OBSERVATION ONE PAGE
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School
Florida Atlantic University *
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Course
4081
Subject
Linguistics
Date
Dec 6, 2023
Type
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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