Field Experience Reflection

Observation Protocol
What you are observing (Teacher, Grade Level, and Type of Lesson(s)):
Your answer: Andraya Peterson, ⅘ grade ELL Teacher, Reading, writing (this integrated science and social studies), speaking, math. (I went
in for one whole day).
Purpose of Observation: Focus on EL learning both language and content
As you fill out the table below, focus on the following:
1) How does the teacher engage students in the learning process?
2) How does the teacher transition from one activity to another?
3) What supports (visuals, manipulatives, rephrasing questions, etc.) does the teacher use to support students learning content and/or language?
The teacher had lots of support and visuals around the room. The day I went to do the practicum I did not see her use anything on the walls except for
the multiplication numbers on the wall and I helped one other student with those numbers on the wall and figuring out how to use them in order to
complete the math activity. There were lots on her walls though: word wall, alphabet (in english and in sign language), sign language words (with
pictures to show what sign to make ), sentence frames, months of the year, weather. There was a lot on her walls that I am sure helps the students
when they are stuck.
4) How does the teacher specifically target the various language domains (reading, writing, listening, and speaking)?
5) How do students communicate with each other, and how does the teacher support this?

Teacher Moves Student Moves Impact on learning

(What does the teacher do or say) (What do the students do or say? How do they (How did the strategy impact students and/or
respond to the teacher's moves?) their learning?)
1. A lot of what the teacher did was in
reading and math groups
a. For both groups she had a list
of names and then pictures
labeled 1-4 and those pictures
told them what and where to
go first, second, and so on.
They would switch every 15
minutes.
b. During independent time (in
centers), one student, which is
her first week, did not know
how to get into her computer
and the teacher asked another
student who spoke the same
language she did to help her
get in.
2. She started off the day by going over
and presenting on the board the
month, day, what they were going to
do for the whole day, went over the
weather and also went over sight
words before going into their reading
centers. And, they do not have any
books they read together during
reading time (they do during writing
but not reading). And I really like this
component because everyone is at a
different placement when it comes to
reading.
3. To transition in the centers she had,
she had four centers and would set a
15 minute timer on youtube and have
1. I think the students responded well to this
since they are farther in the year. Andraya
did tell me that it took them a while to get
used to the schedule.
a. They students kept pretty quiet
during center time, they knew
exactly what to do and if they had
a questions they went to Andraya
for help
b. I think this helped the student a lot
with having a peer there who
speaks the same language as her. I
did try to help the student but she
didn’t understand anything I said
so that made it difficult and I
didn’t know how to get to their
desired website anyway. The
student who was asked to help
instantly went over and started
helping her. The students, when
asked to help, did it automatically
without question. I feel like it is an
unspoken rule to help others out
because they are all at different
levels. This is something I loved
about the classroom. Nobody was
harassed for not knowing how to
do something simple.
2. I think the students responded really well
with going over their day, month,
weather, and ect. They would answer the
questions Andraya would ask and
Andraya would have students come up
1. I think it is brilliant doing this because
she had someone in the room with her
at all times kind of like a para and
during these center times, they would
have two groups going over different
reading and math strategies (they were
separate like when it was reading time
there were two reading groups going
and the others were independently
reading and then they would switch
THEN late rin the day they did the
same with math [if that makes sense]).
a. I think this helped the kids a lot
especially since they need that
independent time and they get
that two times in a row during
the subject (reading and math).
I think this benefits them
dramatically in learning
English.
b. I noticed those two girls were
in the same reading group as
well. I think this helps as well
knowing that another one of
her peers is doing it with her.
2. They also started off with a morning
message which they all read together
while she pointed. I think this not only
helps them practice speaking but helps
them understand and prepare for what
they are doing that day.
3. Having this strict schedule I think
benefited them in the best way. They
 that on the board so the students could
watch it too. And then the timer goes
off and tells them to switch.
a. How she transitioned from
reading to her next heggerty
lesson and so on is just telling
them to put away their things
and to get so and so out.
b. When transitioning from one
place to another. The students
know where to line up outside
the door. When going outside
they also grab their outside
wear from their lockers and
then they come back inside
and line up.
4. The teacher actually gave me a
schedule to follow along with for the
whole day. Schedule: reading, Making
Meaning/Heggerty, Library/Special,
snack, recess, speaking, writing,
recess and lunch, whole group math,
math groups, cleaning/pack
up/dismissal. This schedule helps the
teacher and students get equally the
amount they need to spend on each
language domain. In writing they also
bring up social studies and science
concepts which help the students
better understand those subject areas
while also practicing their writing
skills.
a. They spoke throughout the
and move things on the board to keep
them interested.
3. The students did really well watching the
timer, I noticed some students switched a
few seconds before just to be ready. I
think the students liked having the timer
on the board.
a. The students know what to do at
this point and sometimes some of
the students are not completely
ready or sitting down when she
starts her lesson, but they all end
up listening for a few minutes in.
b. The students are usually messing
around with each other whenever
they have to line up and the
teacher has to remind them to get
in their lines. Most of the time,
after their first warning, they listen
and get in line.
4. The students do what is expected from
them and they follow along with the
teacher. The teacher tkes suggestions
from them and asks them what they think
should go into their spider graphs. They
have three about the white house, and
they finished writing in the spider graphs
by adding information in all of the graphs
from the book they read together. They
integrated this into writing.
a. I think the students had done this
before but the teacher told them
what to do again and while she
knew what to do and where to go. This
way everyone gets their reading/math
time in.
a. The students respond when she
tells them to at least be by their
desk and they completely
respect her when she tells them
where to go. They listen and I
am not sure how she came to
receive that respect from them,
but I am sure it took time.
b. The teacher has numbered
circles on the ground for where
they are supposed to line up
outside the door. I think this
helps the students know how
clothes they need to stand out
from one another.
4. The students responded well to the
teacher reading to them and when she
asked them what they thought about
what they just read. A lot of the
students wouldn't answer but then she
would summarize what they read in
the book and hands would go up
answering her question about what
they could put in their spider graph.
Also, before reading the book, the
teacher went over the characters in the
book as background information for
the book and went over what the book
talked about. I think this really helped
them further comprehend what the
 whole day during all their
subjects, but during speaking
they didn't have much time and
they focused on saying the
names of animals and whether
they were herbivores,
carnivores, or omnivores. The
students played a game where
the students stayed on the
inside circle (where the letter
A was) and that circle was the
circle that moved so everyone
had the chance to speak to a
new partner.
i. During their speaking
portion of the day, they
went over Tier 1
vocabulary words
which were not
necessarily academic
vocabulary words but
they were common
words and phrases they
needed to learn.
b. During reading, the teacher
had them start their reading
groups which consisted of:
computer games (for reading)
on their laptops, reading books
independently, reading games
in one group teacher-led, and
another teacher-led group with
Andraya leading them in
talked (during the whole day) she
used a lot of hand gestures. Some
of these gestures were sign
language due to one student in her
class who was deaf. The students
knew what to do. The paper they
read off of, if they needed it, had a
lot of pictures of animals and had
the options of what the animal was
written above and the animals
were in the columns. The paper
also had a sentence frame on the
bottom of the paper for the
students to use. I sometimes
pointed this out to the students
who got confused sometimes.
b. The students said just what
Andraya wanted them too. The
first week student was shy and
said the words super quietly. The
students were happy to know the
words and were excited to get
their hands on these activities. In
some ways, I think learning a new
language was fun for them. There
was one point in the group of two
(where the one student just started
that week and the other one spoke
the same language) where the
more advanced student kept
saying the words super fast and
didn’t give the first weeker enough
time to think about the word. The
book was about and helped them focus
on the learning aspect in the book. The
teacher did mention that this week was
a background information week, so
that is what I go to observe.
a. This speaking strategy really
helped the students practice
saying those big academic
words or vocabulary. And it
helped them practice saying the
names of the animals.
b. When the students who were at
a lower ELP level than her peer
didn’t get the chance to say the
word first, she usually
wouldn’t say the word at all
because her peer got to it faster
and louder. I think turning the
cards helped her a little more
since she was able to take that
time to think about it without
her peers interrupting her
thoughts right away.
There were points too where
the teacher was focussing on
the higher ELp level student in
certain categories and I think
this might be more to know
when she was ready to move to
a higher reading group or not.
c. I think having books being
read to the students multiple
times a day is very smart. I
 speaking and reading in their
developmentally appropriate
ELP level. Some students were
going over their sight words
and reading an appropriate
book for their ELP level. The
teacher would tell the students
to read the book and once they
got stuck, the teacher would
help them understand why the
word is ant instead of and. She
had a long/short paper with the
most basic letter groups on her
desk like a for apple and b for
bat which she would refer to
when they got stuck.
Sometimes she would also ask
the students what they think
about bats or whatever they
were reading about. To ensure
that what they just read was
more concrete for them and so
they were paying attention.
c. To focus on the listening
portion of the domains, they
did not have a specific part of
their day where they focussed
solely on listening, but
throughout the day they took
opportunities to listen. For
example, in the library they
listened to the librarian read a
book and then answered
teacher said to wait until her peer
got the chance. And since the girl
could still read it even when the
teacher turned the cards away, the
student said the words still a little
before her peer. This just shows
how excited or motivated she was
to read.
c. The students would grab their
headphones right away once they
knew it was time to hop on their
computers. They knew exactly
what to do and in doing this, it
also canceled any outside noise
which may be helpful for them.
5. The students continued to talk to each
other in Spanish anyway. The students did
answer the questions in English when
they had an answer. One student got in
trouble for being disrespectful after saying
her answer to herself in Spanish after the
fact that the teacher told them not to. She
wasn’t too happy about it, but didn’t say
much after that. A few minutes into the
instruction, she was participating in
English.
a. Some, but not all, of the students
responded with yes, yes, but the
teacher had to do it a couple more
times to grab their attention.
think hearing someone talk
slowly and intentionally
toward me makes it more
meaningful and makes me
know how to properly form my
words.
5. I think having the students talk in
English benefits them greatly since
they may not talk in English outside of
school. I learned how little some
students' knowledge of English really
is. One student was Spanish and he
was trying to say a sentence in English
but couldn’t quite figure it out and the
teacher would respond saying the
same sentence he said but saying it in
proper english. I think this helps the
students as well know how to phrase
things next time they say them. This
also made me realize that just because
students can't speak English does not
mean that they do not understand what
you are saying.
a. This grabbed their attention
enough to start the lesson. The
lesson then grabbed their
attention when they
acknowledged that it started.
 questions about the book and
listened to what their peers
thought while describing
something using their touching
sense.In reading groups, they
put on headphones to listen to
their computers on their
games. In writing, they
listened to the teacher read a
book. I think they read a total
of at least three books short or
long throughout the day.
5. When answering questions (especially
after recess), the teacher advised the
students to speak in english and
answer in english and told them they
need to practice saying it in english.
When they just talk to each other (the
Spanish students anyway), they talk in
Spanish all the time. I was always
surrounded by the older students
talking in English. They were the ones
that actually talked the most. They
were actually answering questions
about a book they were reading as a
group and before they started reading
they went over the characters of the
book and one of their names was
abuelo and she asked the students
what that meant and the spanish
kiddos did. I like this variety of books
because it showcases all their unique
backgrounds.
a. The students got very rowdy
after recess and the teacher had
to say Class Class with the
expectation of a yes, yes being
thor reply. I think this was a
smart attention grabber. I
know a lot of my peers use
attention grabbers like
‘macaroni cheese, everybody
freeze’, but this I feel is
culturally biased. Especially
since not everyone knows
what macaroni and cheese is. I
also am not sure if the first
weeker would know what it
was considering she could not
talk to me in English at all. But
I do understand why the
teacher was not pushing her to
talk. I am assuming it will
come with time since ethos is a
new environment for her and a
big change.
 Reflection
Reflect on your experience, OR you can create a video with the same information.
● Include what you did or saw AND what you learned from it.
● Make connections to what you learned previously in this course and/or others.
● Share what ELP level you feel students were at and your evidence for why you think this. (You don’t need to pinpoint all students. Just
really think about what a majority of students would be in the class, or if you engage with certain students a lot more, think about where those
individuals might fall, using the Performance Definitions below to guide your decision.)
○ Performance Definitions Expressive Domains (writing and speaking)
○ Performance Definitions Receptive Domains (listening and reading)
● Share what resources and/or teaching strategies you saw used and how this affected students and their learning.
● Share what you would do similarly to the teacher whom you observed and/or what you might do differently and why.
Your Written or Video Reflection:
Video 1: https://www.loom.com/share/4141b6fda9c04813930db88dd871c4c4
Video 2: https://www.loom.com/share/324e574bb44f4a0cb070a2d31048ce99
Video 3: https://www.loom.com/share/12391e51a6604c858e06c18cd10d046a
Video 4: https://www.loom.com/share/624659bf5b3e4e44b38e763de8dddf1a