Daily Observation Assessment of Classroom Teaching in Second Language Education

ESL Teacher Candidates

Virginia Tech
School of Education
Department of Teaching and Learning
Teacher Intern: Corin Zaragoza
School: Westside Elementary
Cooperating Teacher:
Class (e.g., ESL reading):
Sara Bravo
ESL English
Name of lesson: Mailing a letter
Date: 11/18/10
Is this Early Field Experience _X___ or Student Teaching _____

Principal: Mr. Williams

Grade level (e.g., 1st, of 10th):
1st WIDA
Observer: Pamela Smart-Smith

This assessment is designed to provide evidence for what beginning teachers should know and be able to do
according to criteria specified by the Interstate New Teacher Assessment and Support Consortium (INTASC).
These criteria include:

Principle #1: Content knowledge: Language teachers are proficient in the language they teach.
Principle #2: Learner development: Language teachers understand how learners develop.
Principle #3: Diversity of Learners: Language teachers understand how learners differ as they learn language.
Principle #4: Instructional Strategies: Language teachers use a variety of strategies to help learners develop proficiency.
Principle #5: Learning Environment: Language teachers create an interactive engaging and supporting learning environment.
Principle #6: Communication: Language teachers use effective verbal and non-verbal communication and multi-media
resources.
Principle #7: Planning for Instruction: Language teachers plans are based on the target language and cultures, learners,
standards-based curriculum, and the learning context.
Principle #8: Assessment: Language teachers use a variety of assessment strategies.
Principle #9: Reflective practice and professional development: Language teachers are reflective practitioners who continually
evaluate their effectiveness.
Principle #10: Community: Language teachers foster relationships with school colleagues, families, and agencies to support
student learning.

1. How was the lesson constructed and organized?

Objective clearly up on board. Ms. Zaragoza went over the objective. Miss Zaragoza read the students Jane
has a Job. She then showed the students a You Tube video of the mail system. The students used photos in
their reading books to point to the number of the activity as they happened in the video. The students then
talked with Miss Zaragoza as she showed them different types of mail and parts of the letters, postcards,
catalogues etc. She shared postcards from all over the world. She asked when they would need to send a
postcard. The students then had to write a postcard to their family or friend. Miss Zaragoza had a model of a
large postcard with scaffolded prompts for the students to follow. She helped them write the name or person the
card was too. The students then shared their postcards with the class. (INTASC #1, #4, #6)
2. What strategies did the teacher use for engaging students in meaningful learning?
Used a video, real world examples and writing in context. Used culturally diverse and appropriate materials.
Tied in new information to old thus accessing prior knowledge. (INTASC #7, #3)
3. How did the teacher manage and monitor student learning? Use of IRF to help students to understand
new words and concepts. Excellent scaffolding. Very good table management. She made sure that all the
students were active and paying attention. She is very continued great classroom management. Continually
checks for understanding showing effective use of informal assessment techniques. Was very understanding
and supportive of a student who grew frustrated and sad all while still providing feedback for the other
students. (INTASC #2, #8)

4. How did the students respond to the activities?

The students were engaged and really seemed to like the lesson even if they protested when they had to
write at first.
5. What are suggestions for this lesson and for future planning?
An excellent lesson.
One suggestion would be to use students to clarify meaning for other students. So when you had to ask
what is this? A postcard.and they repeated it, you could have then said , okay Jose, what is this called
again?
You can use this technique in many different ways.

English as Second Language Early Field Experience Interns

Addendum
Directions: Use the following rating scale (1, 2 or 3) and place a number in the blank beside each indicator to assess the
candidates performance in each area.
3 = TARGET (EXCEEDS EXPECTATIONS)
2 = ACCEPTABLE (MEETS EXPECTATIONS)
1 = UNACCEPTABLE (DOES NOT MEET EXPECTATIONS)
NA= NOT YET HAD THE OPPORTUNITY TO OBSERVE THE PARTICULAR AREA INDICATED.
_3__ Standard 3.a.: Planning for Standards-Based ESL and Content Instruction
Candidates know, understand, and apply concepts, research, best practices, and evidence-based strategies to plan classroom
instruction in a supportive learning environment for ESOL students. Candidates plan for multilevel classrooms with learners from diverse
backgrounds using standards-based ESL and content curriculum.
____3.a.1. Plan standards-based ESL and content instruction
____3.a.2. Create supportive, accepting classroom environments
____3 a.3. Plan differentiated learning experiences based on assessment of students English and first language proficiency, learning
styles, and prior formal educational experiences and knowledge.
____3 a.4. Provide for particular needs of students with limited formal schooling (LFS)
____3 a.5. Plan for instruction that embeds assessment, includes scaffolding and provides reteaching when necessary for individuals
and small groups to successfully meet learning objectives.
__2__ Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction.
Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and
integrating English listening, speaking, reading, and writing. Candidates support ESOL students access to the core curriculum by
teaching language through academic content.
____3.b.1. Organize learning around standards-based subject matter and language learning objectives.
____3.b.2. Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn academic
vocabulary and content-area material.
____3.b.3. Provide activities and materials that integrate listening, speaking, reading, and writing.
____3 b. 4 Develop students listening skills for a variety of academic and social purposes.
____3 b. 5. Develop students speaking skills for a variety of academic and social purposes.

____3 b. 6. Provide standards-based instruction that builds upon students oral English to support learning to read and write.
____3 b. 7. Provide standards-based reading instruction adapted to ESOL learners.
____3 b. 8. Provide standards-based writing instruction adapted to ESOL learners. Develop students writing through a range of
activities, from sentence formation to expository writing.
_3___ Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction
Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them
in effective ESL and content teaching.
____3.c.1. Select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials.
____3 c.2. Select materials and other resources that are appropriate to students developing language and content-area abilities, i
including appropriate use of L1.
____3 c.3. Employ a variety of materials for language learning, including books, visual aids, props, and realia.
____3 c. 4. Use technological resources (e.g., Web, software, computers, and related devices) to enhance language and content-area
instruction for ESOL students.
_2___Standard 4.a. Issues of Assessment for English language learners
Candidates understand various issues of assessment as they affect ESOL student learning.
____4.a.1. Demonstrate an understanding of the purposes of assessment as they relate to ESOL learners and use results appropriately.
____4.a. 2. Knowledgeable about and able to use a variety of assessment procedures for ESOL students.
____4 a. 3. Demonstrate an understanding of key indicators of good assessment instruments.
____4 a. 4. Demonstrate understanding of the advantages and limitations of assessments, including accommodations for ESOL
students.
____4 a. 5. Distinguish among ESOL students language differences, giftedness and special education needs.
_2___ Standard 4.b. Language Proficiency Assessment
Candidates can use and interpret a variety of standards-based language proficiency instruments, usually norm-referenced, to meet
district, state and federal guidelines, and to inform their instruction.
____4.b.1. Understand and implement national and state requirements for identification, reclassification, and exit of ESOL students from
language support programs.
____4 b. 2. Understand the appropriate use of norm-referenced assessments with ESOL learners.
____4 b.3. Assess ESOL learners language skills and communicative competence using multiple sources of information.
__2__Standard 4.c. Classroom-Based Assessment for ESL
Candidates know, and can use a variety of standards-based, on-going, formative and summative, performance-based assessment tools
and techniques to inform instruction in the classroom.
____4.c.1 Use performance-based assessment tools and tasks that measure ESOL learners progress.
____4.c. 2. Understand and use criterion-referenced assessments appropriately with ESOL learners.
____4.c. 3. Use various instruments and techniques to assess content-area learning (e.g. math, science, social studies) for ESOL
learners at varying levels of language and literacy development.
____4 c. 4. Prepare ESOL students to use self-and peer-assessment techniques when appropriate.
____4 c. 5. Use a variety of rubrics to assess ESOL students language development in classroom settings.
Typing your name below constitutes a signature:
Cooperating Teacher _______________________________________________Date _________________
Student Teaching Intern (Candidate) ________________________________________Date ______________________
University Supervisor ____Pamela C. Smart-Smith_____________________Date ____11/18/10_____________
Contact: Dr. Gresilda A. Tilley-Lubbs, Director of Second Language Education Program, Assistant Professor of Second Language
Education and ESL, 304 War Memorial Hall, Virginia Tech, Blacksburg, VA 24061-0313, 540-231-4658 ([email protected])