Students: During my observations for the elementary portion of the practicum, the number of

students in each of the ENL class periods were seven students. Based on these seven students,
there are many different levels of English language proficiency, as well as different cultural
backgrounds. Five of these students have Spanish as their first language, one student had Korean
as their first language, while another student had Bosnian as their first language. Two of these
students are between a transitioning/advanced level of language proficiency. Three of these
students are at an emerging level of language proficiency. One student is currently non-verbal
and does not communicate well with peers or adults; therefore we are unable to accurately
measure the level of language proficiency. Finally, one students is classified as a preschooler
with a disability in speech and language processing, however also at an emerging level of
language proficiency.

Adults: During my observations, there is only one teacher in the classroom, that is the ENL
teacher. The ENL teacher completes all of her elementary students as pull out sessions with a
small group, up to ten students with one teacher.

Summary of Observations: During my time completing observations within the elementary

placement of the practicum teaching, I was able to observe many different literary and content
based lessons that enhanced and added on prior knowledge that the students were previously
learning.
Lesson Summary
During this lesson, the teacher sat in front of students gathered in
front of the classroom (on a small carpet). The students were
seated and eyes looking at the teacher. While the teacher held up
FUNdations Drill the cards, she clearly stated the letter and the sound that the letter
made while adding a picture clue from the card. For example: “a,
apple, /a/“. The students then echoed the same back to her, they
repeated this activity for all 26 letters of the alphabet.
During this lesson, the teacher gathered the students in front of
the classroom and utilized the SMART-board technology to
complete the lesson. The teacher displayed a slides presentation,
of which each letter was listed on a slide. The students used the
Letter Recognition
turn and talk method to interact with their partner to identify the
letter. Once the teacher had gone though all the letters, she turned
on a teaching clip: Jack Hartmann Letter Recognition. While the
video played the students interacted with it.


Letter Sound Identification
Sequencing (Beginning,
Middle, End)
Finding Details
Character Feelings
100 Days of School
During this lesson, the students were seated at their desks. The
teacher group three students together a time to work on a
different task. A teaching material called “letter sound tubs” were
utilized during this lesson. As the teacher explained the
directions, the students were able to independently complete the
task. Each group was asked to take two letter tubs and sort the
corresponding objects into their correct containers. After all
groups had finished, the teacher ended the lesson with a teaching
video: Jack Hartmann Workout to Letter Sounds to get the
students up and moving around.
The teacher read the students a short story to the students, the
book was a wordless picture book called Changes, Changes.
Once the story had been read aloud to the students, they were
encouraged by the teacher to orally state what happened in the
beginning, middle and end of the story. The students were also
asked to draw a picture of the parts of the story they were
describing. The teacher was able to look back the student work to
determine their understanding of sequencing a story.
The teacher gathered the students in a line in the front of the
classroom and began to walk them around the halls of the school.
The teacher stopped every couple of feet to ask the students what
they saw around them: “has anything changed, has anything new
appeared, have you seen this color somewhere else in school”.
The students orally expressed different details about their
environment to each other as well as to an adult within the
classroom.
During this lesson, the students were seated at the front of the
room together, the teacher was seated in front of them. The
teacher read the story, The Feels by Slumberkins. In this story,
the students were asked to orally describe how the different
characters in the story felt on specific pages. The students were
asked to “turn and talk” to their partners as well to tell about the
feeling. Finally, the students were asked to draw a specific
feeling that the characters felt in the story.
During this lesson, the students practiced counting to 100 and
interacting with many different manipulatives. The teacher had
different station work set up for the students to work together in
small groups to interact with numerals to 100 and talk to each
other as they are counting. The students were also asked to state
the number of days in a complete sentence.

Asking and Answering
Questions
Writing/Drawing based on
Readings
Conversationals
During this lesson, the students were grouped into a small group
of 3 students each. The teacher provided different conversational
topics, and the students were asked to answer the different
questions that were posed. The students were also encouraged to
ask their peers different questions based on what they were
discussing.
The teacher read the students a picture book aloud, the students
were then asked to draw/write about their favorite part of the
story. The teacher asked all the students about their favorite
parts, and as they were drawing, orally described what they drew.
The students also were able to stand up in front of the classroom
and share what they drew orally to their peers.
The teacher had pre-made different scenario cards for all the
students, the students were asked to look at the different
scenarios and talk with a partner about what they would do if
they were inside the picture. The teacher explained that when
you are doing different things, you can have different
conversations. The teacher gave an example of a scenario, it was
a picture of a teacher with students in a classroom; she began to
tell a story with many different dialogues to model the
expectations. Then the students were asked to try as the teacher
walked around the classroom observing the different interactions.

Analysis of Instruction: There are several standards for the pre-kindergarten student that are
important to connect to each lesson. The ELL students in this particular group are focusing on
their orally expressive ability as well as motivation to speak. The following standards link to the
observed lessons:
• PK.AC.1. Demonstrates motivation to communicate
• PK.AC.2. Demonstrates they are building background knowledge
• PK.AC.3 Demonstrates understanding of what is observed
• PK.AC.5. Demonstrates a growing expressive vocabulary
• PK.AC.6. Demonstrates their ability to represent ideas using a variety of methods
• PK.ELAL.3. [PKRF.3.] Demonstrates emergent phonics and word analysis skills
• PK.ELAL.4. [PKRF.4.] Displays emergent reading behaviors with purpose and understanding
• PK.ELAL.5. [PKR.1.] Participates in discussions about a text
• PK.ELAL.6. [PKR.2] Retells stories or share information from a text
• PK.ELAL.7 [PKR.3] Develops and answers questions about characters, major events, and
pieces of information in a text
• PK.ELAL.19. [PKSL.1] Participates in collaborative conversations with diverse peers and
adults in small and large groups and during play
• PK.ELAL.23. [PKSL.5] Creates a visual display (e.g., drawing, art work, building, writing)

• PK.ELAL.25. [PKL.1] Demonstrates command of the conventions of academic English

grammar and usage when writing or speaking.
• PK.ELAL.28. [PKL.5] Explores and discusses word relationships and word meanings
These standards all play a major role in the development of the interactive lessons used for many
of these observations. Many of the lessons have a common thread of ensuring that they are
supporting the use of multiple standards in order to help the students grow communicatively.
During many lessons, the students demonstrated a motivation to communicate, this standard is
one that is extremely impactful for all lessons.