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 did not answer some of the questions, those were deleted. They also had the option of using 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: 22 Grade 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 in several sections. Although transitions are one of the toughest for my kids, they need to move, so I do them often. We begin our math lesson with a math journal problem. This is when the students solve 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 share their 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 count or Draw a growing pattern using 2 different shapes. The important thing here is all students are writing at the 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 games in 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 know
and understand?) SWBAT use a specified amount of unifix cubes to show equivalent facts. They will record 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.

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 a given 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 Students were asked to take their seats and get out their math computers. She had the students greet me and explained why I was here. Our star for today is E. She reaches into her pocket. She pulls out a dime a nickel and a penny. How much money does she have? The challenge is how much more money does 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 would you add a nickel? S added dots to the 5 to show how many the number represented. One student asked if she could add dots to her drawing. T asked the first student if she would like to go get a number line to help her. She said yes. When she came back T had her show on the line what was represented by the coin. She asked her to start at 10 and then to Comments The students were orderly and wellmannered.

The students had taken their math notebooks out quickly. (Math morning message type of activity that the students do each day as they enter the class.) The math problem that the teacher read orally was at the top of the page in the math notebook. The students then illustrated the problem and solved it. SIOP Practice and application of strategies taught earlier, review and assessment. It is evident that there are established procedures in the classroom. The teacher provided one-on-one assistance to the ELL to provide support. SIOP comprehensible input and strategies.

count on the number line to decide how much money Emily had. Another girl decided that she was going to get her number line to help her. The student being assisted could answer the question and write the answer. The teacher asked her how she would record cents. T Do you want to do the challenge? How much more money would she need to buy the eraser? T circulated to another table as that student began working on the challenge. Another teacher was in the room working with other children. Remember if you finish, this is a good time to write down the steps of your problem. Students were then asked to pair with their team to talk about what they did. One boy at the table I was at was drawing a monster. One team member asked him to stop. Then she took the pencil away. It was not done in a disrespectful way, rather as a strategy to help him focus. She then asked him to share his answer. She asked him how he did it. Another student then asked if she could share hers. She explained how she solved the problem. It seemed that the more proficient student was making sure that each person could explain how they solved the problem. She had them all share before she did. Raise your hands if you have a strategy at your table that you really liked. T If you draw the coins and dont remember the number, then you can record the number under each coin. T who can share a strategy that someone else in your table did. S K used a coin and then he counted all of

SIOP Interaction

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

Students are challenged when they finish before others.

It is evident that the students have been taught strategies for being respectful and supportive of each other.

Having the students share the strategy of a team member makes them very accountable for listening to each other. It also encourages students who may have had difficulties solving a problem to pay close attention, so they could share the strategy with each other. The students even in this first grade class are being taught that there are many ways to solve problems. SIOP strategies are being taught by the students themselves. Having the students reward themselves promotes intrinsic motivation.

them, and then he counted to 16. Then she needed 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 she needs, give yourself a pat on the back. T introduced the objectives for the new math content. Teacher called a number and asked the students to get a balance. There were to make sure that all of the unifix cubes were connected on one side of the balance, and the same number of unifix cubes on the other side would be loose. (The students had chosen previously how many unifix cubes they wanted to put in a side. Each team had a different number.) You just need 1 pencil and put the supply box on the shelf. A student clarified that we only need one pencil. You only need one pencil and one piece of paper at your table. Ill know youre ready when you ONE pencil ad One piece of paper. As you can see the best way to use the ban balance is to pick it up by the base. What do you think you are going to be doing with the paper? S raised his hand to answer; however, he couldnt think of an idea. After ample wait time, the teacher asked if he wanted to pick someone up. The student he called on answered, We are going to be writing down what we do. T what do you think we are going to do with the broken ones? S We are going to connect them? T What we are going to do is to make addition facts. She asked each table to tell how many cubes they had chosen. T one person is going to be writing. That person will be the scribe. Then will that person keep writing? SIOP lesson design Use of content and language objectives. The teacher is using hands-on materials to demonstrate balance. Comprehensible input with concrete objects, promote understanding of equality and multiple number combinations to represent the same number. Student choice empowers students.

Prediction skills Rather than telling the students the directions, the teacher asks the students to predict what they are going to do. Promotes student engagement and empowerment as well as thought.

SIOP Interaction

S No, we will pass it on and take turns. The teacher asked students to also take turns 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 wasnt being passed around her group in order. She was upset that another student took the paper because his birthday was next. She thought it should be going around the group like a square. When he was done, they gave the paper to her. She didnt want it and passed it over to the other girl. One student asked her why she was sad. She was ready to cry. The other girl said, E are you OK? E was upset and started to sulk. The girl asked her in a kidding way, if she was OK. She got her laughing and involved. E expressed he concern to the boy. He listened and seemed willing to have the rolls rotate around the table. The girl who was upset was then manipulating the blocks. The teacher asked the students to trade the pan balance to the low bookshelf at the end of each table and to put the materials box on the table. Students were then asked to move to the carpet. A couple of students did not go to the carpet area quickly. The teacher said --- will you join us please. The teacher told them that they would continue with the same activity tomorrow. She asked a student to move the arrow above the pictures of the students. He moved it above column 2. The rows were the groups. Different students were asked to get different supplies for their center activities. Some went to tables, some to computers.

Evidence of discovery math and Understanding by Design where students are discovering important math ideas, not just being taught stops to solve problems.

It was fascinating to observe how the student addressed their problems. The other girls demonstrated great concern over the sadness of E. She felt confident enough to explain further to the boy why she had been upset. He seemed reflective and supportive. When students in classes demonstrate such coping behaviors, it often reflects modeling and careful teaching.

Again the focus on procedures is evident

Students rather than the teacher are asked to indicate center rotation and material handler roles. Having students responsible for the tasks they can take care of goes a long way in promoting a student-centered class.

Pictures representing each center were placed above other student pictures. All students could look at the small pocket chart with their pictures to see where they were supposed to go. Throughout the class, the teacher would identify positive behaviors that she saw. I like the way _ is doing _ etc. When the center activity began, she said, Its a little loud --- is going to have trouble hearing the computer. This voice is loud enough. Math centers. 1) Partners in one group were playing an addition game. The flash cards had the number with different visual representations of that number. They were to add the two cards. The teachers use of games in the math centers makes learning math fun. Students are getting lots of practice with basic addition facts and use of coins. The students are doing many of the addition facts that are often on worksheets. However, rather than 2) Another team had pictures of animals with having students doing tedious the length of the animal and the weight of the worksheets that need to be graded, the animal on different sides. They were to draw students are playing games. With the the weight of the animal with longs and exception of the students who were cubes. Long rectangular shapes represented working on the coins with the special 10s and then they would draw the individual education support, the students are cubes needed. working with partners and selfassessing 3) Another team was rolling dice. They SIOP practice and review would then find the addition problem represented by the dice, color the problem square and add the numbers to answer the problem. The partners took turns, each coloring with a different color. 4) Partners had a game board. They also had pennies and cards. Each would draw a card and then place the pennies on their side of the board. They would then discuss more and less. 5) The students in this group were working with the special ed support teacher. Each student was rolling a die. (The die was in a small baby food square container with a lid. Hence, the die couldnt keep falling off of the table, etc. when they rolled the die. The students could shake with enthusiasm without complications caused by the die

going out of each childs work area.) The students started with pennies and were trying to exchange their pennies for nickels, then for dimes. The object was to get as may dimes as possible. 6) The students on the computers were making die roll. They were then to represent the number by moving cubes into one square. When they had enough cubes in one square to make a long, a stack of 10 cubes, they would put them together to make a long. T said Peanut butter. Students raised their hands. 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 in charge. The students are a little more antsy than usual. I also didnt feel like myself because I had an allergic reaction. I just used baby wipes to wipe the Cat in the Hat makeup 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 exploration games 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 complete the problems, I think so, but they didnt give me enough information to really know for sure. This group I could tell was really thinking. I thought she might be the first to give us 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 ELLs together and worked with all of them. She can do one to one correspondence. She has big gaps in her understanding. One of the other students is much more verbal.

We do lots of Responsive Classroom stuff. (It is how you set up your classroom as a community of learners. This class makes a lot of decisions about what we are going to do. Its a child-centered. This age is such a self-centered age. There are two things I focus 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 one and half ESL teachers. I love working with the spec. ed teacher because she gets to see other kids and to show off her kids in positive ways. For example when they explain their steps, they explain every single step. The TAG kids need to be exposed to the students that are explaining each step. What will you do the same and what will you do differently if you do this lesson again? If I do it again, I think I would do it as a center and watch them come through and listen to 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 do that often in other activities. Do you have any questions youd like to ask me? Nope. Feedback from the teacher to observer What did I do that was useful for you, and was there anything I did that got in the way of your learning or thinking? I think that sometimes its difficult to fit the the SIOP design into all activities. Its not as easy when you do center-based. We then discussed ways to apply SIOP components when planning centers. The alternative forms that they now use make it easier to incorporate SIOP with centers. We talked about the language objectives that were being met in the math activities, focusing on the ways the teacher was incorporating math language during the diverse math activities. 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)

SWBAT read weather forecasts and compare forecasts for different cities SWBAT 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, low be going to contractions with be hows, theres, its, whats, were, Im atmosphere Introduction Review 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 Post Make sentences using, present and future. Future = will + verb or be going to + verb Handout: Weather The Weather Forecast Scan for and highlight weather words. Review contractions. Find and then underline S + be going to + V Read aloud readers theater Worksheet: Hows the Weather? Conclusion HW: Ask parents for the name of the city where they lived in their native country. Make a forecast for tomorrows weather. PRE-OBSERVATION FORM ESL Teacher: Deborah Schaffer Observation Date/Time: 1/23/08 9:00 No. of students: 6 Grade 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 to understand in this lesson?

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 know
and understand?) SWBAT describe the weather and seasonal conditions 4. What is the language objective? SWBAT read weather forecasts and compare weather in different cities SWBAT 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 about weather focusing on using comparative and superlatives when comparing forecasts for different cities. 9. Do you have any concerns? 10. 10. Is there any other information you would like me to know, such as what to look for? RUNNING RECORD OF THE CLASS OBSERVED Observations Children all said Hello to me as they entered the class. T- Talked about why they werent in school on Monday and why she wasnt here yesterday. She talked about her relationship with the substitute. Their children have known each other for a long time. If my son Jessie is 16, and hes known Jessie since he was 3, how long have they been friends? Comments S are prepared to be respectful and polite to visitors. Hadnt met for while, so T recognized need to reconnect and catch up. Incorporated oral math. One of the main areas on the ACCESS test for WIDA standards that is problematic for students is oral math. Many students do not have much practice with oral math.

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Today we are going to be talking about weather. Before we were talking about natural 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 you think location means? S place Were going to talk about how weather affects people, places and plants. Were going to talk about how it affects you. How does it affect you? S gave many responses about how weather would affect them. Several used complete sentences to answer. T prompted one student to answer the question with a complete sentence. He did so 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 of snow? S It has wind. Tornado

SIOP components: Preparation and building background. Teacher introduced both content and language objectives and the big idea reflecting integration of both SIOP and UBD Reflected explicit instruction of vocabulary and scaffolding with prior knowledge. The teacher used research-based voc. instruction. She did not give a definition of the word, rather an explanation and multiple examples that were familiar to the students. The students inferred it meant place. That was then discussed and the word defined. It was evident that the students have been taught to express their ideas in complete sentences. This practice makes it so much easier for them to write complete sentences. It is uncommon to observe this practice in many classes, particularly with such young students! Grammar is taught in a meaningful context. The language objective was introduced at this point. They are comfortable, and the classroom reflects an environment where it is easy to take risks. The vocabulary was supported by visuals. The words were review, but would also be occurring in the next reading. SIOP component Practice and Review The t. demonstrates higher-order questions 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 are going to talk about weather. The teacher responded and emphasized the students fascinating explanation of a tornado. Off-topic answer was not ignored but didnt take the class in a different direction. T gave both examples and nonexamples which is an effective clarification strategy. T uses visuals effectively to support the instruction. The chart on the wall reinforced less familiar words, and the students were referring to the chart and using them. Parental involvement.

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 about weather? Lots of answers from students. They discussed various things. One student used the word partly sunny, S The teacher helped clarify what partly meant. 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 Forecast Several students wanted to answer. One student was not involved, the teacher continued to give examples. She used his interest in roller skating to say. ______ skates. He is a skater. The student had a difficult time. The teacher

Contributions of students were recorded on the chart.

T activated prior word knowledge to promote transfer and understanding of the new word. SIOP Building Background

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continued and finally that student was able to Many students wanted to answer, but say Forecaster. the teacher persisted to have M --involved. It took the student quite a long time, and the teacher gave him the time needed.

The teacher introduced the term predict by reviewing what they already knew about that word and discussed how predict and weather prediction were related. Students moved to a table, and the students discussed when and why they would use a weather forecast? Think-pair-share What kind of information do they tell you in a weather forecast? Look at each other, dont look at me. Ill give you a hint, there should be four things. Try to think of at least two. 2 pairs were talking. One pair didnt speak much. T asked the girls if they had said anything. Because on pair was less talkative, T asked one 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 book that showed pictures of hot and cold with a thermometer. S Temperature T What do we use to measure temperature S thermometer

Building background and activating prior knowledge.

Change of seating and task is very important when working with young students. SIOP component interaction T modeled expected expected behaviors, and the interaction immediately became more authentic. Most of the students were more engaged. The teacher was aware of the two students who had not talked as much and called on them to share first. Rather than record everything on the chart, the teacher recorded the critical vocabulary in a way that promoted comprehension Hot, cold, temperature Snowy rainy, precipitation

SIOP component Comprehensible input through- out the lesson using visuals and familiar examples.

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T adds to chart. T asks students to think about how the weather changes during the day S snow, rain, What is the big scientific word we used for that. S Evaporation T Reviewed the water cycle T If you dont see the weather report, you could freeze S Started talking about the consequences of not 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 clothes needed. T supported and long and short sleeves S knew that short for height but didnt realize it was the same word for short sleeves, Long and short sleeves Tall and short people T What else do we need? S Clouds S Sunny S Foggy T If theres a lot of dust, you have to stay home. T If you live somewhere where there is a lot of dust, then yes, you could have dust storms. S Talked about his trip to the beach, and how sand can blow on a windy day. T showed a real newspaper with the weather forecast. She explained Metro. T Discussed that the radio or the internet can T uses authentic resources to make the lesson more interesting and relevant. T demonstrates responsiveness to a students idea that hadnt occurred to her. T used a more familiar context for the student to get the word short when trying to help the student describe long and short sleeves. Survival language is being taught within the context of grade level content.

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give you a more current forecast. She showed a copy of a forecast from the internet. A forecaster is a person who tells the weather whats going to be the weather. Etc. If you look at the paper, how many days is it going to tell you about? S 5 days, T checked with each student to see 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 newspaper and asked the students to predict what they thought flurries meant. She reinforced their answers by demonstrating flurries with her hands. T Tomorrow, we are going to be looking at this 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 do tomorrow? S What do you mean of your country? T Clarified city in the country.

The students are transferring their oral skills to a real-world context. The first reading is supported by visuals. Students found the information in both the newspaper and on the printed copy from the internet. Later the students will read Readers Theater about a weather forecast. On-the-scene reporters from around the country are reporting in on a TV weather forecast.Moving from a simpler reading to a more complex reading is highly effective for Comprehensible Input, Building Background, vocabulary development, fluency and comprehension. Making predictions with a visual.

Teacher explained what they would do the next day which helped connect todays learning with the next day. She involved the parents in meaningful ways where all parents, even those without English or literacy skills, could be successful in supporting the learning of their children. She reviewed to make sure students understood what they were supposed to ask the parent.

POST-OBSERVATION FORM 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 can do what I wanted to.

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Actually on Friday, we didnt get anything done because we had been studying natural disasters. 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, so the 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 did describe 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 roles and responsibilities? We dont co-teach, but I know what they are doing in the mainstream class and try to preview 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 used The 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 lesson again? I wouldnt have bothered going over all of the vocabulary that we did that I feel they knew. 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 a very effective demonstration of implementation of SIOP, UBD as well as other effective teaching 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 the way of your learning or thinking? The teacher expressed satisfaction. Therefore I asked her about the workshop the day before. She gave me helpful feedback for my future planning.

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Jeanette Gordon SIOP Lesson Template Teacher: Maxine Vazquez Subject Area: S.S./Economics Date of lesson: March 3, 2008 Grade Level: 2nd Grade Length of Lesson (in minutes): 40 minutes Content Objective(s) SOL 2.7 Students will be able to identify the natural, capital, and human resources used in the production 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 goods Key Vocabulary (e.g., language necessary to read, write, talk about, and listen to the concept(s) in this lesson) I am able to buy, make or grow. Introduction (e.g., presentation of CLO, concept, key vocabulary, links to previous lessons, and links to student experience) Go over key vocabulary with students:

Time

1. Producers make goods or provide services. They use many things to make their
2. products. Some of these things are called resources and some are called intermediate goods. Explain resources can be placed into three groups: natural, human, and capital resources. Natural Resources are those things found in and on the earth, such as water, oil, and sunlight. Human resources are people who work, like Glenmae, teachers, doctors, truck drivers, and sales clerks. Capital resources are tools, equipment, and buildings we use to help produce things. Capital resources are used over and over without being used up, such as trucks, computers, cash registers, desks, and chairs.

3. 4. 5.

Explain the other things used to produce goods are called intermediate goods. Intermediate goods are products that are combined with resources to make another products. They become part of the finished product. They are not used over and over again as are capital resources. Body of Lesson (e.g., learner interaction in a variety of grouping configurations that support CLO and provide opportunities for reading, writing, listening, and speaking in engaging ways).

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6. Read the story, How to Make an Apple Pie and See the World. *Since there is
not 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 on each card: "C" for capital resource, "N" for natural resource, ""H" for human resource, 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 of Rug Resources worksheet. The construction paper represents the rug. Students will color the rug resources, cut on the dotted lines, arrange the rug to tell the story of rug 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. Students are to mention different types of resources and intermediate goods used.

RUNNING RECORD OF THE CLASS OBSERVED Observations The teacher said that they would continue their unit on economics. She introduced the content objective on the board. Students reviewed consumer and producer by raising their hands. Lets do a quick summary of the story about the Does anyone remember how the story began? S The little girl was going to make an apple pie. Where did she go to get the ingredients? S The market. T Was the market open? Comments SIOP Lesson design Content objective The language objective was also written on the board. Review Building background Connecting prior learning to new learning. Suggestion: Use numbered-heads-together for

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S No T Where did she go? S couldnt hear T 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. T used the word steamer. Where was she going? S Italy T What did she buy in Italy? S Wheat T Then where did she go? Paris, France S A chicken T Why did she buy the chicken? S Eggs. T Was it a human resource a natural resource or capital resource? S Natural The teacher continued to ask questions about what the character had bought in each location and what kinds of resources were reflected 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 a capital resource. The teacher handed out 3 cards to each student. On each card I want you to write H H stands for human resource C C stands for capital resource N N stands for natural resource T asked the students to say what the n stood for. Some students were copying the words, not just the letter. They erased theirs. The students wrote the letters on their cards. Im going to show a picture. Youre going to hold up the card to say whether it is a human resource, a natural resource or a capital resource.

review. Example: What does natural resource mean and give examples. Twos stand and share. Repeat for the others. When the three concepts are reviewed again, all three could be combined in one large question. The students were summarizing the story. Using round-robin to have students retell a story is often effective. In this instance I wouldnt do that because you wanted to review each resource as you went along.

All students were engaged in preparing their cards for the task. Some started to copy the labels, but when you noticed, you clarified.

Use of the cards enabled the teacher to assess learning of the students. In addition, the manipulatives served to engage

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What is this a picture of? Cinnamon Good it is a natural resource and it comes from the bark of the tree. The teacher was checking understanding by looking at student cards. Some students changed their mind. When the teacher showed a grocery store, she indicated that it could be both capital and human. 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 not recognize the picture. One student said her parents used sugar cane for cooking. The next picture of the stove was also difficult to make out. (I think the pictures were primarily copied from the story so they would have seen them in context before in color. Hence, I dont think it was as problematic as it would have been.) The teacher gave the students copies of the pictures to cut out. T Put the pictures in sequential order of the story. T First she went to the market. T helped students with the first two examples. All students were engaged in the task. They sequenced the pictures independently. Then the teacher said they could help each other out and check their work. A paraprofessional was helping students at one group. She was asking questions during the hands-on activity. Maxine was circulating the room. All students were on task and orderly. The teacher passed out another paper with two pies on it. The students cut out the picture of the pie. The cutting was done in an orderly way, and the task of cutting the pictures apart and cutting the pie did not take much time.

the students. They were more focused on answering than if she had been calling on individual students. Suggestion: If cinnamon and sugar cane are not familiar to many students, it would be helpful to have additional pictures of the cane as well as a stick of cinnamon for them to smell or some sugar cane from the market. Many students may not know cinnamon in before it is ground up. Sugar cane is also not familiar to many. This could have been done already during the reading of the story. I imagine that the story had better pictures of sugar cane.

It is evident that routines are established in the class. The students were basically on task throughout and working quietly.

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The teacher walked around checking the sequence of the pictures. The teacher passed out a large piece of construction paper to each You might have to cut the pictures a little smaller to make sure they fit. When you finish that

POST-OBSERVATION FORM 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 little time. I introduced the lesson during read aloud. I always try to do a read aloud to introduce 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. There are some that throw themselves on the floor. At the first of the year I had a lot of problems 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. We have 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 teacher will 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 was surprised how fast they were able to catch on. They understand so much better than my last class. I asked if she used to do the related reading in LA to introduce the concepts prior to the science class. She said that she didnt before. (I suggested that this new practice would be so helpful, particularly when students have limited language or prior related 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 that will be done later. One thing they did do for the language, and that was sequential order. The language objectives 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 their expressions that they can understand. Their sequential order was correct. They were holding up the right cards. Suggestion: Pairing tasks and use of cooperative structures will enhance their language growth 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 with them 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 in the morning. She works on LA. I asked if it was related to what she is teaching and she said 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 the support given wasnt specific enough to make the needed modifications. The teacher expressed 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 lesson again? I like the book and the pictures. I would slow down a little. I would like the students to work 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 with the class before on their behaviors. The students all seemed attentive and engaged throughout 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 could possibly have them pass something back and forth to take turns. Related strategies will be modeled in the last session that she could apply. Feedback from the teacher to observer What did I do that was useful for you, and was there anything I did that got in the way of your learning or thinking? I encouraged the teacher to give me any feedback on this that would help me.

PRE-OBSERVATION FORM Teacher: Kristin Lansdell and Ann Navarro (Both are ESL teachers in an ESL classrooms working with multi-age students for language arts) Observation Date/Time: 8:20-9:20 No. of students: 11 Grade and ELP level/s: 9 second grade intermediate 1 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 know
and 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 sequence important 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 of Diego Rivera based on the biography we have been reading. The pictures, written sentences, chronology words, and vocabulary words are all scaffolds for these students. They are intended to give the students support and practice for creating a timeline. Multiple readings, pair groupings, and small groups are other ways the lesson is being modified for ELLS. 6. What strategies will you use to accomplish your objectives? Partner reading, small group work, picture manipulatives, sentence strips, direct vocabulary 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 there will be a substitute in her place tomorrow. During this block the ESL teachers are responsible for the reading component of the language arts block. Generally the class 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 guide Background knowledge building-internet artwork by Diego, map of Mexico and Europe Introduction of biographies Direct vocabulary instruction Read aloud of Diego Students will create a timeline of Diegos life. They will create a timeline of their own lives. They will then use the timeline and interview questions to write a biography of a classmate. They will also read other biographies.

9. Do you have any concerns?

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RUNNING RECORD OF THE CLASS OBSERVED Observations Before the students came K explained that the procedure in the morning is usually for the students to read independently in books they self-select from the browsing boxes organized by reading levels. During that time, the two teachers confer with each student to check their homework. Each student is to read for 20 minutes each night and write a summary. A introduced the Big Idea and showed a visual example. K This is what our goal is to make a timeline. We have been practicing sequencing the pictures and adding the sentence strips. Later you will write your own story related to your timeline. K introduced the content objective. She asked why it was important to make a timeline. N Do we put everything in a timeline? S No just the most important things. She expressed how they would later also make a timeline to write about their own lives. K asked students to buddy read the book of Diego. 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 other person reads. Ss took their seats quickly and all began to read. Each teacher worked at a different table with individual students to conference about their reading homework. The teachers commented specifically on things that they saw that were positive. K I like the way you started with your sentences in different ways. I like the interesting beginning. Then they focused on a specific skill that is Comments The teacher shared a rubric that they use to evaluate the summary and give student feedback. They have a different assignment page if the reading is nonfiction. She indicated that they need to prepare a different rubric for the evaluative feedback. The big idea, content objective and language objective are written on the board. The sequence of activities is also written. SIOP Evidence of Lesson planning with objectives Evidence of Understanding by Design. Explaining the end goal in the introductory activities is also reflection of UBD. Students know at the beginning of a lesson the performance tasks they will do at the end.

Instructional conversations are identified by CREDE research as one of the five indicators of effective learning environments. Both teachers used instructional conversations in their conferences.

It is evident that classroom procedures are well established. The students know what to do when they

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needed. K I notice that you are forgetting to put periods. Tomorrow we will check to see if you remember the periods. Continue to start your sentences in different ways. One teacher finished with her student before the other partner was done. The teacher directed that student to reread what they had read together before his partner could join him. N Referred to the rubric to provide guidance to the student to make sure that the student checked herself when she did the assignment. Each student has a reading folder. They write their summaries in the folder, so they can see their own progress. The first pages of the folder I looked at were designed to help scaffold a plot line. The first page has a heading of WhoCharacters over a box. The child is to draw the character and then explain on the few lines underneath. The next box is headed with Where-setting The students draw a related picture and then describe the setting on the lines below. The students then continued drawing pictures in the top portion of the back page. Below their pictures they summarized their stories. When the students finished partner reading the assigned story. They went to the bins and selected other stories. Some read together. Some read quietly. K asked students to put their books away and come to the rug. They did so in an orderly way. Before we start, I want you answer this question. What is a timeline? Turn to your partner. Both K and A were interacting with and supporting partners who were expressing the timeline. K In some of your classes you were learning about George Washington. This is an

finish a task. They know what behaviors are expected when they are reading together or independently. SIOP Practice and application Review and Assessment Strategies The students are practicing reading, writing about and orally retelling what they read in very consistent ways that get progressively more complex. The strategies they will use to retell a story are being carefully taught and practiced.

SIOP Interaction The teachers are not only giving the students opportunities to orally share with each other, they are supporting their efforts and encouraging additional language. They ask the students to expand on an idea. SIOP review and practice of content from the class. Building Background They are using familiar information to

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example of the timeline of George Washington. The timeline starts with his birth. If the person died, it ends with his death. The teacher restated some of the events that were all supported with visuals. When we do our activity sequencing the pictures of Diegos life, we are going to do it in the form of a timeline. You are going to put the pictures in order first. We would like you to use your chronology words. Remember that when you tell your summaries you use the chronology words. You have a couple of new words that we learned yesterday. During (remember we studied that during is something that is happening at the same time. K gave the directions. She then asked students to restate the directions as she wrote them. K Wrote what the students said. When one said to put the pictures in order, she said yes, lets use the word sequence N supported the meaning of the word sequence. One student said the next step was to match the 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 pictures before you match the sentences to with the pictures. Students went quickly to a table or the floor. K I like your strategy. Youre spreading all of the pictures out first. K Im going to give you a list of the words.

introduce the timeline. Comprehensible input. The visuals on the timelines promote comprehension. The pictures that the students are sequencing are in color and clear. Asking students to repeat the directions, not only clarifies what students are to do, but recording what they say LEA provides a literacy source for students with low literacy skills. It offers an opportunity to reinforce the word sequence and to emphasize the need to really talk about the pictures, not just sequence them.

Exemplary focus on language objectives! The vocabulary from the story was on

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K attention I forgot to say one very important thing. I forgot to tell you to use your new vocabulary words from the story. John just used the word ill. Another student said, Carlos fell ill. N monitored Remember to use your sequence words. S (After consulting the chronological words) said, One day Carlos fell ill and died. The students continued using the chronology words as they sequenced each picture. They were seeking ways to incorporate the word during. The teachers circulated to different teams. K said to one student, Wow, thats a lot of language. I asked her to repeat. S Diego fell ill like his brother Carlos, so the healer took him and so they could take care of him. Then they went to the hut and Diego used the herbs to get well. Another S One day Diego went to Italy. (He consulted the words.) During that day he saw murals. He loved them. When he went back to Mexico, he wanted to paint murals. The teachers were supporting vocabulary and asking more complex questions. They were focusing on use of the new vocabulary, I like the way you used the words. After the pictures were sequenced, the teachers gave them sentence strips. They used roundrobin to read each sentence and match them with the pictures. When a group finished they were asked to read the whole story. N monitored the rereading of the sentences by one group that wasnt done as K called one group for Guided Reading. While K worked with one group, two other students read independently.

the board, each word with a magnetic clip. This is a strategy that makes it easy for students/teacher to manipulate the new words. Giving the chronological words provided support for the words needed for sequencing. The teachers circulated and commented on how the words were being used.

The tasks progress in difficulty from oral to literacy tasks. Such progression is very important for ELLs. Literacy is an extension of oral activities. All students are engaged in literacy tasks.

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After an introduction which I couldnt hear because I was focusing on another group, the students in the Guided Reading group began to read the story. Each student was orally reading quietly. N was supporting one of the readers. In other areas of the room, 3 students were reading quietly to themselves. One girl was reading out loud to herself. Her voice was a little disruptive to some other readers. N worked at a separate table with one student with very limited skills. She asked the student if she had heard of the Three Billy Goats Gruff before. She said yes. Then the teacher did a picture walk. During the walk she asked questions like, Why do you think you want to go across the bridge? What do you think is going to happen next? K went to a student who had finished reading in the Guided Reading Group. She went to that student and told him that she would like him to read it again to develop fluency. She modeled how to read a page with expression and fluency. I want you to practice that. I will come back and see how you improve. She then went back to the student who had needed a lot of support. He was then going to reread. N left the group when all of the students were rereading and went to one of the students who was reading independently. The teacher asked the student to explain what he was reading. He was reading nonfiction book about different sources of electricity. The student explained. The teacher asked what solar meant. She asked him to predict what would be explained next.

Use of recommended Guided Reading strategies was evident. (All of the students in the group were reading out loud or silently rather than having the students take turns.)

Again effective Guided Reading strategies are implemented. The teacher assesses prior knowledge and does a book walk. She incorporates predictions during the book walk.

Encouraging students to read with expression can make rereading much more fun for students.

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

Students went to the rug at the end of the period. Teachers told the students what they should do if their homework hadnt been corrected. N Who can tell me what we learned today? S Timelines tell what happened in peoples lives. N restated. K asked if timelines can be about other things not only about a persons life. They discussed that it could be. N used a bean bag to throw to students to share. K its time to give out stars. T gave prizes. Students had to be seated to be ready. Students who had certain number of stars could pick out a prize. The stars were recorded on a chart.

SIOP The students review the big idea and the objectives of the lesson. Even though the students were studying the timeline for a persons life, it was important to augment this understanding. Ex. A timeline is a way of recording a series of important events.

POST-OBSERVATION FORM 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 to sequence 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. C never says a word unless she is partnered with __. The groups worked well. We didnt get as much of the homework graded as we usually do. The activity took longer, so we didnt 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 arent together 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 minimal support. Do you think the language objectives were met? They were using their language words. They used words from the story as well as the chronological 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, it would have been difficult for him. He had a strong partner, so I think he had help from the partner. We discussed various ways to involve students with low literacy and or language skills in a partner reading. Additional strategies will be modeled in the workshop on Literacy Stations 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 well so we know exactly what we are doing the next day. Kristine was concerned that she may 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 identify additional ways to share their responsibilities. What will you do the same and what will you do differently if you do this lesson again? I know one thing I would probably do differently. I dont think we did a great job of giving a clear model of what a timeline looked like. This was the first day they saw the student model 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 followup activities. I shared with them some of the ideas that Dana and I had discussed. She said it was fine for me to share her observation with them. Feedback from the teacher to observer What did I do that was useful for you, and was there anything I did that got in the way of your learning or thinking? The teachers indicated that the support and ideas provided during our discussion were beneficial to them.

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PRE-OBSERVATION FORM Teacher: Kamae Sandgren and Cathy Snider (Mainstream 2nd with ESL teacher) Observation Date/Time: No. of students: Grade and ELP level/s: 2nd 1st grade ELLs join them for Social Studies Subject: 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 the exchange of goods and services. Note: This is an objective Content Objective: I will sort pictures of goods and services. Language Objective: I will discuss goods and services sort with my group. I will write what 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 sorting activity by modeling. We will use the power point pictures from the previous day to model the sort. Students will be given a sentence structure to use orally in their numbered heads together groups. After the sort, students will work in their groups to discuss 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.

RUNNING RECORD OF THE CLASS OBSERVED Observations C introduced me to the students and told them that I would observe the class. She asked them what observe meant. One student was a little confused, but the teacher was able to build on his background. I told them I was there to learn from the students how to best help teachers. One student said that teachers teach kids, how can kids teach the teacher? The teacher gave examples of how teachers learn from students. She explained that what they learn from the students helps them teach. C You have different experiences than I do. I can learn from you. Some of you come from different cultures. S You learn about different languages. C I also learn about your culture. She gave an Comments Students were rereading a book about Jackie Robinson prior to this lesson.

Multicultural respect is evident.

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example of how a student in the class had taught 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, explained the weather, told important historical news that happened on that day, etc. A student gave a Dr. Seuss highlight. S Whats a highlight? T explained briefly C first we are going to review what we did yesterday. Who can tell us what we did yesterday. S Goods C We talked about goods. After the student couldnt say anything else she asked him if he wanted to pass it on. He asked another student. S Services C Students continued to share definitions and examples of goods and services Teacher reviewed an earlier classifying activity that the students had done to distinguish goods from services. Today we are going to do a sort of goods and services. What is a sort? S you put the goods in the goods section, pause T held up visual posters to provide support. Why do we put something in the same group? S because they are the same. C introduced the content objective T read and the students reread. Language objective I 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-headstogether group. We are going to add a part today that we didnt have 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.

It was exciting to see students involved in daily news broadcasts It as Dr. Seusss birthday, and there were celebrations around the school. SIOP Review and practice Suggestion: This would be a good time for Numbered-heads-together In your team explain goods and services. Give an example of each. SIOP strategies Comprehensible input

SIOP lesson planning Content and language objectives are clearly communicated to all students. They participate in reading them. Vocabulary is clarified. SIOP interaction Modeling is very explicit. Classroom behaviors and language skills will be greatly enhanced by modeling. After the two teachers modeled, the two students did.

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Teachers had the two students come up and help them model what each team was to do. Give 3 pictures to everybody. The next thing we are going to do is use this sentence structure. The sentence structure will be in your bag. I think the ______ is a good or service because ___________. I think the dentist is a service because the dentist fixes your teeth. The student said something quietly. The teacher complimented him on his idea. Give me a flea clap. (Clap with forefinger and thumb.) I want to see how quietly you can get into your numbered-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 trouble numbering off. Yesterday you were first. The only thing you need is the picture cards and the T chart. Number 2 take out the pictures and give each person 3 cards. Give me a thumbs up if you have already passed 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 in your hand that you dont know what it is, you can ask someone in your group.

Suggestion: Because it is difficult to have the students attend to lengthy modeling, it may be a good idea to have them repeat the sentence each person says. They can also be told ahead of time to rate their own listening and repeating from 1 to 5. 5 I listened to each idea and tried to repeat.

The students moved to a new location which gave them movement. They could have also worked at their tables if the children were seated in appropriate teams. Flea clap and 123 eyes on me are fun ways to get attention. Suggestion: Its less confusing not to the students number off every day. It takes time, and there is unnecessary discussion. They also tend to forget their numbers.

Clarification of vocabulary. SIOP comprehensible input

Good idea to have students give a signal 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 is able to identify. The students in the group near me were confused 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 more specific 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 for those who finish early. For example, match words with the pictures. Or Since you studied needs and wants before, you could have the students also decide if the good or service was a need or a want.

K put a picture on the overhead. Flip flops Number twos She then called on a volunteer. She had the other twos sit down. K What is this a picture of? S A barber K What is a synonym? S Hair fixer S Hair stylist After each picture students explain using the sentence prompt provided. S I think the backpack is a good because you can touch it and carry it. I think the mail carrier is a service because he bring us the mail. He brings us the mail. I think it is a car fixer K Who can give me a synonym for car fixer? A mechanic

SIOP practice The teacher is calling a number in each team to share an idea. The students know they may be called on. They need to stand to speak which is empowering. They also had practice prior to activity. The student says the sentence, and the others listen. They then check with the answer. Suggestion: Have the students listen to what each student says. They can then all and repeat what the person says. If any student has a problem, the teacher can help first before the others repeat. If they all have to repeat, they will get far more practice, and they will have to pay attention in order to do the task. Students were excited to see the answers and to give a thumbs up.

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

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The teachers had the students put away their materials. They each got a slate and their learning-log booklet. They turned to the next page in their learning logs. The teacher modeled. I learned that---While number 3 is speaking, everybody needs to be a good listener. If someone cant think of something, help them out. 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 are something that you need and want. I learned that goods and services are something we need. I learned that goods are something you can do. C Help her out S Did you mean to say that services are something that you can do. T Services are something you can do for people. TI learned that goods are something you can carry. Later they discussed that you cant carry all good. S You cant carry a car. I learned that goods are something you can put on T Can you put on all goods?

What a great idea to have a learning-log booklet. Since students know they will be asked to complete their log often, they may begin to prepare mentally during instruction to focus on the point of what they are learning.

Suggestion: It may be a good idea to have the students at this point do two pages of the learning log, one for goods, and one for services. Later they could, with teacher help, compare them and possibly discuss the similarities with relationship to needs and wants.

POST-OBSERVATION FORM 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 ESL beginners. I think using Juan to model was a good idea. He is one of the lower level students and very shy.

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Kamee works with the beginners. When they are able they move into other groups, they do 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 them the 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 LAB class. We really need to lay out the ground rules for him. We have one child who is autistic, 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. He always 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 other groups. 6 extra kids come in during this time. (Teachers discussed how the 6 extra students make it more difficult to work at the tables. It is also difficult to have them all work in groups on the floor where they can all see the white board.) Do you think the content objectives were met? Yes Do you think the language objectives were met? Yes (We discussed the students use of language and the benefits of the modeling. I suggested that possibly the use of the word provide for services would make it easier for 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 students with 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 overhead tasks. 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. (They discussed how helpful it is to have two professionals preparing materials and providing the instruction.) What will you do the same and what will you do differently if you do this lesson again? We could possibly identify the pictures before hand. We could use fewer picture so the checking didnt take so long, but they discussed the benefits of the additional practice. (I suggested that having all students repeat would help them remain attentive the those sharing 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 also discussed whether it would have been easier to keep them at their desks prior to working 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 and will 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 the way of your learning or thinking? I encouraged them to email me if they had suggestions because our time was up.

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