Classroom Observation Of Aldo And Crystal

The Data that has been collected, read, and analysis was to determine Miguel’s strengths and challenges (weaknesses). According to Miguel’s Data his strengths are Phonemic Awareness, Phonics, and Vocabulary. In the phonemic awareness: The student is scoring very well in phonemic awareness/oral language. He was able to get 10 out of 10 in sounding out words. He was also able to

The school system do not take in consideration that ELL students not only have a language barrier that prevent them from performing on the standardized tests, but that they are transitioning from a completely different learning environment. ELL students are also classified as poor academic performers because of their language barrier. This language barrier explain the academic achievement gaps between ELL students and native english-speaking students. The test scores are not sufficient proof to argue that ELL students have a gap in academic achievement. This is questionable to the validity of the standardized tests on ELL students.(Youth)

This video begins with me having just given the class time to create a pie chart that reinforces the types of jobs women were filling throughout the Progressive Era. Throughout this time I should have been walking the classroom in order to gage how far along students were in the assignment and to help keep students on task. Doing this would have in abled me to get the focus of the class quicker thus helping to eliminate several classroom management problems. During the section about reforms, my goal was to help the student remember a long list of information by linking it to things the children had proven strong on which previously. The main point of this lesson did cover suffrage and once again I attempted to link previously learned information

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

Differentiating instruction for ELLS is extremly inportant for their success in school. Sheltered Contenent Instruction state, "REsearch suggests that English learners benefit from a seperate block of time for ELD or ESL." They also stated that sometimes this can not happen due to the large amount of ELL's in a classroom. In this case the teacher can co teach with an ESL teachers to help these students.

The language and cultural barrier between Mrs. Stewart and Anna would be a difficult obstacle but one that could be overcome with modifications and adaptations. Although Mrs. Stewart has many years of experience, this would be her first time having ELL student. This will require for her to learn about Anna’s diverse background, her culture and linguistic experiences, since research has proven that“just good teaching” is not enough.

During my observation, I was able to observe two students at different grade levels. For my first student, my assessment was based on the criteria of Letter and Sound, Alphabet Knowledge, Site Words and Interest inventory assessments. However, my second assessment was based on the criteria of Running Record, Site Words, and the Interest inventory. Thus within this paper, I will present the data I collected from the assessments of each student.

The number of school-aged ELLs grows and this brings up the fundamental questions about assessment and instruction for ELLs with special needs. The first and the principal thing is to assess children’s behavior which can help to identify learning disabilities. This can be obtained by various sampling methods such as classroom observation, interviews with students and their parents.

R1 expressed concern over the lack of research with the specific ELL students that he/she works with and the difficulty of educational gaps with those learners. R1 did not further explain what educational gaps are challenging, if the challenges are language specific or possibly due to other learning difficulties. R2 partially echoed R1’s difficulty of an educational gap by explaining his/her concern with a lack of students’ English language knowledge when entering class. R3 reported the challenges were communicating with parents that have no English language skills. R3 did not state any challenges with educating ELL students. R3 further explained that the difficulty is when a translator is not available to assist, which may mean there is a lack of support in the respondent’s school and/or school district for ELL services. Lastly, R4 stated that there are no challenges in educating ELL students as long as they are taught with lots of visual aids. R4 did not further explain if visual aids are the only tool necessary for success or any other reasoning for why no challenges

If I was able to reteach this lesson, I would pause a couple of times while reading the first story to make sure the students understand what is going on throughout the story. If students are watching the “Three Little Pigs”, I would also pause and ask questions about what happened in the story so far. I would also play the video using a projector on the whiteboard. I have also learned that it is very important to give students direct instructions before handing out a worksheet.

The second language learner that I have chosen to assess in my case study is an international student from Korea who is now attending year 11 and does the ESL course at my school, the Hills Grammar School. I will refer to my student with the name ‘John’ for confidentiality reasons.

After I planned the shared reading portion of the lesson, I planned a short writing activity where my student would have the opportunity to write down the three main events from the story.

The lesson simulation I taught was fifth grade social studies about Texas regions. The portian of the lesson I presented during the lesson simulation was the engaged portion of the lesson which included making map using a food item that correlates with each region for example gold fish represented the gulf coast. The most effective part of my lesson was was that it was very hands on and the use of foods to identify different regions in texas. There is always room for improvement on anything you do but in this lesson imparticular their was one main area in which I could have improved the area is allowing more time to finish completting the assigned task. I believe the reason I didn’t was that I was being fimiled it it was awakard standing their

In regards to your observed lesson, titled: Creating Fractured Fairy Tales Using Story Maps – Case 59, there were a few practices that need to be addressed. Your inclusion of shortening the sections of the instruction into pieces that students can comprehend allows for modification of instruction to specific elements that students may struggle with. This technique is an effective method as shown in your recorded observation, where you could focus on the students who need more assistance in an area than others to resolve various issues they were having with their story maps. This is an appropriate and effective modification to your lesson plan, and by pairing the students together into groups to work on this project fosters a positive social relationship between students. In the video, there was a concern regarding your two IEP students, by having them paired together they were unable to effectively understand the instructions. It is understandable to have them together to work with them in a more comfortable environment, however they were not benefitting from being paired together. They understood that they needed to change the story in some way, but did not understand how to twist the story that they had selected and could not be guided by their peer into understanding the concepts.

historical context.” I feel some of these lesson plans fall under evidence outcomes a., b., c., and d., because there are lesson plans on important historical documents, such as the Declaration of Independence and the Preamble to the Constitution, which are also lesson plans that pertain to the timeline of North America