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.

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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 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 Comments
Students were asked to take their seats and The students were orderly and well-
get out their math computers. mannered.
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
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.

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count on the number line to decide how
much money Emily had. SIOP Interaction
Another girl decided that she was going to
get her number line to help her.

The student being assisted could answer the The student getting this extra support
question and write the answer. The teacher was also expected to do the challenge.
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. Students are challenged when they
finish before others.
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.
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.

Raise your hands if you have a strategy at The students even in this first grade
your table that you really liked. class are being taught that there are
many ways to solve problems.

T If you draw the coins and dont remember SIOP strategies are being taught by the
the number, then you can record the number students themselves.
under each coin.
Having the students reward themselves
T who can share a strategy that someone promotes intrinsic motivation.
else in your table did.
S K used a coin and then he counted all of

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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.

SIOP lesson design

T introduced the objectives for the new math Use of content and language objectives.
content.
The teacher is using hands-on materials
Teacher called a number and asked the to demonstrate balance.
students to get a balance. There were to Comprehensible input with concrete
make sure that all of the unifix cubes were objects, promote understanding of
connected on one side of the balance, and equality and multiple number
the same number of unifix cubes on the combinations to represent the same
other side would be loose. (The students number.
had chosen previously how many unifix
cubes they wanted to put in a side. Each Student choice empowers students.
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 Prediction skills
paper at your table. Ill know youre ready Rather than telling the students the
when you ONE pencil ad One piece of directions, the teacher asks the
paper. students to predict what they are going
As you can see the best way to use the ban to do.
balance is to pick it up by the base. Promotes student engagement and
What do you think you are going to be doing empowerment as well as thought.
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 SIOP Interaction
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?

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

Students at one table decided to take turns. It was fascinating to observe how the
The girl whose birthday came first went first. student addressed their problems. The
One girl didnt like that the pencil wasnt other girls demonstrated great concern
being passed around her group in order. over the sadness of E.
She was upset that another student took the She felt confident enough to explain
paper because his birthday was next. further to the boy why she had been
She thought it should be going around the upset.
group like a square. He seemed reflective and supportive.
When he was done, they gave the paper to
her. She didnt want it and passed it over to When students in classes demonstrate
the other girl. One student asked her why such coping behaviors, it often reflects
she was sad. She was ready to cry. The modeling and careful teaching.
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 Again the focus on procedures is
pan balance to the low bookshelf at the end evident
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.
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.

Some went to tables, some to computers.

5
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. The teachers use of games in the math

1) Partners in one group were playing an centers makes learning math fun.
addition game. The flash cards had the Students are getting lots of practice with
number with different visual representations basic addition facts and use of coins.
of that number. They were to add the two The students are doing many of the
cards. 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 self-
assessing
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

6
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.

7
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)

8
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?

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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 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 Comments
Children all said Hello to me as they S are prepared to be respectful and
entered the class. polite to visitors.

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?
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.

10
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.
The teacher responded and
S Im moving to Texas. emphasized the students fascinating
explanation of a tornado.
T Later we will talk about that.
Off-topic answer was not ignored but
T Is earthquake a kind of weather?
didnt take the class in a different
S No, its a natural disaster, but today we are direction.
going to talk about weather.
T gave both examples and non-
examples which is an effective
clarification strategy.

T put up weather pictures T uses visuals effectively to support

the instruction.
Snow
The chart on the wall reinforced less
Chart on the wall had pictures of weather
familiar words, and the students were
Rainy windy partly sunny, cloudy, snowy, referring to the chart and using them.
sunny
What do your parents tell you about
Parental involvement.
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
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

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

12
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 Building background and activating
reviewing what they already knew about that prior knowledge.
word and discussed how predict and
weather prediction were related.

Students moved to a table, and the students Change of seating and task is very
discussed when and why they would use a important when working with young
weather forecast? students.

Think-pair-share SIOP component interaction

What kind of information do they tell you in a
weather forecast?
T modeled expected expected
Look at each other, dont look at me. behaviors, and the interaction
immediately became more authentic.
Ill give you a hint, there should be four
Most of the students were more
things. Try to think of at least two.
engaged.
2 pairs were talking. One pair didnt speak
much.
The teacher was aware of the two
T asked the girls if they had said anything.
students who had not talked as much
Because on pair was less talkative, T asked and called on them to share first.
one of them to share.
T Recorded information on a chart
Rather than record everything on the
Talking about weather chart, the teacher recorded the critical
Cold- hot vocabulary in a way that promoted
comprehension
What is the big word?
Hot, cold, temperature
S Weather
Snowy rainy, precipitation
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 SIOP component
thermometer. Comprehensible input through- out
S Temperature the lesson using visuals and familiar
examples.
T What do we use to measure temperature
S thermometer

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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. T used a more familiar context for the
S continued to talk about the clothes student to get the word short when
needed. T supported and long and short trying to help the student describe
sleeves long and short sleeves. Survival
language is being taught within the
S knew that short for height but didnt realize
context of grade level content.
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 demonstrates responsiveness to a
students idea that hadnt occurred to
T If theres a lot of dust, you have to stay
her.
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 T uses authentic resources to make
forecast. She explained Metro. the lesson more interesting and
relevant.
T Discussed that the radio or the internet can

14
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.
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.
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.
15
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.

16
 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.
Time

Introduction (e.g., presentation of CLO, concept, key vocabulary, links to previous

lessons, and links to student experience)

Go over key vocabulary with students:

1. Producers make goods or provide services. They use many things to make their
products. 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 capital
resources.
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, truck
drivers, and sales clerks.
5. 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.

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).
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:

17
 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 Comments
The teacher said that they would continue SIOP
their unit on economics. Lesson design
She introduced the content objective on the Content objective
board. The language objective was also
Students reviewed consumer and producer written on the board.
by raising their hands.
Lets do a quick summary of the story about Review
the
Does anyone remember how the story Building background
began? Connecting prior learning to new
S The little girl was going to make an apple learning.
pie.
Where did she go to get the ingredients?
S The market. Suggestion:
T Was the market open? Use numbered-heads-together for
S No review.
T Where did she go? Example:
S couldnt hear What does natural resource mean
T well she didnt go there yet, where did she and give examples. Twos stand

18
go? and share.
S She went on a boat, Repeat for the others.
T Yes, she showed the picture of the boat. T
used the word steamer. When the three concepts are
Where was she going? reviewed again, all three could be
S Italy combined in one large question.
T What did she buy in Italy?
S Wheat The students were summarizing
T Then where did she go? the story.
Paris, France Using round-robin to have
S A chicken students retell a story is often
T Why did she buy the chicken? effective. In this instance I
S Eggs. wouldnt do that because you
T Was it a human resource a natural resource wanted to review each resource
or capital resource? as you went along.
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 All students were engaged in
student. preparing their cards for the task.
On each card I want you to write
H H stands for human resource Some started to copy the labels,
C C stands for capital resource but when you noticed, you
N N stands for natural resource clarified.
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.
What is this a picture of?
Cinnamon
Good it is a natural resource and it comes
from the bark of the tree.
Use of the cards enabled the
teacher to assess learning of the
students. In addition, the
manipulatives served to engage
the students. They were more
focused on answering than if she
had been calling on individual
students.

19
The teacher was checking understanding by
looking at student cards. Some students Suggestion: If cinnamon and
changed their mind. sugar cane are not familiar to
many students, it would be helpful
When the teacher showed a grocery store, to have additional pictures of the
she indicated that it could be both capital and cane as well as a stick of
human. The building was a capital resource, cinnamon for them to smell or
but the people who worked in it were some sugar cane from the market.
Many students may not know
The students didnt know what it was. cinnamon in before it is ground up.
This is a sugar cane. The students did not Sugar cane is also not familiar to
recognize the picture. many.
One student said her parents used sugar
cane for cooking. This could have been done
already during the reading of the
The next picture of the stove was also difficult story. I imagine that the story had
to make out. better pictures of sugar cane.
(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.
It is evident that routines are
established in the class.
The students were basically on
task throughout and working
quietly.

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

20
 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.

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.

21
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?

Timelines help us organize information about a persons life.

2. What critical content do you want students to know?

22
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?

23
 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
24
needed. K I notice that you are forgetting to finish a task. They know what
put periods. Tomorrow we will check to see if behaviors are expected when they are
you remember the periods. Continue to start reading together or independently.
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.
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.

Each student has a reading folder. They write The strategies they will use to retell a
their summaries in the folder, so they can see story are being carefully taught and
their own progress. practiced.

The first pages of the folder I looked at were

designed to help scaffold a plot line.
The first page has a heading of Who-
Characters 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
example of the timeline of George
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

25
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.
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.

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 Exemplary focus on language

the pictures out first. objectives!

K Im going to give you a list of the words. The vocabulary from the story was on
K attention I forgot to say one very important the board, each word with a magnetic

26
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.
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 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 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.
Use of recommended Guided

27
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.
Reading strategies was evident. (All
of the students in the group were
reading out loud or silently rather than
having the students take turns.)

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. Again effective Guided Reading
strategies are implemented. The
N worked at a separate table with one student teacher assesses prior knowledge
with very limited skills. and does a book walk. She
She asked the student if she had heard of the incorporates predictions during the
Three Billy Goats Gruff before. She said yes. book walk.
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 Encouraging students to read with
him to read it again to develop fluency. expression can make rereading much
more fun for students.
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.

Whenever the students are called to the group

28
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 SIOP

period. The students review the big idea and
Teachers told the students what they should the objectives of the lesson.
do if their homework hadnt been corrected.
N Who can tell me what we learned today? Even though the students were
S Timelines tell what happened in peoples studying the timeline for a persons
lives. life, it was important to augment this
N restated. understanding.
K asked if timelines can be about other things Ex.
not only about a persons life. They discussed A timeline is a way of recording a
that it could be. series of important events.
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.

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?

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

29
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 follow-
up 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.

PRE-OBSERVATION FORM

30
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 Comments
C introduced me to the students and told them Students were rereading a book
that I would observe the class. She asked them about Jackie Robinson prior to this
what observe meant. One student was a little lesson.
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. Multicultural respect is evident.
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
example of how a student in the class had
taught them about his culture.

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K the TV didnt come on right away.
I think they must be having technical difficulties.
S What is technical difficulties? It was exciting to see students
T explained. involved in daily news
On the TV students led the pledge, explained broadcasts
the weather, told important historical news that
happened on that day, etc. It as Dr. Seusss birthday, and
A student gave a Dr. Seuss highlight. there were celebrations around
S Whats a highlight? the school.
T explained briefly
C first we are going to review what we did SIOP
yesterday. Who can tell us what we did Review and practice
yesterday.
S Goods Suggestion: This would be a good
C We talked about goods. After the student time for Numbered-heads-together
couldnt say anything else she asked him if he
wanted to pass it on. He asked another student. In your team explain goods and
S Services services. Give an example of
C Students continued to share definitions and each.
examples of goods and services
Teacher reviewed an earlier classifying activity SIOP strategies
that the students had done to distinguish goods Comprehensible input
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 SIOP lesson planning
T read and the students reread. Content and language objectives
Language objective are clearly communicated to all
I will discuss the sort with my group. students. They participate in
What does discuss mean? reading them. Vocabulary is
S talk about, teacher expanded. clarified.
2nd language objective.
Were going to model how to do our sort.
Were going to use our Numbered-heads- SIOP interaction
together group.
We are going to add a part today that we didnt Modeling is very explicit.
have before. Classroom behaviors and
Today we are going to have jobs. language skills will be greatly
1 get the materials. enhanced by modeling.
2 pass out the pictures.
3 start us off. After the two teachers modeled,
4 put the materials away. the two students did.

Teachers had the two students come up and Suggestion: Because it is difficult

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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.
The two teachers modeled.
Well have a little buzz time. Talk it over.
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
ready.
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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?
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
After each response, the students were asked to
give a thumbs up if they agreed.
The teachers had the students put away their
materials. They each got a slate and their
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.
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.
What a great idea to have a
learning-log booklet. Since
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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.
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.

If someone cant think of something, help them Suggestion:

out. It may be a good idea to have the
After # 3 goes, then number 4 will go. students at this point do two pages
of the learning log, one for goods,
If some of these sound the same, is that OK, and one for services.
Yes, because we are studying the same thing. Later they could, with teacher
help, compare them and possibly
Go # 3. I learned that Goods and Services are discuss the similarities with
something that you need and want. relationship to needs and wants.
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?

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.
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.

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

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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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