Observed April 14th and 15th. worked on assessments with students. evaluated each student on word list from QRI-5. Students range from not even a kindergarten level to a fifth grade level. I am amazed at how Mrs. M. teaches lessons for each student. Many of the students have great "sounding out" strategies. also students often get stuck because they sound the word out perfectly but are not confident that that is even a word. (ex. wool)
Observed on April 28th. students had a ESL celebration day. students created presentations, skits, power points, songs and class work to show their parents, principle, teachers, and district administrators what they have accomplished. ESL students from each grade came; K-6th. Parents brought food from their culture and shared it with the rest in attendance. Students on every level performed and showed their English language skills through different performances.
Observed on April 28th. students had a ESL celebration day. students created presentations, skits, power points, songs and class work to show their parents, principle, teachers, and district administrators what they have accomplished. ESL students from each grade came; K-6th. Parents brought food from their culture and shared it with the rest in attendance. Students on every level performed and showed their English language skills through different performances.
Observed on April 29th. Worked with students on QRI-5 assessments. started with students that were at the lowest level in the class and working my way through to all 10 children if possible. So far only have 3 done. One student from Netherlands, who has only been here a couple months, is performing at a pre-primer level 2 grade level. He had low fluency and needs pictures to assist comprehension. few words seem automatic. He stumples on sounds of vowels but does a great job of picking up picture clues and sounding words out. He also corrects his mistakes.
Observed May 3rd. Had full control of the class today. Teacher had to take students out one at a time so i was the teacher for the day. Started off with reading a book with students at carpet. while I read the "run away tortilla" the students listened, counted, helped read and sang the Senorita Tortilla's words after each page. After reading the book students went to seat and corrected spelling sheets for practice for the NYSEST. Then then rewrote the words in alphabetical order. When they finished they moved onto a worksheet that tested their knowledge of sequential order, paying attention to detail and topic, middle and concluding sentences. After pasting the sentences in order they rewrote the sentences in their notebooks to practice the coping section of the NYSEST. After they were finished they had to read their story to me and fix ant mistakes.
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