
assessments of the lesson taught
N/A
The ESOL teacher was orally gauging Gian’s English
language development by spelling to his speaking and
responses to directions.
Ms. Reynolds will read the text aloud and then have Gian
orally retell the story to gauge his comprehension.
Additionally, Ms. Reynold will transcribe his response
onto paper so he can practice reading the written
language and recognize the spelling of the words that he
is speaking.
I think that 1:1 instruction for word study and English
development are highly beneficial for Gian. The 1:1
instruction of these concepts aid in his structured
repetition, modeling, and memorization of these skills in
a safe and comfortable environment. I believe there is an
immense benefit having a consistent and structured
session for English development because the student is
learning and mimicking one person for English language.
These sessions are light-hearted, comfortable, and
effective because Gian is able to interact in a natural,
conversational manner with the ESOL teacher. Lastly,
for the reading groups, I think it beneficial to immerse
Gian with his peers so he can hear fluent English readers
at his age level.