1st and 2nd grade observations

7/31/2019 1st and 2nd Grade Observations

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Note: The following observations were made of teachers in Virginia by Jeanette Gordon.The teachers were given a pre-observation form to complete if they chose to. If they didnot answer some of the questions, those were deleted. They also had the option ofusing a different format of their choice to communicate prior to the lesson.

PRE-OBSERVATION FORM

Teacher: Jennifer Larsen (Mainstream 1st grade teacher with ELLs)Observation Date/Time: March 4, 12:00-1:30 No. of students: 22Grade and ELP level/s: First Grade Subject: Math

Jeanette- A few things you need to know about my math time. My math is set up inseveral sections. Although transitions are one of the toughest for my kids, they need tomove, so I do them often.

We begin our math lesson with a math journal problem. This is when the studentssolve a math question using pictures/drawings. After students complete the problem,they write about the steps they followed. When then timer goes off, the students sharetheir strategies with their table.

Next, we do a slate board activity. This is when we practice and/or review a skill.For example, Count by 2s to 20. Write the numbers you countorDraw a growing

pattern using 2 different shapes. The important thing here is all students are writing atthe same time. This is one of my assessment times to see kids using skills learned.

Then we get into the lesson. (see below.) We end math by playing math gamesin 6 different math centers. I move things around based on time.

1. What big idea do you want students to understand in this lesson?SWBAT learn that there are many ways to show a number.

2. What critical content do you want students to know?SWBAT see that the pan must balance. Ex. 7 cubes will always equal 7 cubes,regardless of how you combine them.

3. What is the content objective? (How will they demonstrate what they knowand understand?)SWBAT use a specified amount of unifix cubes to show equivalent facts. They willrecord their findings.

4. What is the language objective?SWBAT talk to each other about what they discover.

5. What modifications will you use for the ELLs?Hands-on materials, Buddy support

6. What strategies will you use to accomplish your objectives?Teacher demonstration. Small group exploration and recording.

7. What are the roles and responsibilities of the collaborating teachers?The LD teacher will support her students as they work in a small group.

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8. What led up to this lesson and what will follow the lesson?Before:

Students have been introduced to Name Collections (finding equivalent names for agiven number). This is the beginning of a new unit.

After:Students will roll dice to complete an addition facts table.ELL learners will sort dominoes in a similar chart.Extension: Use polyhedron dice to investigate larger numbers

9. Do you have any concerns? Students remaining on task while using the pan balance. Remembering to take

turns and not have one student monopolize control.

RUNNING RECORD OF THE CLASS OBSERVED

Observations Comments

Students were asked to take their seats andget out their math computers.She had the students greet me andexplained why I was here.

The students were orderly and well-mannered.

Our star for today is E. She reaches into herpocket. She pulls out a dime a nickel and apenny. How much money does she have?The challenge is how much more moneydoes she need to buy an eraser for 25 cents.Remember this is a no talk task.T went to an ELL student.Did you draw your nickel?Did you draw your dime?Did you draw a penny?T asked for the value of each.

T said what can you do to show 5?How do you count on?Start with the 10. Then add on. How wouldyou add a nickel?S added dots to the 5 to show how many thenumber represented.One student asked if she could add dots toher drawing.T asked the first student if she would like togo get a number line to help her.She said yes.When she came back T had her show on theline what was represented by the coin.She asked her to start at 10 and then to

The students had taken their mathnotebooks out quickly.(Math morning message type of activitythat the students do each day as theyenter the class.)The math problem that the teacher readorally was at the top of the page in themath notebook. The students thenillustrated the problem and solved it.SIOPPractice and application of strategiestaught earlier, review and assessment.It is evident that there are establishedprocedures in the classroom.

The teacher provided one-on-oneassistance to the ELL to providesupport.

SIOP comprehensible input andstrategies.

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count on the number line to decide howmuch money Emily had.

Another girl decided that she was going toget her number line to help her.

The student being assisted could answer thequestion and write the answer. The teacherasked her how she would record cents.T Do you want to do the challenge?How much more money would she need tobuy the eraser?T circulated to another table as that studentbegan working on the challenge. Anotherteacher was in the room working with otherchildren.

Remember if you finish, this is a good time towrite down the steps of your problem.

Students were then asked to pair with theirteam to talk about what they did.

One boy at the table I was at was drawing amonster.One team member asked him to stop. Thenshe took the pencil away. It was not done ina disrespectful way, rather as a strategy tohelp him focus. She then asked him toshare his answer. She asked him how hedid it.

Another student then asked if she couldshare hers.She explained how she solved the problem.It seemed that the more proficient studentwas making sure that each person couldexplain how they solved the problem. Shehad them all share before she did.

Raise your hands if you have a strategy atyour table that you really liked.

T If you draw the coins and dont rememberthe number, then you can record the numberunder each coin.

T who can share a strategy that someoneelse in your table did.S K used a coin and then he counted all of

SIOP Interaction

The student getting this extra supportwas also expected to do the challenge.

Students are challenged when theyfinish before others.

It is evident that the students have beentaught strategies for being respectfuland supportive of each other.

Having the students share the strategyof a team member makes them veryaccountable for listening to each other.It also encourages students who mayhave had difficulties solving a problemto pay close attention, so they couldshare the strategy with each other.

The students even in this first gradeclass are being taught that there aremany ways to solve problems.

SIOP strategies are being taught by thestudents themselves.

Having the students reward themselvespromotes intrinsic motivation.

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them, and then he counted to 16. Then sheneeded 9 more to buy the eraser.

If you got 16 as the number E has, give

yourselves a thumbs up.If you got 9 as how much more money sheneeds, give yourself a pat on the back.

T introduced the objectives for the new mathcontent.

Teacher called a number and asked thestudents to get a balance. There were tomake sure that all of the unifix cubes wereconnected on one side of the balance, and

the same number of unifix cubes on theother side would be loose. (The studentshad chosen previously how many unifixcubes they wanted to put in a side. Eachteam had a different number.)You just need 1 pencil and put the supplybox on the shelf.

A student clarified that we only need onepencil.

SIOP lesson designUse of content and language objectives.

The teacher is using hands-on materialsto demonstrate balance.Comprehensible input with concreteobjects, promote understanding ofequality and multiple number

combinations to represent the samenumber.

Student choice empowers students.

You only need one pencil and one piece ofpaper at your table. Ill know youre readywhen you ONE pencil ad One piece ofpaper.

As you can see the best way to use the banbalance is to pick it up by the base.What do you think you are going to be doingwith the paper?S raised his hand to answer; however, hecouldnt think of an idea.

After ample wait time, the teacher asked ifhe wanted to pick someone up.The student he called on answered, We aregoing to be writing down what we do.T what do you think we are going to do withthe broken ones?S We are going to connect them?T What we are going to do is to makeaddition facts.She asked each table to tell how manycubes they had chosen.T one person is going to be writing. Thatperson will be the scribe.Then will that person keep writing?

Prediction skillsRather than telling the students thedirections, the teacher asks thestudents to predict what they are goingto do.Promotes student engagement andempowerment as well as thought.

SIOP Interaction

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S No, we will pass it on and take turns.The teacher asked students to also taketurns doing the tasks.They were to decide if the blocks on one

side equaled the blocks on the other side.They would then write.7 = 7 2 + 5 = 7 etc.

Students at one table decided to take turns.The girl whose birthday came first went first.One girl didnt like that the pencil wasntbeing passed around her group in order.She was upset that another student took thepaper because his birthday was next.She thought it should be going around thegroup like a square.When he was done, they gave the paper toher. She didnt want it and passed it over tothe other girl. One student asked her whyshe was sad. She was ready to cry. Theother girl said, E are you OK? E was upsetand started to sulk. The girl asked her in akidding way, if she was OK. She got herlaughing and involved. E expressed heconcern to the boy. He listened and seemedwilling to have the rolls rotate around thetable.The girl who was upset was then

manipulating the blocks.

Evidence of discovery math andUnderstanding by Design wherestudents are discovering important mathideas, not just being taught stops to

solve problems.

It was fascinating to observe how thestudent addressed their problems. Theother girls demonstrated great concernover the sadness of E.She felt confident enough to explainfurther to the boy why she had beenupset.He seemed reflective and supportive.

When students in classes demonstratesuch coping behaviors, it often reflectsmodeling and careful teaching.

The teacher asked the students to trade thepan balance to the low bookshelf at the endof each table and to put the materials box onthe table. Students were then asked tomove to the carpet.

Again the focus on procedures isevident

A couple of students did not go to the carpetarea quickly. The teacher said --- will you

join us please.The teacher told them that they wouldcontinue with the same activity tomorrow.She asked a student to move the arrowabove the pictures of the students. Hemoved it above column 2. The rows werethe groups. Different students were asked toget different supplies for their centeractivities.

Some went to tables, some to computers.

Students rather than the teacher areasked to indicate center rotation andmaterial handler roles.

Having students responsible for thetasks they can take care of goes a longway in promoting a student-centeredclass.

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Pictures representing each center wereplaced above other student pictures. Allstudents could look at the small pocket chartwith their pictures to see where they were

supposed to go.Throughout the class, the teacher wouldidentify positive behaviors that she saw. Ilike the way _ is doing _ etc.When the center activity began, she said,Its a little loud --- is going to have troublehearing the computer. This voice is loudenough.

Math centers.1) Partners in one group were playing anaddition game. The flash cards had the

number with different visual representationsof that number. They were to add the twocards.

2) Another team had pictures of animals withthe length of the animal and the weight of theanimal on different sides. They were to drawthe weight of the animal with longs andcubes. Long rectangular shapes represented10s and then they would draw the individualcubes needed.

3) Another team was rolling dice. Theywould then find the addition problemrepresented by the dice, color the problemsquare and add the numbers to answer theproblem. The partners took turns, eachcoloring with a different color.

4) Partners had a game board. They alsohad pennies and cards. Each would draw acard and then place the pennies on their sideof the board. They would then discuss moreand less.

5) The students in this group were workingwith the special ed support teacher. Eachstudent was rolling a die. (The die was in asmall baby food square container with a lid.Hence, the die couldnt keep falling off of thetable, etc. when they rolled the die. Thestudents could shake with enthusiasmwithout complications caused by the die

The teachers use of games in the mathcenters makes learning math fun.Students are getting lots of practice with

basic addition facts and use of coins.The students are doing many of theaddition facts that are often onworksheets. However, rather thanhaving students doing tediousworksheets that need to be graded, thestudents are playing games. With theexception of the students who wereworking on the coins with the specialeducation support, the students areworking with partners and self-assessingSIOP practice and review

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going out of each childs work area.) Thestudents started with pennies and weretrying to exchange their pennies for nickels,then for dimes.

The object was to get as may dimes aspossible.

6) The students on the computers weremaking die roll. They were then torepresent the number by moving cubes intoone square. When they had enough cubesin one square to make a long, a stack of 10cubes, they would put them together to makea long.

T said Peanut butter. Students raised theirhands.T said I loved how ---- stopped. --- is ready.Students lined up in an orderly way.

POST-OBSERVATION FORM

How did you feel about the lesson?It was a good start.

How did student behaviors compare with what you expected?One group didnt get off to a good start with the balance. One boy wants to be incharge. The students are a little more antsy than usual. I also didnt feel like myselfbecause I had an allergic reaction. I just used baby wipes to wipe the Cat in the Hatmakeup off from yesterday to get to the workshop, and I had a reaction to it.I really dont want to miss the games at the end. If it means we cut short the explorationgames again. We can all add the math balance to the centers later.

Do you think the content objectives were met?Im not sure I could say for this table 3. Do I think everyone at this table can completethe problems, I think so, but they didnt give me enough information to really know forsure. This group I could tell was really thinking. I thought she might be the first to giveus three add-ons.

Do you think the language objectives were met?I do think they talked about what they discovered.

Do you feel that the ELL modifications were adequate?Well I worked with E one on one. It may have been better if Id put all of the ELLstogether and worked with all of them. She can do one to one correspondence. She hasbig gaps in her understanding. One of the other students is much more verbal.

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We do lots of Responsive Classroom stuff. (It is how you set up your classroom as acommunity of learners. This class makes a lot of decisions about what we are going todo. Its a child-centered. This age is such a self-centered age. There are two things Ifocus on. 1) Other people have other ideas to consider. 2) Focus on a positive. State

things in a positive way.

Were you satisfied with the collaborative roles and responsibilities?I have all of the special ed for the grade level the spec. ed support pushes in for math.It would be nice if we could do more collaborative teaching with ESL. We only have oneand half ESL teachers. I love working with the spec. ed teacher because she gets tosee other kids and to show off her kids in positive ways. For example when they explaintheir steps, they explain every single step. The TAG kids need to be exposed to thestudents that are explaining each step.

What will you do the same and what will you do differently if you do this lessonagain?If I do it again, I think I would do it as a center and watch them come through and listento their explanations. They needed about 5 minutes more at this task.The only other thing is everybody is recording, but it gets messy in this activity. They dothat often in other activities.

Do you have any questions youd like to ask me?Nope.

Feedback from the teacher to observerWhat did I do that was useful for you, and was there anything I did that got in theway of your learning or thinking?

I think that sometimes its difficult to fit the the SIOP design into all activities. Its not aseasy when you do center-based.

We then discussed ways to apply SIOP components when planning centers. Thealternative forms that they now use make it easier to incorporate SIOP with centers. Wetalked about the language objectives that were being met in the math activities, focusingon the ways the teacher was incorporating math language during the diverse mathactivities. I found the math games to be very effective.

Deborah Schaffer 2nd grade ESL teacher 01/23/08

SIOP Lesson Template (She turned a lesson in also prior to the observation)

Big Idea: Weather affects people, animals, and plants, and habitats. (SOL 2.6)

Content Objective(s)SWBAT describe daily weather and seasonal conditions

Language Objective(s)

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SWBAT read weather forecasts and compare forecasts for different citiesSWBAT produce sentences with the going to future

Concept(s)

Weather varies from place to place and day to day

Key Vocabulary (new vocabulary)forecast/er, temperature, high, lowbe going tocontractions with be hows, theres, its, whats, were, Imatmosphere

IntroductionReview last weeks discussion about severe weather and natural disasters.Talk about more typical kinds of weather.How do people find out about the weather?

Body of Lesson

Think Pair Share: What information goes into a weather forecast?Air temp, precipitation, sky (sun/clouds), wind

Handout or Projector: Weather report from Yahoo Weather and The PostMake sentences using, present and future.

Future = will + verb orbe going to + verb

Handout: Weather The Weather ForecastScan for and highlight weather words.Review contractions. Find and then underline S + be going to + VRead aloud readers theater

Worksheet: Hows the Weather?

ConclusionHW: Ask parents for the name of the city where they lived in their native country.Make a forecast for tomorrows weather.


ESL Teacher: Deborah SchafferObservation Date/Time: 1/23/08 9:00 No. of students: 6Grade and ELP levels (if applicable): 2nd Subject:Co-taught lesson: No Co-planned lesson: No

1. What big idea or Essential Understanding do you want students tounderstand in this lesson?

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See SIOP lesson above for answers to many of these questions.2. What critical content do you want students to know?

3. What is the content objective? (How will they demonstrate what they knowand understand?) SWBAT describe the weather and seasonal conditions

4. What is the language objective?SWBAT read weather forecasts and compare weather in different citiesSWBAT produce sentences with the be going to future

5. What modifications will you use for the ELLs and/or struggling learners?

6. What strategies will you use to accomplish your objectives?

7. What are the roles and responsibilities of the collaborating teachers?

8. What led up to this lesson and what will follow the lesson?Weve been studying severe weather, floods, etc. We will continue talking aboutweather focusing on using comparative and superlatives when comparingforecasts for different cities.

9. Do you have any concerns?

10. 10. Is there any other information you would like me to know, such as whatto look for?



Children all said Hello to me as theyentered the class.

S are prepared to be respectful andpolite to visitors.

T- Talked about why they werent in school

on Monday and why she wasnt hereyesterday.

She talked about her relationship with thesubstitute. Their children have known eachother for a long time.

If my son Jessie is 16, and hes knownJessie since he was 3, how long have theybeen friends?

Hadnt met for while, so T recognized

need to reconnect and catch up.

Incorporated oral math. One of themain areas on the ACCESS test forWIDA standards that is problematicfor students is oral math. Manystudents do not have much practicewith oral math.

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Today we are going to be talking aboutweather. Before we were talking aboutnatural disasters.

Every day the weather changes a little.It changes by location.

What does location mean?

S no response

T- gave many examples, So what do youthink location means?

S place

Were going to talk about how weatheraffects people, places and plants.

Were going to talk about how it affects you.How does it affect you?

S gave many responses about how weatherwould affect them. Several used completesentences to answer.

T prompted one student to answer thequestion with a complete sentence. He didso

Reviewed going to + verb

I am going to help you learn about weather.

You are going to be learning about weather

Compare

Er and est

Today is going to be warmer than .. ?

S yesterday

Reviewed critical vocabulary with visuals

Blizzard

Tell me about a tornado

Students gave complete sentence answers:

When they didnt T prompted them to do so.

T What else is in a blizzard besides a lot ofsnow?

S It has wind.

Tornado

SIOP components:

Preparation and building background.

Teacher introduced both content and

language objectives and the big ideareflecting integration of both SIOP andUBD

Reflected explicit instruction ofvocabulary and scaffolding with priorknowledge.

The teacher used research-basedvoc. instruction. She did not give adefinition of the word, rather anexplanation and multiple examplesthat were familiar to the students. The

students inferred it meant place. Thatwas then discussed and the worddefined.

It was evident that the students havebeen taught to express their ideas incomplete sentences. This practicemakes it so much easier for them towrite complete sentences. It isuncommon to observe this practice inmany classes, particularly with suchyoung students!

Grammar is taught in a meaningfulcontext.

The language objective wasintroduced at this point.

They are comfortable, and theclassroom reflects an environmentwhere it is easy to take risks.

The vocabulary was supported byvisuals. The words were review, butwould also be occurring in the nextreading.

SIOP component Practice andReview

The t. demonstrates higher-orderquestions or questions that may not

just be obvious.

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S It grabs things.

T How does it grabs things?

S Its a strong wind that grabs things and

then throws them out.

S Im moving to Texas.

T Later we will talk about that.

T Is earthquake a kind of weather?

S No, its a natural disaster, but today we aregoing to talk about weather.

The teacher responded andemphasized the students fascinatingexplanation of a tornado.

Off-topic answer was not ignored butdidnt take the class in a differentdirection.

T gave both examples and non-examples which is an effectiveclarification strategy.

T put up weather pictures

Snow

Chart on the wall had pictures of weather

Rainy windy partly sunny, cloudy, snowy,sunny

What do your parents tell you aboutweather?

Lots of answers from students. Theydiscussed various things. One student usedthe word partly sunny,

S The teacher helped clarify what partlymeant.

T uses visuals effectively to supportthe instruction.

The chart on the wall reinforced lessfamiliar words, and the students werereferring to the chart and using them.

Parental involvement.

How can we find out what the weather is?

S Go outside

Watch TV

T introduces weather forecast

If a person who teaches is a teacher.

Someone who drives a bus is a bus driver.

S ForecastSeveral students wanted to answer.

One student was not involved, the teachercontinued to give examples. She used hisinterest in roller skating to say.

______ skates. He is a skater.

The student had a difficult time. The teacher

Contributions of students wererecorded on the chart.

T activated prior word knowledge topromote transfer and understanding ofthe new word. SIOP BuildingBackground

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continued and finally that student was able tosay Forecaster.

Many students wanted to answer, butthe teacher persisted to have M ---involved. It took the student quite along time, and the teacher gave him

the time needed.

The teacher introduced the term predict byreviewing what they already knew about thatword and discussed how predict andweather prediction were related.

Building background and activatingprior knowledge.

Students moved to a table, and the studentsdiscussed when and why they would use aweather forecast?

Change of seating and task is veryimportant when working with youngstudents.

Think-pair-share

What kind of information do they tell you in aweather forecast?

Look at each other, dont look at me.

Ill give you a hint, there should be fourthings. Try to think of at least two.

2 pairs were talking. One pair didnt speakmuch.

T asked the girls if they had said anything.

Because on pair was less talkative, T askedone of them to share.

T Recorded information on a chart

Talking about weather

Cold- hot

What is the big word?

S Weather

T Thats the really big word for everything,but what is the big word for cold and hot?

S couldnt answer. The teacher got a bookthat showed pictures of hot and cold with athermometer.

S Temperature

T What do we use to measure temperature

S thermometer

SIOP component interaction

T modeled expected expectedbehaviors, and the interactionimmediately became more authentic.Most of the students were moreengaged.

The teacher was aware of the twostudents who had not talked as much

and called on them to share first.

Rather than record everything on thechart, the teacher recorded the criticalvocabulary in a way that promotedcomprehension

Hot, cold, temperature

Snowy rainy, precipitation

SIOP componentComprehensible input through- outthe lesson using visuals and familiarexamples.

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T adds to chart.

T asks students to think about how theweather changes during the day

S snow, rain,

What is the big scientific word we used forthat.

S Evaporation

T Reviewed the water cycle

T If you dont see the weather report, youcould freeze

S Started talking about the consequences ofnot watching the weather forecast.

One of them used the word windy,T What did you say?

Windy T wrote windy.

S continued to talk about the clothesneeded. T supported and long and shortsleeves

S knew that short for height but didnt realizeit was the same word for short sleeves,

Long and short sleeves

Tall and short peopleT What else do we need?

S Clouds

S Sunny

S Foggy

T If theres a lot of dust, you have to stayhome.

T If you live somewhere where there is a lotof dust, then yes, you could have duststorms.

S Talked about his trip to the beach, andhow sand can blow on a windy day.

T used a more familiar context for thestudent to get the word short whentrying to help the student describelong and short sleeves. Survivallanguage is being taught within thecontext of grade level content.

T demonstrates responsiveness to astudents idea that hadnt occurred toher.

T showed a real newspaper with the weatherforecast. She explained Metro.

T Discussed that the radio or the internet can

T uses authentic resources to makethe lesson more interesting andrelevant.

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give you a more current forecast. Sheshowed a copy of a forecast from theinternet.

A forecaster is a person who tells theweather whats going to be the weather. Etc.

If you look at the paper, how many days is itgoing to tell you about?

S 5 days, T checked with each student tosee if they could find.

S How do they know the weather?

T What is the weather going to be tomorrow?

S Flurries.

T Discussed the symbol in the newspaperand asked the students to predict what theythought flurries meant.

She reinforced their answers bydemonstrating flurries with her hands.

T Tomorrow, we are going to be looking atthis forecast.

I need you to go home, talk to your Mama

Grandma, .. used to live in.Ask what city they used to live in.

__ would need the city in Ethiopia, etc

Do you know what we are going to dotomorrow?

S What do you mean of your country?

T Clarified city in the country.

The students are transferring their oralskills to a real-world context. The firstreading is supported by visuals.Students found the information in both

the newspaper and on the printedcopy from the internet.

Later the students will read ReadersTheater about a weather forecast.On-the-scene reporters from aroundthe country are reporting in on a TVweather forecast.Moving from asimpler reading to a more complexreading is highly effective forComprehensible Input, BuildingBackground, vocabularydevelopment, fluency andcomprehension.

Making predictions with a visual.

Teacher explained what they woulddo the next day which helped connecttodays learning with the next day.

She involved the parents inmeaningful ways where all parents,

even those without English or literacyskills, could be successful insupporting the learning of theirchildren.

She reviewed to make sure studentsunderstood what they were supposedto ask the parent.


How did you feel about the lesson?I felt fine. I never get to do everything I plan. I feel like now for the rest of the week I cando what I wanted to.

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Actually on Friday, we didnt get anything done because we had been studying naturaldisasters. They were so interested in talking about natural disasters and dying.In the mainstream class, they will be starting severe weather in a couple of weeks, sothe students will be so prepared for that. We did all natural disasters. In the class, they

will be studying weather natural disasters.I usually try to preview what is going on in the mainstream.

How did student behaviors compare with what you expected?

No surprises.

Do you think the content objectives were met?

The students were able to describe weather. Later they will describe seasons.Do you think the language objectives were met?We didnt get to the grammar specific objectives on the lesson plan yet, but we diddescribe weather in complete sentences using weather specific vocabulary.

Do you feel that the ELL modifications were adequate?Yes

If a co-taught or co-planned lesson, were you satisfied with the collaborative rolesand responsibilities?We dont co-teach, but I know what they are doing in the mainstream class and try topreview that content. When appropriate, I try to teach language arts through the content.We use many resources. We use Hampton-Brown and Rigby. For example, we usedThe Ant story to preview the water cycle.We read Barge Cat about a Cat that was caught in a flood.Every week I get a paper that says what they are doing in language arts for the week,and I have a schedule what they are doing in science and social studies.

What will you do the same and what will you do differently if you do this lessonagain?I wouldnt have bothered going over all of the vocabulary that we did that I feel theyknew. It would have given me time to read. I wish we had gotten to the reading.

Do you have any questions youd like to ask me?Did you notice anything that you feel could be improved?My answer was no. The lesson observed as well as the plan or the following days was avery effective demonstration of implementation of SIOP, UBD as well as other effectiveteaching strategies.

Feedback from the teacher to observer:

What did I do that was useful for you, and was there anything I did that got in theway of your learning or thinking?The teacher expressed satisfaction. Therefore I asked her about the workshop the daybefore. She gave me helpful feedback for my future planning.

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Jeanette Gordon

SIOP Lesson TemplateTeacher: Maxine Vazquez

Subject Area: S.S./Economics Date of lesson: March 3, 2008Grade Level: 2nd GradeLength of Lesson (in minutes): 40 minutes

Content Objective(s) SOL 2.7Students will be able to identify the natural, capital, and human resources used in theproduction of goods or services.Language Objective(s)Students will be able to Categorize, note details, and write a personal narrative.Concept(s)Producers, resources (natural, human, capital), intermediate goodsKey Vocabulary (e.g., language necessary to read, write, talk about, and listen to theconcept(s) in this lesson)I am able to buy, make or grow.

Introduction (e.g., presentation of CLO, concept, key vocabulary, links to previouslessons, and links to student experience)

Go over key vocabulary with students:

1. Producers make goods or provide services. They use many things to make theirproducts. Some of these things are called resources and some are called

intermediate goods.2. Explain resources can be placed into three groups: natural, human, and capitalresources.

3. Natural Resources are those things found in and on the earth, such as water,oil, and sunlight.

4. Human resources are people who work, like Glenmae, teachers, doctors, truckdrivers, and sales clerks.

5. Capital resources are tools, equipment, and buildings we use to help producethings. Capital resources are used over and over without being used up, such astrucks, computers, cash registers, desks, and chairs.

Explain the other things used to produce goods are called intermediate goods.

Intermediate goods are products that are combined with resources to make anotherproducts. They become part of the finished product. They are not used over and overagain as are capital resources.

Body of Lesson (e.g., learner interaction in a variety of grouping configurations thatsupport CLO and provide opportunities for reading, writing, listening, and speaking inengaging ways).

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6. Read the story, How to Make an Apple Pie and See the World. *Since there isnot enough time in the afternoon. The story will be read to students during LA.

7. After reading the story, discuss:

a. Who are the main characters?b. Where did she travel to gather her materials?c. What did you learn from this story?

8. Distribute four index cards to each child. Students will write a different letter oneach card: "C" for capital resource, "N" for natural resource, ""H" for humanresource, and "I" for intermediate good.

9. Pictures will be shown to students.10. Students will hold up the correct card to indicate whether it is a natural, human,

or capital resource or an intermediate good.11. Students will produce a rug that tells the story of rug production in sequential

order.

12. Students will receive construction paper, scissors, crayons, and copy ofRugResources worksheet. The construction paper represents the rug. Students willcolor the rug resources, cut on the dotted lines, arrange the rug to tell the story ofrug production, and glue.

13. Students rug will be shown on bulletin board.

Conclusion (e.g., review of CLO, key vocabulary, and informal assessment of learning,such as tickets out or vocabulary splash)

Students will write a personal narrative about something they produce at home. Studentsare to mention different types of resources and intermediate goods used.



The teacher said that they would continuetheir unit on economics.She introduced the content objective on theboard.Students reviewed consumer and producerby raising their hands.

Lets do a quick summary of the story abouttheDoes anyone remember how the storybegan?S The little girl was going to make an applepie.Where did she go to get the ingredients?S The market.T Was the market open?

SIOPLesson designContent objectiveThe language objective was alsowritten on the board.

Review

Building backgroundConnecting prior learning to newlearning.

Suggestion:Use numbered-heads-together for

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S NoT Where did she go?S couldnt hearT well she didnt go there yet, where did she

go?S She went on a boat,T Yes, she showed the picture of the boat. Tused the word steamer.Where was she going?S ItalyT What did she buy in Italy?S WheatT Then where did she go?Paris, FranceS A chickenT Why did she buy the chicken?S Eggs.T Was it a human resource a naturalresource or capital resource?S NaturalThe teacher continued to ask questions aboutwhat the character had bought in eachlocation and what kinds of resources werereflected in the story.T What did we say a human resource was?S Something that a human produces.What is a natural resource?S couldnt answer, OK, Ill get back to you.T What about a capital resource?S A car,

T Yes, a car, a building, our school here is acapital resource.

review.Example:What does natural resource meanand give examples. Twos stand

and share.Repeat for the others.

When the three concepts arereviewed again, all three could becombined in one large question.

The students were summarizingthe story.Using round-robin to havestudents retell a story is ofteneffective. In this instance Iwouldnt do that because youwanted to review each resourceas you went along.

The teacher handed out 3 cards to eachstudent.On each card I want you to writeH H stands for human resourceC C stands for capital resourceN N stands for natural resourceT asked the students to say what the n stoodfor.Some students were copying the words, not

just the letter. They erased theirs.The students wrote the letters on their cards.

All students were engaged inpreparing their cards for the task.

Some started to copy the labels,but when you noticed, youclarified.

Im going to show a picture. Youre going tohold up the card to say whether it is a humanresource, a natural resource or a capitalresource.

Use of the cards enabled theteacher to assess learning of thestudents. In addition, themanipulatives served to engage

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What is this a picture of?CinnamonGood it is a natural resource and it comesfrom the bark of the tree.

The teacher was checking understanding bylooking at student cards. Some studentschanged their mind.

When the teacher showed a grocery store,she indicated that it could be both capital andhuman. The building was a capital resource,but the people who worked in it were

The students didnt know what it was.This is a sugar cane. The students did notrecognize the picture.One student said her parents used sugarcane for cooking.

The next picture of the stove was also difficultto make out.(I think the pictures were primarily copiedfrom the story so they would have seen themin context before in color. Hence, I dont thinkit was as problematic as it would have been.)

the students. They were morefocused on answering than if shehad been calling on individualstudents.

Suggestion: If cinnamon andsugar cane are not familiar tomany students, it would be helpfulto have additional pictures of thecane as well as a stick ofcinnamon for them to smell orsome sugar cane from the market.Many students may not knowcinnamon in before it is ground up.Sugar cane is also not familiar tomany.

This could have been donealready during the reading of thestory. I imagine that the story hadbetter pictures of sugar cane.

The teacher gave the students copies of thepictures to cut out.T Put the pictures in sequential order of thestory.T First she went to the market.T helped students with the first two examples.

All students were engaged in the task. Theysequenced the pictures independently.Then the teacher said they could help eachother out and check their work.

A paraprofessional was helping students atone group. She was asking questions duringthe hands-on activity.Maxine was circulating the room.

All students were on task and orderly. Theteacher passed out another paper with twopies on it. The students cut out the picture ofthe pie.

The cutting was done in an orderly way, andthe task of cutting the pictures apart andcutting the pie did not take much time.

It is evident that routines areestablished in the class.The students were basically ontask throughout and workingquietly.

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The teacher walked around checking thesequence of the pictures.The teacher passed out a large piece ofconstruction paper to each

You might have to cut the pictures a littlesmaller to make sure they fit.When you finish that


How did you feel about the lesson?I felt good, but I felt as if I might have rushed. I wanted to push in so much but with littletime. I introduced the lesson during read aloud. I always try to do a read aloud tointroduce the content I am teaching in science and social studies.

(We discussed how very helpful this can be to the students.)

How did student behaviors compare with what you expected?We did much better. There are some times where certain kids like to chit chat. Thereare some that throw themselves on the floor. At the first of the year I had a lot ofproblems with two students who have been taken out of the class.I have one who calls out a lot. When she doesnt get attention, she shuts down. Wehave a behavior chart for her. I have a child study for her.They seem to very chatty when another adult comes into the room. The reading teacherwill come in and give me something, and the students get off task.

Do you think the content objectives were met?My content objective was trying to focus on the resources. They got to it. I wassurprised how fast they were able to catch on. They understand so much better than mylast class. I asked if she used to do the related reading in LA to introduce the conceptsprior to the science class. She said that she didnt before. (I suggested that this newpractice would be so helpful, particularly when students have limited language or priorrelated knowledge.

Do you think the language objectives were met?We didnt get to the point where they were going to talk to each other and write, so thatwill be done later.

One thing they did do for the language, and that was sequential order. The languageobjectives for denoting details and sequential order were met.

Do you feel that the ELL modifications were adequate?Oh yes, I have quite a few that are ELL, A couple wont speak, but I can see by theirexpressions that they can understand. Their sequential order was correct. They wereholding up the right cards.Suggestion: Pairing tasks and use of cooperative structures will enhance their languagegrowth and help them feel more comfortable talking.

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Were you satisfied with the collaborative roles and responsibilities?The paraprofessional in the room is for a special ed and ESL student.I am very happy with the collaboration among the second grade teachers. I shared withthem what I am doing for this lesson, they are going to do it.

When I worked in another school, the other ESl teacher pushed in and shared her ideas.I liked that better.The ESL teacher in this school has the students in the morning for about half an hour inthe morning. She works on LA. I asked if it was related to what she is teaching and shesaid that it is.One ELL I kept with me because he seemed to be able to understand.The teacher doesnt ask for ideas that much from the ESL teacher. She felt that thesupport given wasnt specific enough to make the needed modifications. The teacherexpressed that she is pleased that she has been learning about serving ELLs. Hence,she is able to support the students more effectively.

What will you do the same and what will you do differently if you do this lessonagain?I like the book and the pictures. I would slow down a little. I would like the students towork more in pairs. I would rather they sequence the pictures and discuss it more.

Do you have any questions youd like to ask me?She asked what I thought of the lesson. I expressed that it conveys effective planning,implementation of SIOP components, integration of social studies and language arts,and effective classroom management. I was surprised that she had some problems withthe class before on their behaviors. The students all seemed attentive and engagedthroughout the lesson.We discussed ways she could use cooperative structures to a greater extent.I suggested that if she had students sequence the pictures with a partner that she couldpossibly have them pass something back and forth to take turns. Related strategies willbe modeled in the last session that she could apply.

Feedback from the teacher to observerWhat did I do that was useful for you, and was there anything I did that got in theway of your learning or thinking?

I encouraged the teacher to give me any feedback on this that would help me.


Teacher: Kristin Lansdell and Ann Navarro (Both are ESL teachers in an ESLclassrooms working with multi-age students for language arts)Observation Date/Time: 8:20-9:20 No. of students: 11Grade and ELP level/s: 9 second grade intermediate1 third grade beginner/1 fifth grade beginner Subject: Language Arts

1. What big idea do you want students to understand in this lesson?

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Timelines help us organize information about a persons life.2. What critical content do you want students to know?

3. What is the content objective? (How will they demonstrate what they knowand understand?)

We will sequence the important events of Diego Riveras life.

4. What is the language objective?We will partner read Diego. We will work in a group to discuss and sequenceimportant events in Diegos life.

5. What modifications will you use for the ELLs?This lesson is a scaffolding lesson. Students will be creating their own timeline ofDiego Rivera based on the biography we have been reading. The pictures, written

sentences, chronology words, and vocabulary words are all scaffolds for thesestudents. They are intended to give the students support and practice for creating atimeline. Multiple readings, pair groupings, and small groups are other ways thelesson is being modified for ELLS.

6. What strategies will you use to accomplish your objectives?Partner reading, small group work, picture manipulatives, sentence strips, directvocabulary instruction.

7. What are the roles and responsibilities of the collaborating teachers?Ann and Kristin team teach this group. The reading specialist pushes in, but therewill be a substitute in her place tomorrow. During this block the ESL teachers areresponsible for the reading component of the language arts block. Generally theclass is split between reading comprehension strategies and guided reading.

8. What led up to this lesson and what will follow the lesson?

Pre-reading activity for Diego anticipation guideBackground knowledge building-internet artwork by Diego, map of Mexico andEuropeIntroduction of biographiesDirect vocabulary instructionRead aloud of Diego

Students will create a timeline of Diegos life. They will create a timeline of their ownlives. They will then use the timeline and interview questions to write a biography ofa classmate. They will also read other biographies.

9. Do you have any concerns?

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Observations CommentsBefore the students came K explained that theprocedure in the morning is usually for thestudents to read independently in books theyself-select from the browsing boxesorganized by reading levels. During that time,the two teachers confer with each student tocheck their homework.Each student is to read for 20 minutes eachnight and write a summary.

The teacher shared a rubric that theyuse to evaluate the summary and givestudent feedback.

They have a different assignmentpage if the reading is nonfiction. Sheindicated that they need to prepare adifferent rubric for the evaluativefeedback.

A introduced the Big Idea and showed a visualexample.K This is what our goal is to make a timeline.We have been practicing sequencing thepictures and adding the sentence strips. Lateryou will write your own story related to yourtimeline.K introduced the content objective.She asked why it was important to make atimeline.N Do we put everything in a timeline?S No just the most important things.She expressed how they would later alsomake a timeline to write about their own lives.K asked students to buddy read the book ofDiego. They had read it as a group twice.K When you partner read, what are you doing.S Reading with fluency.K Yes you are reading with fluency,But one person reads and then the otherperson reads.Ss took their seats quickly and all began toread.

Each teacher worked at a different table withindividual students to conference about theirreading homework.The teachers commented specifically onthings that they saw that were positive.K I like the way you started with yoursentences in different ways.I like the interesting beginning.Then they focused on a specific skill that is

The big idea, content objective andlanguage objective are written on theboard.

The sequence of activities is alsowritten.

SIOP Evidence of Lesson planningwith objectivesEvidence of Understanding by Design.Explaining the end goal in theintroductory activities is also reflectionof UBD. Students know at thebeginning of a lesson the performancetasks they will do at the end.

Instructional conversations areidentified by CREDE research as oneof the five indicators of effectivelearning environments. Both teachersused instructional conversations intheir conferences.

It is evident that classroomprocedures are well established. Thestudents know what to do when they

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needed. K I notice that you are forgetting toput periods. Tomorrow we will check to see ifyou remember the periods. Continue to startyour sentences in different ways.

One teacher finished with her student beforethe other partner was done. The teacherdirected that student to reread what they hadread together before his partner could join him.N Referred to the rubric to provide guidance tothe student to make sure that the studentchecked herself when she did the assignment.

Each student has a reading folder. They writetheir summaries in the folder, so they can seetheir own progress.

The first pages of the folder I looked at weredesigned to help scaffold a plot line.The first page has a heading of Who-Characters over a box. The child is to drawthe character and then explain on the few linesunderneath.The next box is headed with Where-settingThe students draw a related picture and thendescribe the setting on the lines below.The students then continued drawing picturesin the top portion of the back page. Belowtheir pictures they summarized their stories.

When the students finished partner readingthe assigned story. They went to the bins andselected other stories. Some read together.Some read quietly.

finish a task. They know whatbehaviors are expected when they arereading together or independently.

SIOP Practice and applicationReview and AssessmentStrategiesThe students are practicing reading,writing about and orally retelling whatthey read in very consistent ways thatget progressively more complex.

The strategies they will use to retell astory are being carefully taught andpracticed.

K asked students to put their books away andcome to the rug. They did so in an orderlyway.

Before we start, I want you answer thisquestion. What is a timeline?

Turn to your partner.Both K and A were interacting with andsupporting partners who were expressing thetimeline.

K In some of your classes you were learningabout George Washington. This is an

SIOPInteraction

The teachers are not only giving thestudents opportunities to orally sharewith each other, they are supportingtheir efforts and encouragingadditional language. They ask thestudents to expand on an idea.SIOP review and practiceof content from the class.Building BackgroundThey are using familiar information to

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example of the timeline of GeorgeWashington.

The timeline starts with his birth.

If the person died, it ends with his death.The teacher restated some of the events thatwere all supported with visuals.

When we do our activity sequencing thepictures of Diegos life, we are going to do it inthe form of a timeline.

You are going to put the pictures in order first.

We would like you to use your chronologywords.

Remember that when you tell your summariesyou use the chronology words.You have a couple of new words that welearned yesterday.During (remember we studied that during issomething that is happening at the same time.

K gave the directions.

She then asked students to restate thedirections as she wrote them.K Wrote what the students said.When one said to put the pictures in order, shesaid yes, lets use the word sequenceN supported the meaning of the wordsequence.

One student said the next step was to matchthe sentences with the pictures.

K Said that they were missing one step.S Talk about the pictures.K Yes we need to talk about the picturesbefore you match the sentences to with thepictures.

introduce the timeline.Comprehensible input.The visuals on the timelines promotecomprehension.

The pictures that the students aresequencing are in color and clear.

Asking students to repeat thedirections, not only clarifies whatstudents are to do, but recording whatthey say LEA provides a literacysource for students with low literacyskills. It offers an opportunity toreinforce the word sequence and toemphasize the need to really talkabout the pictures, not just sequencethem.

Students went quickly to a table or the floor.

K I like your strategy. Youre spreading all ofthe pictures out first.

K Im going to give you a list of the words.

Exemplary focus on languageobjectives!

The vocabulary from the story was on

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K attention I forgot to say one very importantthing. I forgot to tell you to use your newvocabulary words from the story.

John just used the word ill.

Another student said, Carlos fell ill.N monitored Remember to use your sequencewords.S (After consulting the chronological words)said, One day Carlos fell ill and died.The students continued using the chronologywords as they sequenced each picture.They were seeking ways to incorporate theword during.

The teachers circulated to different teams.K said to one student, Wow, thats a lot oflanguage. I asked her to repeat.S Diego fell ill like his brother Carlos, so thehealer took him and so they could take care ofhim. Then they went to the hut and Diegoused the herbs to get well.

Another S One day Diego went to Italy. (Heconsulted the words.) During that day he sawmurals. He loved them. When he went backto Mexico, he wanted to paint murals.

The teachers were supporting vocabulary andasking more complex questions.

They were focusing on use of the newvocabulary, I like the way you used thewords.

the board, each word with a magneticclip. This is a strategy that makes iteasy for students/teacher tomanipulate the new words.

Giving the chronological wordsprovided support for the wordsneeded for sequencing.

The teachers circulated andcommented on how the words werebeing used.

After the pictures were sequenced, theteachers gave them sentence strips. Theyused roundrobin to read each sentence andmatch them with the pictures.When a group finished they were asked toread the whole story.

N monitored the rereading of the sentencesby one group that wasnt done as K called onegroup for Guided Reading.While K worked with one group, two otherstudents read independently.

The tasks progress in difficulty fromoral to literacy tasks. Suchprogression is very important forELLs. Literacy is an extension of oralactivities.

All students are engaged in literacytasks.

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After an introduction which I couldnt hearbecause I was focusing on another group, thestudents in the Guided Reading group began

to read the story. Each student was orallyreading quietly. N was supporting one of thereaders.

In other areas of the room, 3 students werereading quietly to themselves.One girl was reading out loud to herself.Her voice was a little disruptive to some otherreaders.

N worked at a separate table with one studentwith very limited skills.She asked the student if she had heard of theThree Billy Goats Gruff before. She said yes.Then the teacher did a picture walk. Duringthe walk she asked questions like,Why do you think you want to go across thebridge?What do you think is going to happen next?

K went to a student who had finished readingin the Guided Reading Group. She went tothat student and told him that she would likehim to read it again to develop fluency.

She modeled how to read a page withexpression and fluency. I want you to practicethat. I will come back and see how youimprove. She then went back to the studentwho had needed a lot of support.

He was then going to reread.N left the group when all of the students wererereading and went to one of the students whowas reading independently.

The teacher asked the student to explain whathe was reading. He was reading nonfictionbook about different sources of electricity. Thestudent explained. The teacher asked whatsolar meant.She asked him to predict what would beexplained next.

Use of recommended GuidedReading strategies was evident. (Allof the students in the group werereading out loud or silently rather than

having the students take turns.)

Again effective Guided Readingstrategies are implemented. Theteacher assesses prior knowledgeand does a book walk. Sheincorporates predictions during thebook walk.

Encouraging students to read withexpression can make rereading muchmore fun for students.

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Whenever the students are called to the groupteachers would say,I like the way ---- is ready.I like the way is listening etc.

Students went to the rug at the end of theperiod.Teachers told the students what they shoulddo if their homework hadnt been corrected.N Who can tell me what we learned today?S Timelines tell what happened in peopleslives.N restated.

K asked if timelines can be about other thingsnot only about a persons life. They discussedthat it could be.N used a bean bag to throw to students toshare.K its time to give out stars.T gave prizes.Students had to be seated to be ready.Students who had certain number of starscould pick out a prize.The stars were recorded on a chart.

SIOPThe students review the big idea andthe objectives of the lesson.

Even though the students werestudying the timeline for a personslife, it was important to augment thisunderstanding.

Ex.A timeline is a way of recording aseries of important events.


How did you feel about the lesson?N I felt like the sequencing activity was little bit too long, but I felt it was important tosequence the events. Is there a way to do it faster?I thought there was a lot of good talking going on. This group worked very well. Cnever says a word unless she is partnered with __. The groups worked well. We didntget as much of the homework graded as we usually do. The activity took longer, so wedidnt have as much time for Guided Reading as we usually do.

We discussed the benefits of the sequencing activity and all felt it shouldnt be rushed.

How did student behaviors compare with what you expected?Actually S and E are the 3 I always need to watch. They like to be together. They arenttogether in their own classes. I thought they were all good.

Do you think the content objectives were met?

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Yes, I think so because they were able to sequence the events on their own with minimalsupport.

Do you think the language objectives were met?

They were using their language words. They used words from the story as well as thechronological words.

Do you feel that the ELL modifications were adequate?I do for this group. I think the vocabulary helped them, especially for T.

The only thing I worried about when they went to T and they went to partner read, itwould have been difficult for him. He had a strong partner, so I think he had help fromthe partner.We discussed various ways to involve students with low literacy and or language skills ina partner reading. Additional strategies will be modeled in the workshop on LiteracyStations and Give Me Five.

Were you satisfied with the collaborative roles and responsibilities?I really like team teaching. I think it helps that we have the time to plan together as wellso we know exactly what we are doing the next day. Kristine was concerned that shemay be overpowering Ann in a lesson. Its new to be working with Ann. Im sure that

Ann feels that way sometimes.Ann In a way its new to me too. (Ann taught in Texas as a second grade bilingual class,then 3rd grade.)This is their first year working together. As they go along, they expect to identifyadditional ways to share their responsibilities.

What will you do the same and what will you do differently if you do this lessonagain?I know one thing I would probably do differently. I dont think we did a great job of givinga clear model of what a timeline looked like. This was the first day they saw the studentmodel of the timeline.I know they had studied George Washington. Maybe I would have done it with them.They know about him, so they could have helped the timeline.

Do you have any questions youd like to ask me?Did you see anything that we could improve on?I didnt have any suggestions to improve the lesson.Since the teachers were free for a longer period of time, we discussed ideas for follow-up activities. I shared with them some of the ideas that Dana and I had discussed. Shesaid it was fine for me to share her observation with them.

Feedback from the teacher to observerWhat did I do that was useful for you, and was there anything I did that got in theway of your learning or thinking?The teachers indicated that the support and ideas provided during our discussion werebeneficial to them.

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Teacher: Kamae Sandgren and Cathy Snider (Mainstream 2nd with ESL teacher)Observation Date/Time: No. of students:

Grade and ELP level/s: 2

nd

1

st

grade ELLs join them for Social StudiesSubject: Social Studies

The teachers chose to send the following info rather than complete the observation form.

Big Idea: Sudents will distinguish between the use of barter and money and theexchange of goods and services.Note: This is an objectiveContent Objective: I will sort pictures of goods and services.

Language Objective: I will discuss goods and services sort with my group. I will writewhat I learned about goods and services in my learning log.

Key Vocabulary: goods, services, item, product, activity

Lesson: Review goods and services using picture/word cards. We will introduce sortingactivity by modeling. We will use the power point pictures from the previous day tomodel the sort. Students will be given a sentence structure to use orally in theirnumbered heads together groups. After the sort, students will work in their groups todiscuss and write what they learned about goods and services in their learnging logs.We will call a number and students will report back to the class.


Observations CommentsC introduced me to the students and told themthat I would observe the class. She asked themwhat observe meant. One student was a littleconfused, but the teacher was able to build onhis background.I told them I was there to learn from the studentshow to best help teachers.One student said that teachers teach kids, howcan kids teach the teacher?The teacher gave examples of how teacherslearn from students.She explained that what they learn from thestudents helps them teach.C You have different experiences than I do.I can learn from you. Some of you come fromdifferent cultures.S You learn about different languages.C I also learn about your culture. She gave an

Students were rereading a bookabout Jackie Robinson prior to thislesson.

Multicultural respect is evident.

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example of how a student in the class hadtaught them about his culture.K the TV didnt come on right away.I think they must be having technical difficulties.

S What is technical difficulties?T explained.On the TV students led the pledge, explainedthe weather, told important historical news thathappened on that day, etc.

A student gave a Dr. Seuss highlight.S Whats a highlight?T explained briefly

It was exciting to see studentsinvolved in daily newsbroadcasts

It as Dr. Seusss birthday, andthere were celebrations aroundthe school.

C first we are going to review what we didyesterday. Who can tell us what we didyesterday.S Goods

C We talked about goods. After the studentcouldnt say anything else she asked him if hewanted to pass it on. He asked another student.S ServicesC Students continued to share definitions andexamples of goods and services

SIOPReview and practice

Suggestion: This would be a good

time for Numbered-heads-together

In your team explain goods andservices. Give an example ofeach.

Teacher reviewed an earlier classifying activitythat the students had done to distinguish goodsfrom services.Today we are going to do a sort of goods andservices.What is a sort?S you put the goods in the goods section, pauseT held up visual posters to provide support.Why do we put something in the same group?S because they are the same.

SIOP strategiesComprehensible input

C introduced the content objectiveT read and the students reread.Language objectiveI will discuss the sort with my group.What does discuss mean?S talk about, teacher expanded.2nd language objective.Were going to model how to do our sort.Were going to use our Numbered-heads-together group.We are going to add a part today that we didnthave before.Today we are going to have jobs.1 get the materials.2 pass out the pictures.3 start us off.4 put the materials away.

SIOP lesson planningContent and language objectivesare clearly communicated to allstudents. They participate inreading them. Vocabulary isclarified.

SIOP interaction

Modeling is very explicit.Classroom behaviors andlanguage skills will be greatlyenhanced by modeling.

After the two teachers modeled,the two students did.

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Teachers had the two students come up andhelp them model what each team was to do.Give 3 pictures to everybody.

The next thing we are going to do is use thissentence structure. The sentence structure willbe in your bag.

I think the ______ is a good or service because___________.

I think the dentist is a service because thedentist fixes your teeth.

The student said something quietly. Theteacher complimented him on his idea.

Give me a flea clap. (Clap with forefinger andthumb.)

I want to see how quietly you can get into yournumbered-heads together teams?

Students moved to an area on the floor.

I 2 3 eyes on me.

Im going to watch as you quietly number off.Students in some groups had a little troublenumbering off. Yesterday you were first.

The only thing you need is the picture cards andthe T chart.

Number 2 take out the pictures and give eachperson 3 cards.

Give me a thumbs up if you have alreadypassed out the cards.

3s raise your hand. You will be the starters.You will start by saying.I think the _____ is a _____ because______.

Look at your pictures, if there is something inyour hand that you dont know what it is, you canask someone in your group.

Suggestion: Because it is difficultto have the students attend tolengthy modeling, it may be a

good idea to have them repeat thesentence each person says.

They can also be told ahead oftime to rate their own listening andrepeating from 1 to 5. 5 I listenedto each idea and tried to repeat.

The students moved to a newlocation which gave themmovement. They could have alsoworked at their tables if thechildren were seated inappropriate teams.

Flea clap and 123 eyes on me arefun ways to get attention.

Suggestion:Its less confusing not to thestudents number off every day. Ittakes time, and there isunnecessary discussion. Theyalso tend to forget their numbers.

Clarification of vocabulary.SIOP comprehensible input

Good idea to have students give asignal to show when they are

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The two teachers modeled.Well have a little buzz time. Talk it over.Give a thumbs up if everybody in your group isable to identify.

The students in the group near me wereconfused about the sequence of turns after 3.Ex. 3 4 1 2, but they got it figured out.

The teachers were circulating to help with morespecific vocabulary.

C the car worker?Do you have another word for car worker?The students came up with a car repairman.

C Are you finished, lets talk to double check?

ready.

Suggestion: Give a challenge forthose who finish early.For example, match words withthe pictures.OrSince you studied needs andwants before, you could have thestudents also decide if the good orservice was a need or a want.

K put a picture on the overhead.Flip flopsNumber twosShe then called on a volunteer.She had the other twos sit down.

K What is this a picture of?S A barberK What is a synonym?S Hair fixerS Hair stylist

After each picture students explain using thesentence prompt provided.S I think the backpack is a good because youcan touch it and carry it.I think the mail carrier is a service because hebring us the mail.He brings us the mail.I think it is a car fixerK Who can give me a synonym for car fixer?

A mechanic

After each response, the students were asked togive a thumbs up if they agreed.

SIOP practiceThe teacher is calling a number ineach team to share an idea.The students know they may becalled on. They need to stand tospeak which is empowering. Theyalso had practice prior to activity.

The student says the sentence,and the others listen. They thencheck with the answer.

Suggestion: Have the studentslisten to what each student says.They can then all and repeat whatthe person says. If any studenthas a problem, the teacher canhelp first before the others repeat.

If they all have to repeat, they willget far more practice, and they willhave to pay attention in order todo the task.Students were excited to see theanswers and to give a thumbs up.

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The teachers had the students put away theirmaterials. They each got a slate and theirlearning-log booklet. They turned to the nextpage in their learning logs.

The teacher modeled. I learned that----

While number 3 is speaking, everybody needs tobe a good listener.

If someone cant think of something, help themout.

After # 3 goes, then number 4 will go.

If some of these sound the same, is that OK,Yes, because we are studying the same thing.

Go # 3. I learned that Goods and Services aresomething that you need and want.I learned that goods and services are somethingwe need.I learned that goods are something you can do.C Help her outS Did you mean to say that services aresomething that you can do.T Services are something you can do for people.TI learned that goods are something you cancarry.Later they discussed that you cant carry allgood.S You cant carry a car.I learned that goods are something you can putonT Can you put on all goods?

What a great idea to have alearning-log booklet. Sincestudents know they will be askedto complete their log often, they

may begin to prepare mentallyduring instruction to focus on thepoint of what they are learning.

Suggestion:It may be a good idea to have thestudents at this point do two pagesof the learning log, one for goods,and one for services.Later they could, with teacherhelp, compare them and possiblydiscuss the similarities withrelationship to needs and wants.


How did you feel about the lesson?Well, I feel that we tried to get a lot of conversation in particularly having all of the ESLbeginners.I think using Juan to model was a good idea. He is one of the lower level students andvery shy.

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Kamee works with the beginners. When they are able they move into other groups, theydo that. We have 3 that started with her who are now in other groups.One of the things we thought of at the last minute is that we were just going to give themthe pictures. Then we decided to have them talk about what the pictures were.

How did student behaviors compare with what you expected?We have a couple of challenges in the classroom. We have one child who is in the LABclass. We really need to lay out the ground rules for him. We have one child who isautistic, so he sometimes needs to stand up and walk around. He is very smart.He is better with science and math. We have another child who is a real challenge. Healways needs to be first. We put him with a real gentle child.K I have to be with the beginners. It is easier for them to work with me in the othergroups. 6 extra kids come in during this time. (Teachers discussed how the 6 extrastudents make it more difficult to work at the tables. It is also difficult to have them allwork in groups on the floor where they can all see the white board.)

Do you think the content objectives were met?YesDo you think the language objectives were met?Yes (We discussed the students use of language and the benefits of the modeling. Isuggested that possibly the use of the word provide for services would make it easierfor them to realize that service is an action.)

Do you feel that the ELL modifications were adequate?(The class is only ELLs, and the teachers provide a lot of assistance for the studentswith very low language skills.)

Were you satisfied with the collaborative roles and responsibilities?We dont have enough time to plan. We share the prep tasks. K I prepare the overheadtasks. This is my first year with second grade.Cathy has been teaching second grade for a long time.Kamae supports a lot with poems and songs. They do it in both classes. (Theydiscussed how helpful it is to have two professionals preparing materials and providingthe instruction.)

What will you do the same and what will you do differently if you do this lessonagain?

We could possibly identify the pictures before hand. We could use fewer picture so thechecking didnt take so long, but they discussed the benefits of the additional practice. (Isuggested that having all students repeat would help them remain attentive the thosesharing and provide even more practice.

Do you have any questions youd like to ask me?

They asked for my feedback, and we discussed the ideas in the comments. We alsodiscussed whether it would have been easier to keep them at their desks prior toworking on their logs. However, with the new students coming in, it is problematic.

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They have been experimenting with various seating arrangements and use of space andwill continue to evaluate what works the best.

Feedback from the teacher to observer

What did I do that was useful for you, and was there anything I did that got in theway of your learning or thinking?I encouraged them to email me if they had suggestions because our time was up.

1st and 2nd grade observations

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