Observation Of The ELA Class

Book Summary – Big Rain Coming is a lyrical story, told by Katrina Germein, set in an isolated Aboriginal community. It is a story about waiting for rain to come to their community and the tension that builds in the community as the rain clouds spread and darken. Whilst waiting for the rain, they wonder, when will the rain come? Author/Illustrator Bibliography – The author, Katrina Germein, was raised in Adelaide, South Australia. In the remote Aboriginal community of Minyerri, Northern Territory, she began teaching in 1997.

The ELA Writing test consists of one text-based constructed-response item (students read a variety of texts and respond to a prompt).

I gathered NWEA (Northwest Evaluation Association) standardized test reading scores for my students from the last 3 years. I gathered information about my students’ writing which was from grade level meetings, that I participated in, with colleagues to analyze my student writing to determine how well they were applying previously taught vocabulary words to write. I gathered information from notes that recorded the conversations that took place at these meetings regarding my students’ limited vocabulary use in their writing. I gathered information from observational rubrics I used to score students’ application of newly learned content

I also realized that I needed to read more into classroom management. I noticed the teacher had withitness since she could conduct a reading group while watching and listening to the other 5 stations of students scattered across the room. She was able to read the book out loud to the class while noticing the students’ behavior such as a child who had put a rock in her mouth. The teacher calmly stopped reading and told the girl to spit the rock out and throw it away while exclaiming that rocks are not intended for our mouths or eating. Then she began to read again. I did not even see the rock from where I was

The assessment evaluated above was used in a 5th grade language arts class where students were assessed on their understanding and application of the eight parts of speech. The students had to know the eight parts of speech to answer every question correctly. The assessment was taken by 17 regular 5th grader students, 2 ESOL and one ESE. Proper accommodation was given for ESOL students and ESE student, such as extended time to complete the test. From the 20 students taking the assessment, 9 students were girls and 11 students were boys. The assessment has a high validity, for the questions are intended for students to identify the proper part of speech in each sentence.

Overall, the read aloud lesson was a great experience in which I learned many aspects about myself. I believe that conducting more read aloud lessons would help me improve in tone and fluency for reading. Also, in my opinion, an interactive read aloud is a great way to assess students’ knowledge of the central message of a book. I will use the interactive read aloud lesson in my future classroom ever change I get to help my students be

WIDA can do descriptors were designed to focus attention on expanding students ' academic language by building on the inherent resources of English language learners and accentuating the positive efforts of educators (WIDA 2016). The WIDA consortium focuses on multiple theories and approaches to describe language use in academic needs. This means what language is necessary for a student to be successful. The five components of WIDA are: Can Do Philosophy, guiding principles of language development, age appropriate language development, performance definitions, and strands of model performance indicators.

Today was my first day with my coop since she was out sick last week, and meeting her students, I began my day observing. The current chapter that the students are starting is part of the SLOW program; therefore the students need to take a pre-test before they begin learning the chapter. This test will be graded but will not count toward the students' grade in the class. Once the students take the post-test, Mrs. Falchek will compare the pre-test grades and the post-test grades. This information will be use to help her evaluate her lesson and make the necessary modifications.

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

Ms. Felkins read the Odyssey to the class. Throughout the reading, Ms. Felkins would ask the students questions about the chapter. This was a way for her to see what the students were retaining from the book. The students were engaged and there were only a couple times where Ms. Felkins had to remind the students to be quiet. When she would ask the students questions they were very attentive and eager to answer. Additionally, after reading time, the students worked independently on their biography projects. The students had computers and were researching a person of their choice. Their assignment was to make a poster about that person’s life. As the students were working, Ms. Felkins looked over each student’s poster and helped them make changes if needed. Ms. Felkins reminded the students that they can not directly take information from the internet and put it on their poster. Most of the students handled the corrections they had to make well. There were a few students who got very frustrated by their mistakes and had to fix

Student N gave a thumbs-middle for “I am comfortable reading aloud in class.” I shared with him that even as a teacher I am not always comfortable reading in front of people. Student N also shared that sometimes they are comfortable, but it just depends on what they are reading. This will help me build our classroom culture and reflect on how we respect and respond to peers when they are reading or if they make a mistake. I want all students to feel comfortable practicing their reading

Students attend class twice weekly for 1 1/2 hours a day, Mondays and Wednesdays from 9:30-10:45.

The ELL class that I observed was a Math and Science Academy West, in West Baton Rouge. The students looked very excited upon entering the classroom and from their interaction looked like they have formed a good relationship amongst each other. Ms. Davis was very welcoming when the students entered the classroom, she greeted each student individually, and each time she greeted the student,she waited for the student to respond directly to her. The students were familiar with the material that the teacher was teaching, before they started their lesson, the had a warm. The warm compromised of the game which Ms. Davis named it Memory Box. The concept of the game was for the students to look into the box and see what it contains. Then

The first week I had conducted three read alouds. After the first read aloud Mrs. Chapman gave me constructive feedback. She told me that the way I introduced the book was good and I asked appropriate questions,

Once together, Mrs. Fedders asked her students to get there reading packets out. With their packets out, the class read over the four questions. Then, they broke into small groups of three or four to answer the questions. This whole time, the students made the transitions very smoothly and with little noise. It was so smooth that if I had fallen asleep, I would have not waken up. This is saying a lot because many students, even college students, have a hard time transitioning from one thing to the next thing. While in the small groups, Mrs. Fedders moved in between all the groups helping and guiding the students the to answer for the questions they were having trouble with. I really enjoyed seeing how Mrs. Fedders was guiding her students to the answer. She never gave out the answer right away, but placed the information in front of the students, so they were able to reach out and find it.