SIT TESOL Certificate Course Practice Teaching Observation Sheet Name: Oscar Date: April 28, 2014 # of students: 2 Level: Beginners Lesson Type: ECRIF Trainer: Emma Torres Lesson Plan: ECRIF lesson is planned for and delivered effectively. In general: Students were able to use the target language in a role play by the end of the lesson. In regards to your action plans:N/A Things we think worked well: Emma: The use of the puppets was a creative way to help generate language from the Ss. Ss enjoyed doing the role play. Monitoring. You listen closely to what Ss are saying and how they are using the language. Ss met the objective. Visuals and color codes were used. This helped Ss process the target language. Oscar: I felt disappointed because the first activity planned was not for those 2 Ss. I planned for Ss who came the first time. But I discovered that both Ss were involved in my activities. They were motivated. They wanted to see the next activity at the end of each. Graciela: For me your lesson plan was good. Maybe the new students were a main point to teach. Oscar, the last class had a good attitude with the Ss. They can do all the process. They include with the Ss. He involved with the students. Sara: I see that the result was that he got his objective to use commands in class in a role play. Walter: Something I can say is that he got to know the Ss first. We all planned and you took time for all of us to get to
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SIT TESOL Certificate Course
Practice Teaching Observation Sheet
Name: Oscar Date: April 28, 2014# of students: 2 Level: BeginnersLesson Type: ECRIF Trainer: Emma Torres
Lesson Plan: ECRIF lesson is planned for and delivered effectively.
In general: Students were able to use the target language in a role play by the end of the lesson.
In regards to your action plans:N/A
Things we think worked well: Emma: The use of the puppets was a creative way to help generate language from the Ss. Ss enjoyed doing the role play. Monitoring. You listen closely to what Ss are saying and how they are using the language. Ss met the objective. Visuals and color codes were used. This helped Ss process the target language.Oscar: I felt disappointed because the first activity planned was not for those 2 Ss. I planned for Ss who came the first time. But I discovered that both Ss were involved in my activities. They were motivated. They wanted to see the next activity at the end of each.Graciela: For me your lesson plan was good. Maybe the new students were a main point to teach. Oscar, the last class had a good attitude with the Ss. They can do all the process. They include with the Ss. He involved with the students.Sara: I see that the result was that he got his objective to use commands in class in a role play.Walter: Something I can say is that he got to know the Ss first. We all planned and you took time for all of us to get to know the Ss.Jasmin: You introduced himself in the beginning you did not ask first. You modeled getting to know the Ss first.
Things you might want to consider working on:Emma: Distribution of timing so Ss can spend more time on the fluency activity. You may consider using less language and write out, model and use CCQ instructions. the level of challenge for the GTKY activity was too challenging. Consider simplifying the clues when they are too hard.Oscar: I'm learning a new way of teaching and I am getting used to. I could not follow what I planned when I was teaching in the clarification stage because I noticed I ran out of time. I planned to write down some words for Ss to order sentences. But, I could not do it. They met the objective. They were able to use commands.
Graciela: Maybe you talked a lot. You might consider to allow Ss to talk more.Sara: The Ss seemed lost when listening to the tape. Consider writing the question on the board and the task so they have a purpose. You asked them orally where the conversation is but you did not write it down. Walter: Giving Instructions. I noticed they were too long. Write three action verbs, step by step. Chunk instructions and pause.Jasmin: I noticed you spent a lot of time during the GTKY activity and it was not working well. You would go further in your plan if you changed it.
Actions plans for next class: 1. Distribution of timing.2. Chunk instructions and use CCQ. At least 2 Y/N and 2 or.
Time: I notice…(Description of students and teacher actions or
words)
I am wondering and/or thinking….
Interpretation: what helped/hindered
student learning andGeneralizations:
Themes and inside or outside theory that connects to and/or explain what might have helped and/or
hindered student learning
I am suggesting..(specific and
measurable possible action
plans/suggestions)
6:32 Hi my name is Oscar. What's your name? I am Gilmar and Nelly.
Let me tell you a little bit about myself. I'm 37 years old I have 2 children. I am from Honduras. My favorite food is baleadas from Honduras. Do you know what they are? No they are tortillas...you fold it and then you eat eat. Ok tell me about you.
Connecting with students help them feel comfortable about their participation. They get to know you more.
Awesome!
6:34 My name is Gilmar, I am teacher physical education in San Francisco school. 3
I notice how you continue to ask Gilmar questions about what he
jobs. has said. This helps him feel validated because you have taken an interest in him and what he is saying.
Alajuela centro. and 3 yrs come back.
7:35 What's your favorite sport?
All sports. I like all sports because I am teacher of physical education.
7:35 Nelly, I live in El INVU...my name is Nelly. What do you do? Student
You ask Nelly questions that give her an opportunity to connec with you. Connecting with Ss help them feel more confident about the language they are using.
Awesome!
Where do you study? College...H.S. My favorite food is pizza.
6:36 Ok, we are going to play a game. What differences do you have. Jimar says personal. This is? Como? Favorite actor, actress, singer
6:37 Ok, you see this is red, blue, orange and green.
I want you to choose 2 diff. colors. So you see one of you have blue and green and the other red and orange. So if you have an orange stick you ask 3 questions. Models:What's your name? How old are you? then you talk about your favorite actor I don't know get information if you don't know, invent. I noticed Jimar asking
I am wondering about the task. I notice that you go from quadrant to quadrant to give examples. How can you facilitate the task for Ss so they ?
Consider writing out brief instructions for each task and use CCQ to check y/n and or to check for understanding.
clarification questions about some of the vocabulary.
6:41 The green one is to ask 3 questions? Y or NI noticed that Nelly and Jimar are a little confused about the language in the quadrants.
What's your name? GilmarGilmar spells it out.
6:43 Can you spell your name? Nelly.
I noticed that it took more than 6 minutes for you to explain to Ss what to do. You gave instructions for the prompts in each quadrant at the same time. The prompts were too difficult. This hinders Ss ability to begin talking right away. I am thinking that when the language planned for the Getting to Know You activity is too difficult you may find other ways for Ss to get to each other and eliminate or change the prompts to make them easier. What do you think? Would you feel comfortable changing the plan?
You may consider changing or eliminating the GTKY activity when the prompts are too difficult for the Ss.
Now Gilmar, what are you going to do if you have the orange stick? If you have the orange you ask 3 personal questions. Gilmar repeats.
You are going to repeat in pairs. Models my name is Oscar. I am 37 years old. I am from Honduras.
7:45 Here are the sticks. Take one and say the
information.
Gilmar says my favorite singer Gustavo Sedaki.
Oscar says, tell her where he is from. Gilmar says he's from Argentina. gilmar says my favorite es como el equipo...Oscar says "team" Nelly continues... is Sedan is from France.
Great! I noticed you are present to what Gilmar wants to say and answer his question. This helps him communicate his ideas more effectively.
Continue being accessible to Ss' questions and providing the words they may need when speaking.
7:47 Oscar holds the orange stick and says how many personal questions. # Nelly asks What's your name|? Nelly says I have 25.3. Gilmar says, "I have 30."
This is the first time that you meet the students. I noticed that the level of challenge is a little high. I am wondering what you can do "in action" to facilitate the Ss to speak. How can the prompt guide what Ss have to say with minimal or no assistance from you?
I am thinking that you might consider changing the prompts to one word so students can do the task on their own. For example, write on one square, Name, on the other age...on another "favorite sport," etc"
6:49 Your family? Gilmar says my mother, my father, three brothers.
6:50 Oscar says ok, the second stick. You tell Nelly
Gilmar what have your 3 favorite things. Nelly says my favorite is soccer. My favorite music is romance.
Oscar says one more. Your favorite food. I like cooking.
7:51 Now it's your turn to say 3 favorite things. Gilmar says I like exercise. I like cook. No chef. I like listen to music.
Oscar says rock, free style...Gilmar says reggae
This is a sweet moment. You acknowledge
Continue learning from Ss and telling them what
roots. Ok and says oh, that's new for me.
something is new for you and Ss feel that the teacher can learn from them too. I noticed Gilmar smile when you said, "Reggae Roots, what's that...that is new for me? This is a perfect example of subordinating teaching to learning. Beautiful.
you have learned.
Let's see what I remember from your information. Gilmar you are 30 yrs old, likes all kinds of sports and is a physical ed. teacher.
Nelly likes dance music, is a student and likes to play soccer....
7:54 Today we are reviewing classroom language and you are going to listen to classroom language.
It took 17 mins. to get to know Ss. I am wondering about the distribution of timing before getting to the Encountering stage of your lesson.
Consider using less time in getting to know Ss so you can have more time to go through the ECRIF stages.
Plays a conversation and asks is this a conversation at home? Yor N? Ss look at him. Is it in the hospital? No
I noticed you using CCQ to check for Ss; understanding.
Where? Gilmar says at school.
7:56 Lets listen to the conversation one more time. Good morning everyone, Can I come in please? What's your name?
So the conversation is? Gil says "in class." The teacher says, How are you?
You establish the context by asking Ss to pay attention to the listening. They notice where the conversation is taking place. This helps them understand
Continue setting up effective ways to establish a context.
how and in which context the language is being used.
The Teacher says, "May I come in?"
6:57 Ok, what expression did you hear? Gilmar says, "Come in." Gilmar says, I listen OK.
6:58 So that's the new vocabulary we are learning today ok. Ok, let's remind the words. Gilmar says it's
a group. Yes.
6:59 Good morning is a very good expression when you come in the morning you can say ? Nelly says good night.
7:00 Ok, the teacher said close or open your books?
Gilmar says open. Oscar writes open in the middle of a circle and says book. What else can you open? Nelly says the door. Open your school bag. T keeps asking what else can you open?
It is wonderful to see you take things from the workshop about concept checking questions and working with meaning like Amanda did earlier. You place the word in a circle and ask more about that word. This helps students tell you more about the meaning of words. Ss encounter and clarify the vocab. through your CCQ.
Great! Continue doing!
7:02 What else can you open in a class? Paper? Oscar says notebook.
T takes out puppets. Ok, this is a dog what is the name? Blackie, and this? Ted
Giving students the choice to name the puppets helps them feel engaged with the task.
Continue giving Ss choices about their learning.
7:03 So Blackie is the student and Tedd is the teacher.
Takes out 2 puppets. The puppets do a dialogue.
Using the puppets is a creative way to generate language from the Ss. It helps Ss use the language in a safe and fun environment. Fun helps Ss learn.
Continue providing fun moments to generate language! Awesome!
8:04 Ok, you can say any vocab. like Open the door.
Nelly says, "Open the door."
7:05 Hi my name is Blackie. Nelly and the giraffes say hi, come in. Sit down. Gilmar says ok teacher Thank you. Oscar says this is a cool expression: Oscar writes come in andthank you on the board.Please
7:07 Knocks, open the door...Come in please Blackie. Gilmar says Thank you teacher.
Ok, these are the vocabulary. Open your mouth...close your mouth and makes the gesture. Please stand up, Ss stand. Sit down.
7:09 There is a new word. Lend me your note book. Nelly gives him the notebook. Oscar returns it and she says . "Thank you."
Now, I'm going to give you some objects and then you ask...one marker, stapler, pencil, pen, eraser
Realia helps convey meaning.
Continue using realia to convey meaning.
7:10 I want you to work in pairs and exchange what you have. Models, "lend me your eraser." Thank you!
What do you have there? Pen, pencil, marker
Nelly says pencil, marker pencil, stapler. Oscar asks what's the magic word. Nelly says, "please."
8:13 Nelly says, Gilmar lend me your marker." Here you are
Gilmar says, "Nelly lend me your pen." Nelly says here you are.
7:14 Gilmar says, "lend me your eraser please." Gilmar repeats after Oscar. "Here you are."
Ss are able to make requests fluently. They do not look at the board to see the target language afer the modeling. Modeling helps Ss have an idea of what to do.
Continue modeling : )
Nelly says, "lend me your pen."
Excuse me Nelly, You lend me marker. Nelly says, here you are. Gilmar takes it and says, "thank you."
8:16 Nelly says, lend me you stapler please.
Gilmar says, "Here you are." Nelly says thank you.
8:17 O says lendme your materials. They are given to him and he says thank you.
8:17 I want you to give directions to each other. Nelly stand up. Close the door please. Sit down please. Ok now Nelly you give directions to Gilmar.
Notice you interrupting her.
She tells him, "Open the door please." Close the door please. Come in.
8"19Ok, tell her. Gil Nelly close the door, come in and sit down. Nelly says , thank you.
8:20 Ok, you are going to play. You are the teacher and you are the student so Nelly you are going to go out, come out and knock the door.
Nelly knocks. Gilmar says, "Hi come in, sit down please." Thank you. How are you:? Fine..What's your name? Where are you from? I live Costa Rica. I 'm from CR I live in INVU. I have 25.
I noticed the Ss are able to do the fluency task without looking on the board for support. Has left the words come in, close, open on the board. For the fluency activity how do you know if the Ss learned the language if the words are still on the board?
Remember to erase the TL from the board during the fluency activity.
Gilmar, you tell me favorite person actor, singer? Nelly says my favorite food is pizza. I like dog.
7:23 For today it's over my friend is going to continue my friend is going to be the teacher now. Thank you nice to meet you.
SIT TESOL Certificate Course
Practice Teaching Observation Sheet
Name: Graciela Date: April 28, 2014# of students: 2 Level: BeginnersLesson Type: ECRIF Trainer: Emma Torres
Lesson Plan: Was submitted on time.
In general:Ss had fun as they learned in your class. Ss felt comfortable with you. Class was well VAKTED.
In regards to your action plans:N/A
Things we think worked well:
Emma:Your modeling helped Ss see and follow what they were supposed to do and say. Your instructions were concise and easy to follow. Visuals helped convey the meaning of the target language/vocabulary words. Pictures helped generate Ss' language. The letters used to remember the words were tactile. Manipulatives help Ss remember the vocabulary words. The way you invited the students to sit up close to you in a gentle voice made them feel comfortable and safe about using the language. Graciela: I felt good because my stay here yesterday. I feel very good. I try to do my SWBAT. I planned to use kinesthetic activities.Sara: I noticed that when you were doing the activity of the letters. The Ss were really involved. I noticed how they were engaged. You had a very good attitude with the Ss.Walter: I noticed how you had the ability to use a lot of materials in minutes. Realia. Ss learned by touch and how you incorporated all you have around in your class. You switched the classroom environment. You had the ability to change the space and Ss could feel that experience and I could appreciate that. Soemthing else that I noticed and liked was you are specific in the instructions.OscarL I like how you changed the classroom environment I liked that.
Things you might want to consider working on:Emma: Consider writing down the words that Ss are trying to use or say on the board when they need it. Also, give students more time for the fluency activity. Work on the distribution of timing throughout the ECRIF stages. use English to clarify what you think Ss heard and not Spanish.Graciela: the time or maybe include more activities in the clarification and during the fluency activity.Sara: i noticed you heard and repeated the words that they say. Just let them flow. Mistakes are part of the learning.Walter: consider checking the words so they have all the letters to form them. Make sure they have all the letters.Yasmin: When you hecked the time you realized you had more minutes. Show
security bec you said oh I have more time.Oscar: I noticed that you did not use their names. In a specific moment when one of them said We did it already...again? Why? You might consider how long they are practicing the activity and change.
Actions plans for next class: 1. Work on the fluency activity by looking at the criteria.
Time: I notice…(Description of students and teacher actions or
words)
I am wondering and/or thinking….
Interpretation: what helped/hindered
student learning andGeneralizations:
Themes and inside or outside theory that connects to and/or explain what might have helped and/or
hindered student learning
I am suggesting..(specific and
measurable possible action
plans/suggestions)
7:26 Hi, my name is Graciela I am from Peru a beautiful country.
Class started 35 mins. bec. Ss arrived late. You are aware of time and connect w Ss sweetly. Your soft gentle voice is inviting and helps Ss feel comfortable. Connecting before directing helps learning.
Awesome!
My name is Nelly. My name is Gilmar.
7:27 I am going to give you pictures. Look at the pictures. Who is he? Give me all your ideas.
Your instructions are short and easy. This helps Ss know what to do.
Continue giving concise instructions! Great job.
Is he tall? Gilmar says yes.
Nelly says, she is small.
Is she old? Yes
Is she a baby...mother|:
Nelly says yes a grandmother.
Scaffolding the target language helps Ss learning because there no gaps here.
Continue developing Ss' language through scaffolding!
7:29 Ok I am going to give you some cards. Identify the picture.
Visuals help convey info.
Try. Don't worry.
Gilmar says grandfather, father
Sister grandmother
7:30 OK, is this family? Great use of the pictures from the anniversary.Visuals help convey meaning.
Awesome!
Ok. try to guess a sister. Father. Ss point out the pictures. Ok, Gilmar you say, Nelly,"Where is the brother? Nelly identifies. the brother by pointing to the picture.
Modeling the use of the language helps Ss understand what you are asking. I am thinking about what you can do for the visual learners so they can ask the questions you are using when you ask them.
Consider writing the question, "Where is ____?"
Try to guess only guess.
Ok, another one. Nelly, where is the grandfather? Nelly guesses a picture from the pictures that are hanging.
I am thinking about how useful that you use the resources around the classroom. Ss are able to see and hear the language being used in a real live context and this helps their learning be relevant.
7:33 Is he a grandfather? Graciela says ok, tell me about your family. Is your family big? Gilmar says 2
7:35 Nelly...my mother, my father, 4 sisters, and two brothers and, grandfather, grandmother... one. And 3 nephews. I noticed that Ss are interested in the topic and are responding to you about their families.
Topics that are relevant to Ss help their learning because they help Ss have a reason to speak and use the language.
Continue using relevant topics.
Ok, very good. Graciela says, "My grandfather is a teacher his name is Selso."
7:36 Choose a picture and tell me some information about your family. Gilmar: "My father is control de calidad profession. En realidad there is no specific info. My mother the house all the time every time. My brother is speak English, job is call center. My brother now he knows English, call center. My brother is student college y father mayor older is a cashier. T says Cajero?
I noticed that the student is using some Spanish for the words they are not able to say in English and at one point when Gilmar used the word cashier in English you ask for clarification of what you hear by saying the word "cashier" in Spanish. You say "cajero?" When the teacher uses Spanish to affirm Ss English, this gives the Ss the impression that it is ok to use Spanish and they become dependent on Spanish to clarify their learning. I am wondering what strategies you can use to not use Spanish with beginning Ss when you are teaching.
Consider using strategies in English to teach English and not clarify the vocabulary for Ss in Spanish.
Nelly: My sister student..English. My mother costurera...G says dressmaker....
I am thinking that another word you can use is "seamstress."
7:40 Very good. Do you remember when you talked about family you talked about the names of the family members and touched the flashcards?
Giving students positive praise when they do something correctly is effective because they know what they are doing right. This helps their learning and assessment of themselves.
Awesome!
7:41 You are going to draw a family tree. Names, only names. Graciela draws a tree on the board with spaces for Ss to fill out. Ok father grandmother Pedro, grandmother Lisa, etc. Says Ok, you can do this, "lo pueden hacer" names I need the names.
Using Spanish in English to give instructions hinders learning.
Consider modeling without using Spanish.
7:44 Gilmar says Grandfather...Terea grandmother, father Alex, Grandfather Ramiro, Grandmother Christina. My mother is Maritza. Me Gilmar, brother Alejandro, Andres, Jose, Pablo
This my family. G says very nice family.
7:46 Luis, EsterStevenGrandfather Carlos, Alba grandmotherMy mother Maria, my sister Xiomara y etc.
7:47 My grandmother is Ana.My father is Luis. She is 45 years old. The info. about___.Graciela gives Ss the suppport language. Students practice talking about their family members.
Her is 53 yrs. old.
7:49 Nelly. Only two. My mother is Maria. She is 44. My father is Steven. He is 45.Graciela says. Very good.
Listen. My father is very tall, intelligent, and excellent person. His name is_____. My mother you use her. Her name...possesive, father his. Mother her.
You add in the possesive pronouns as support language. This helps Ss say complete sentences when they speak.
Consider writing the support language on the board for Ss to refer to when they speak about their family members.
7:52 Ok, stand up you have many words. First, you are going to choose the family member. Graciela models and says "Mother, my mother is a teacher. Her name is Laura. Stops and says "you give more information." You can choose only one word.
Great modeling. Modeling gives Ss an opportunity to see and hear the language. This helps them learn how to use the language.
Continue doing. Great!
7:53 Gilmar. My brother is strong. He training in gym...exercise. My brother. And his name is Alejandro.
7:54 My mother is Laura. She is name. Her name is...She is dressmaker. Gilmar tries to says the word.
I am thinking that Gilmar is using his auditory skill to remember the word. I am wondering about what you can do so that Gilmar can remember the word he needs to use to complete his sentence.
Consider writing the name of the word the Ss use when you provide it on the board to clarify the language for the Ss.
How old is she? She is 44 years old. Thank you. Sit down.
Ss are able to talk about members of their families in a fluency activity. Congratulations! Consider giving them more time to practice speaking about their family members.
7:56 I am going to give you many letters. Ok, you want to play.
Ss begin to practice remembering how to spell out the vocabulary
words. I am thinking that this would help Ss learn the words in the Clarification/Remember stage.
Removes vocab. from the walls.
7:57 Pay attention. First I am going to give you a picture
then you are going to scramble the words. The
correct words.
7:58 Ss spell out the words of family member. remember/internalize
8:00 Ok, who finished first. Gilmar finishes first and G says very good.
Another one. Shows picture. G sys who finish first is the winner. Form
8:01 What do you think? Try to remember.
Remembering
8:03 Graciela laughs, and asks Ss to try to remember.
8:04 Ss practice spelling out vocabulary words after Graciela shows picture.
8:08 Ok, it is my birthday. You are the father and he mother. You are going to say who is in your house. Models. Hello come in this is my mother, this is my father. Try to present your mother and father.
8:13 Come in. Sit down please. My name is Gilmar teacher. What is your mother's name?
Gilmar is able to present his family members in a role play. Yeah! Fluency achieved. Congrats!
Nelly my name mother is Aura. My brother name Alejandro.
8:15 Break....
Ended on time
SIT TESOL Certificate Course
Practice Teaching Observation Sheet
Name: Walter Date: April 28, 2014# of students: 2 Level: BeginnersLesson Type: ECRIF Trainer: Emma Torres
Lesson Plan Included: Activities for each ECRIF stage are appropriate.
In general:ECRIF Lesson plan is appropriately planned for and delivered.
In regards to your action plans:N/A
Things we think worked well:Emma: Your scaffolding/sequencing of the lesson. The lesson flowed. There were no gaps in how you sequenced it. Modeling. You model what you expect Ss to do and they can easily follow your instructions. You are present to your learners' needs and answer Ss' questions. During the encounter stage Ss mimicked the phrases and I could see them enjoy learning through kinesthetics. I noticed Ss using the support language to ask and answer things that they did in the morning during the fluency activity.Walters's liked: "The Ss got involved and at the end they got curious. At the end Gilmar said, "We used the third person." They were willing to participate. They were willing to go on the floor. That's something I liked."Jazmin: You activated the previous knowledge and used a lot of ECRIF. Classes were well scaffolded.Oscar: I liked the way you approached grammar and the use of the letter "S" with the different colors. It's not that easy but I could see Gilmar was interested in using it.Graciela: I liked how Walter used grammar with cards of different colors. They identified the key words. You encouraged learning.Sara: I loved the way you introduced the topic. I like how you make students deduce
the topics...deductive learning from the beginning increasing the domain. I love how you introduced "then and "after" for students to connect the ideas. Puzzle: During the internalization phase. i did an activity I had not planned. Ss were whispering the sentences. I wanted to make sure they had the idea. I noticed it worked. they were more worried about themselves as learners and not us.Jazmin: Puzzle same as yours.Oscar: I noticed that you used a brainstorming activity but then I could see the words they came up with were not related to the TL. Consider giving them a context when eliciting.Graciela: Walter you might consider more materials pictures to encourage.Sara: You might consider having Ss repeat the TL just to get the idea of the pronunciation. Sou might consider lettin Ss TPS. I noticed they wanted to help each other but you were in front. Leave the to help each other. For Walters's class: the Ss got involved and at the end they got curious so, we used the change in third person. They were willing to participate. they were willing to go on the floor. that's something I liked.Jazmin: you activated the previous knowledge and used a lot of ECRIF. Classes were well scaffolded.Oscar: I liked the way you approached grammar and he letter S with the different colors. It's not that easy but I could see Gilmar was interested in using it.Graciela: I liked how Walter used grammar with cards of different colors. They identified the key words. You encouraged learning.Sara: I loved the way you introduced the topic. I like how you make students deduce the topics. Deductive learning from the beginning increasing the domain. I love how you introduced then after. Connecting the words.
Things you might want to consider working on:Emma:I am wondering how you may empower the Ss more to maximize the use of the language by giving them the manipulatives. For example, consider giving the Ss the flash cards to add "s" or "es" to the verb working on Form as well as for inserting the transitional words |"then" and "after." Tactile and Kinesthetic activities help Ss experiment with other ways of processing and using the language. Consider writing out the instructions in 3 steps so Ss can refer to them while they are doing the fluent use activity.
Puzzles: Walter: During the internalization phase I did an activity I had not planned. Ss were whispering the sentences. I wanted to make sure they had the idea. I noticed it worked. I noticed they were not ready for fluency. I had them practice the language by whispering before the fluency stage.Jazmin: Puzzle same as yours.Oscar: I noticed that you used a brainstorming activity but then I could see the words they came up with were not related to the TL. Consider giving them a context when eliciting.Graciela: Walter you might consider more materials pictures to encourage.
Sara: You might consider having Ss repeat the TL just to get the idea of the pronunciation. You might consider letting Ss TPS. I noticed they wanted to help each other but you were in front. Leave them to help each other.
Actions plans for next class: 1. Using realia to convey meaning.2. Including 2 activities to practice the recognition of pronunciation.
Time: I notice…(Description of students and teacher actions or
words)
I am wondering and/or thinking….
Interpretation: what helped/hindered
student learning andGeneralizations:
Themes and inside or outside theory that connects to and/or explain what might have helped and/or
hindered student learning
I am suggesting..(specific and
measurable possible action
plans/suggestions)
8:27 Good evening. You are Gilmar and you are Nelly. I want you to tell me actions that you know for ex: Walk
Eliciting helps learners show you vocabulary that they already know.
Awesome!
Ss say dance, play soccer, sing, swim. Look we have 1,2,3,4What else?
Listen G
8:29 Work, one moreOne more action...
Sleep. So we have 8. You validate the words Ss know by writing them on the board. counting them and telling them they had 8 words.
Continue doing!
Brainstorming helps Ss and you become aware of the language they already know.
In the day we have morningAfternoonevening
8:31 In the morning what can we do?Gilmar says, I walk, I listen, I work.
8:32 What about Nelly?I walk, I play soccer, I swim
What else? Eliciting helps Ss think about what they know and contribute that to the class.
Continue doing!
8:33 I have some pictures here. Walter introduces the language used to talk about daily routines.1. Get up2. brush my teeth3. take a shower4. Have breakfast5. watch TV6. Listen to music7.Check FB
Ok, stand up...you are going to do it.
8:35 Ok, #1...get up#2 brush my teeth and do it. Teeth Pronounces the /th/ sound...compares it to the "zeta de corathon." Ss laughed and recognized the sound when saying "teeth."
Using sounds that are similar in two languages helps Ss recognize and articulate sounds.
Walter makes daily routine gestures. Ss repeat and say the expressions. Walter invites Ss to go on the floor to gesture "Get Up." Nelly laughs and is
Working from the floor helps bring a different energy of fun and student centeredness as Ss learn the meaning of the phrases used.
Continue creating fun learning spaces and using charades to convey meaning/
willing to get on the floor.
8:36 Now, I will tell you the action and you do it. Clarification
8:37 Sleep, get up, brush your teeth, take a shower, have breakfast. Watch TV, listen to music, check FB.
Do you have FB? Good FB? Ss laugh.
8:38 Gilmar say the expression and Nelly does the action after you model.
Nelly say the expressions and Gilmar follows them through charades.
The scaffolding and sequencing of the clarification/remember activity helps Ss build meaning of the phrases used to identify meaning and use of the language.
Ok, you will say the same action but say "I"
8:40 Both say the expressions starting with "I"
By adding "I" students are helped with being accurate in their sentences.
Continue sequencing activities that leave no gaps in Ss' learning.
T Inserts the word "I" in front of each expression for the first 3 on the board. Asks for a volunteer to do the same. Gilmar writes the word "I" in front of the phrases and say the sentence.
Scaffolding "form" in sentences helped Ss say full sentences easily.
: )
8:43 Gilmar erases the numeral used to number the phrase and writes "I"
Ok, the question is what about if I say...Erases I and Writes Nelly
For example Nelly
Get up
What about the other one?
8:44 Ok, I will erase I and then write "She"
Walter takes a flashcard of a red "s." Nelly says, "She gets up."
8:45 Walter has an "es" card and says "She brushes..."
Ok, She
Gilmar says "takes a shower."
8:47 Walter says, "What do you say Watches or watch?...Gilmar says "watches TV..."
OK, one or two\She listens Nelly
8:48 Nelly says, "It is this one " She checks FB"
Ss have a chance to work on accuracy by recognizing when to add "s" or "es" in the 111rd person singular deductively.
Using visuals to guide Ss learning helps visual learners process information.
Continue using visuals in your classes.
8:49 Walter says, "We are going to practice this ...we are going to pratice "then" and "after" to join ideas..in order, together."
8:49 Then and After is introduced as support language to connect ideas.
Imagine the cassette going back.
8:50 Ok, let's try again, let's go back. Nelly she gets then after...
8:52 Ss get practice using "then and after," to talk about their daily routines.
Gilmar is working hard to say the phrases, inserting she or he, adding S or es and using the transitional words.
8:54 I will put it and you tell me. Ss practice adding S or ES...Form
Visuals
Ok, look at this they disappeared. Nelly said, She gets up. Gilmar and Nelly take turns saying the phrases and adding the transitional words.
8:56 Gilmar...he, she igual. Yes!
You validate the pattern of using the verbs by adding "s" or "es," for Gilmar by listening to his question and responding. Listening helps be present to where your learners are at in their learning.
Continue "being present" to learner's questions!
Ss repeat the phrases. Ok, now try to use the name of one member of the family like my mother...things you studied before in Graciela's class. The same actions but a diff. person from your family, brother or father.
9:01 Gilmore:My father get up 5 in the morning.
Then mother brushes her teeth. After my brother takes a shower. My sister watches TV. My brother listens to music then my grandfather check FB.
Ok, Nelly, my mother, get up. Gilmar corrects Nelly and says "gets up."
Her teeth, what else? Her teeth and then my mother takes a shower.
9:02 Nelly, "My mother watch TV my sister listens. I check FB.
I checks y or N? Gilmar says No. I check, She checks. My brother checks, I check.
9:03 I will use "I" right here. Don't say the sound only move. Follow me... just say the sentences over and over. Ss practice whispering the sentences.
Walter I think it is awesome that you noticed Ss were not ready for fluency yet and gave them a chance to internalize the language as you reflected "In Action." This helped Ss remember and practice in silence before using the language in the fluency activity.
Continue being present to your learners and making decisions that will help meet the learner's needs when you reflect in action.
9:05 Now look at this. They disappear. Erases the board.
9:06 I will use my father. Writes and says. "My father gets up," and I will add time. Gilmar says then is like despues.
My father gets up at 4 am then
No recuerdo...
Walter...gestures
9:08 Gilmar writes then...lishes to music.
Gilmar says no se. Walter says no problem.
You understood what Gilmar was trying to write and change the spelling to reflect the correct spelling of "Listens." You did this for him. This helped Gilmar recognize that he could use the language even if he could not spell the word.He did not feel self conscious when you spelled it for him and he felt good.
Continue writing Ss' intentions and use of the language on the board.
9:09 Nelly writes My father washes...es...Gilmar corrects her. My father washes TV.
What is the mistake? Gilmar says listens. Walter corrects it.
9:11I get up. Hands out
puppet.Gilmar says. I listen
to music. Nelly uses the giraffe to say "I check FB."
Walter, I brush my teeth. I listen to music...
9:13 What do you do in the morning? Nelly says I get up, I take a shower,
Gilmore tries to ask...Walter gestures I don't know
Nelly, I listen to music. Ok you can ask him.
9:15 Nelly asks, what do
you do in the morning? Gilmore, I get up. I wash in ...no como era
9:17 Ss talk about their morning activities in the fluency activity when they ask and answer what they do in the morning. You write the question as support language.
Modeling the support language helps Ss use the target language more easily. You model how to ask the question.
Consider writing the question used as support language and the instructions on the board, so Ss can refer to it/them during the fluency activity.
