OBSERVATION ONE PAGE

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School

Florida Atlantic University *

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Course

4081

Subject

Linguistics

Date

Dec 6, 2023

Type

pdf

Pages

2

Uploaded by SuperCheetahPerson814

In this fourth-grade classroom, there were several students with diverse backgrounds and varying levels of language skills, including English Language Learners (ELLs). The ELL students added to the cultural diversity in the classroom, which required the teacher to adjust the lesson and worksheet content to meet their individual English levels. The class was engaged in an interactive reading lesson that used the Smart Board to help them understand and visually see the main idea and details of the story. The classroom was eager to begin the lesson because they think it is fun to highlight on the board which is another reason using interactive lessons is so important in young classrooms. To create an inclusive environment, the district provided resources like bilingual books and language support tools for educators to use. These resources were added to lessons to support the diverse English-speaking levels. The ELL students were provided with additional language support to ensure they could actively participate in the group lesson and understand the content. The visuals and interactive features of the Smart Board were used to help the student's comprehension, and the teacher added graphic organizers and extra vocabulary to support different proficiency levels throughout the lesson. During the interactive lesson, the teacher used the Smart Board to create an interactive lesson on identifying the main idea and supporting details. The students were excited to participate and took turns approaching the Smart Board to underline key elements of the story. The students then transitioned to individual work, where they completed a worksheet the teacher created to reinforce their understanding of the main idea and theme. The worksheet was modified to accommodate multiple proficiency levels. For ELL students, it included additional language support like translated instructions and simplified vocabulary. After the worksheet was
completed students worked in groups to go over their answers and eventually each group presented to the class what they wrote and why. Overall, the fourth-grade classroom thrived in an environment that was interactive and easily modified to multiple proficiency levels for the students who needed extra help. The teacher effectively managed diverse speaking abilities and used district resources to support all students.
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