What types of responses were required by the students?

Answer the following for each video: FOUR VIDEOS TOTAL: THE VIDEOS ARE THE SOURCES
LABEL THEM
VIDEO ONE: then the answers A (1-5) B (1 and 2) Please label them.
Integrated and Designated ELD : 4th Grade

VIDEO 2: then the answers A (1-5) B (1 and 2) Please label them.
Designated ELD with Collaborative Practice: 2nd grade

VIDEO 3: then the answers A (1-5) B (1 and 2) Please label them
Integrating ELD In An Inquiry-Based Lab

VIDEO 4: then the answers A (1-5) B (1 and 2) Please label them
Integrated ELD in the ELA Classroom

A.CLASSROOM INSTRUCTIONS: PUT EVIDENCE: this could be two – three sentences
How did the teacher address students’ prior/background/funds of knowledge in the lesson?
How were key tasks explained or demonstrated in a variety of ways?
What types of responses were required by the students? Non-verbal (point, touch, clap, find); One Word; Phrases or Short responses; Entire sentences; Lengthy
In what ways are students able to frequently use verbal and non-verbal responses and/or take an active role in their learning?
What do you believe are the English proficiency levels of the students in the class? Emerging, Expanding, and/or Bridging? FEP? What evidence do you have?
After watching the lesson video, use this template and complete this observation log based on 2 essential parts — a description of the lesson and a theoretical analysis/reflection. Each section should be about 2 paragraphs (single-spaced).
B.DESCRIPTION and ANALYSIS/REFLECTION

1. DESCRIPTION: Write a 1-2 paragraph description of what you observed in the lesson, e.g., an overview of the lesson and activity, the delivery of the lesson, the student outcome/product (e.g., an Interactive Journal entry, a written sample, etc.), what specifically did the teacher do to support or scaffold the learning for the second language learners or emergent bilinguals, etc.? Other?

2. ANALYSIS/REFLECTION: The theoretical analysis of each session is designed so that you think about not only how the emergent bilingual student(s) did, but also what the teacher did and why. This should also be 1-2 paragraphs long (single-spaced).
Things to think about in your analysis: What did you observe that worked? Was the lesson comprehensible? Were the materials and goals appropriate? How did the teacher communicate this with the student(s)? Was translanguaging used as a teaching tool or as a resource either by the teacher or the students? What factors contributed to the “success or failure” of the activity? How did the delivery of this lesson relate to what you are learning in this class?—be certain to make references to second language acquisition and language learning theories you are learning in this class and in other classes. For example, did you observe anything related to the affective filter or to the role of comprehensible input in the classroom? Most importantly, how might you apply this to your own teaching of emergent bilinguals? Be concise, but complete. If you really take time to reflect and record your thoughts here, you will be laying the groundwork for the I-Search paper as well as becoming a reflective teacher.

Last Completed Projects