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Field Log 4

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Throughout my field work, I have seen many lessons that were taught within a pull out setting and in a push in setting. Almost every lesson has some form of assessment so that the ESL teachers and classroom teachers can get an idea about what the students learned and did not learn. The assessments that I have noticed are used a lot are exit slips or worksheets. When exit slips are used the teacher usually poses a question that is related to the content that was learned that day. The kids then write the answer to the question on a piece of loose leaf or on a post it note. After the students leave, I asked the teacher what she does with these exit slips. She said that she reviews them and then knows what still needs to be worked on the next day or if she can move on. The exit slips usually do reflect one of the objectives of the lesson. One day it would be a language objective and another day it would be a content objective. One lesson in particular that I remember observing was a scie...
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Field Log 3

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Throughout my observations of the ESL teachers in my school there have been a plethora of cognitive strategies used. I feel that the ESL teachers in my school have a great understanding of the needs of the children and do everything that they can to make the content relatable. For example, the teachers always try to make connections with the students. This is so important for the students to grasp the content they are learning. They also read aloud a lot of the material and they always preview it. When it comes to metacognitive, these are also used in the lessons that I have observed. Like I previously stated the teachers understand what the students need in order to grasp the content. One lesson in particular that I recall was a reading lesson with 3rd graders. The teachers were reading an article from the Finish Line workbook. It was about school in history. They were reading about a one room schoolhouse and what it was like to attend school like that. The teachers stopped after ...
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Field Log 2

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Within my observations, I have noticed that there is a link to students previous experiences. This does not occur on every lesson but I have noticed that the ESL teachers do try to do this as much as possible. This is because they know the importance of students being able to relate to the content that they are learning. The way that they try to build background knowledge is by using a lot of pictures/ visuals and videos. This helps the students because they are able to visualize in a picture or video format what they are going to be learning about. The ESL teachers do allow the students to name things in visuals in their home language. This is because their philosophy is that they want the children to learn English but not forget their first language. They do not want to see a loss of culture within their students. They are always as open as possible to learning about the students culture and incorporating it into the lessons. Both teachers do make connections to past learning wh...
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Field Log 1

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Throughout my observations, I have observed pull out and push in sessions in grades 3-5. There is a lot of preparation that the ESL teachers have to do for all of the sessions that they do. I spoke with them regarding the current work that they are doing. They are currently working on test preparation with majority of the students. They explained to me that since some of the students do not have to take the New York State ELA exam, the preparation helps them for the NYSESLAT. One lesson in particular that I observed was a pull out session with 3rd graders.  I assisted the ESL teacher in planning the lesson. I am very fortunate that the ESL teacher is my former co-teacher, so it is a benefit that we can work so closely together. She was planning a lesson for ELA using social studies content. The lesson was about the history of the fourth of July. She is currently using the Finish Line program which is a curriculum that is used to help practice the different aspects of the NYSESL...
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See-Think-Wonder Model

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The See-Think-Wonder strategy is a very strong strategy to build background knowledge. This is because it gives the children the opportunity to come up with their own ideas about what they are going to learn. It allows the children to think for themselves and collaborate with other children to discuss what they are looking at. The photos provide the students with strong visuals of the concepts that they need to learn.  This activity is focused on oral language and images rather than reading and writing because the students in the class are at the beginning stages of proficiency in their new language. Therefore, this activity wants the children to be able to use their home languages and as much of their new language as they possibly can to create their own background knowledge. This concept is engaging and allows the children to gain the knowledge they need in a thoughtful and insightful way. This also build upon using higher order thinking skills. This activity uses higher o...
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Blog Week 2- SIOP Model

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The SIOP model is an approach for teachers in integrate content and language instruction for students learning through a new language (Echevarria, Vogt, & Short, 2017). According to this video, the SIOP model has been proven to work for all students, not just English Language Learners. In my personal experience, any approach that is used to assist ELLs, can be beneficial to all the students. This is because when you are working with ELL children, you are extra aware of showing the content to the students in multiple ways. This is tapping into the Universal Design of Learning (UDL). Providing content in multiple ways for students to learn is helpful to all students because you may use multimedia, such as videos or certain apps and photos. This helps all children visualize the content that is being learned. I think the SIOP model has been so effective because of how it suggests differentiation across all eight components of the model (Echevarria, Vogt, & Short, 2017). Includi...
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