 Assignment: Observation Activity

Observe a classroom with ELLs and document the following:

1. Type of classroom: ELD (English Language Development within a dual

language program)
2. Subject/ Lesson: Reading: I can tell stories using details and temporal words to
signal event order. Writing: I can model technique, sentence and event details in
narrative writing using dialogue. Using the “Lion and the Mouse” story, students
will know the function of words and how to build/create sentences.
3. Grade level: 3rd Grade
4. Language Level of ELL students: Mixed language proficiencies
5. Evidence of ELLs on the walls of the classroom: There was work samples,
various learning posters, and lots of educational supports.
6. Interaction/ Participation of ELLs in the class: There was many opportunities
for students to interact with each other and independently or as a whole class.
The teacher used chunk and chew, think-pair-share, and my turn-your turn to
name a few. Participation was provided with many engaging activities for the
students such as a group carpet activity with a poster board of all the sentences the
students created. They were to sequence the sentences together and read them
aloud together (my turn, your turn). They discussed the “how” to start sentences
with first, next, then, after that, finally and why/when to use them (sequencing).
Students were all engaged and were a part of their learning process.
7. Witness any aspects of SIOP Model: Posted lesson objectives, relevance to
prior learning, vocabulary, word lists, meaningful learning activities, hands-on
learning opportunities, group and pair work, text previews, opportunities to
practice language (reading, speaking, listening, and writing), explanation of
academic tasks, and hands-on learning, higher-order thinking, scaffolding, prior
knowledge and background building.
8. Your analysis based on the short observation: My observation was done on an
ELD class that was part of a dual language program. The programs goal is to
develop high levels of proficiency in Spanish and English and to raise self-esteem
for all children. It develops bilingualism, biliteracy, and biculturalism with the
positive cross-cultural attitudes and behavior. In my observation, I only had the
opportunity to observe in the English Development class. I was surprised at the
student’s interaction and participation in the lesson. The teacher provided a
meaningful lesson that encouraged the students in the activities, they were
enjoying the lesson, and were not even aware that they were learning. The
teacher made the lesson fun for her students and at the same time provided them
with the tools to learn. The environment was positive, the teacher seemed to
know her students individually, and she provided many opportunities to practice
all parts of language. This teacher used compassion, grace, subtlety, and humility
in her teaching approach. Inspiring! There is more than the SIOP models we
need to use when teaching ELL’s.