Details:
Utilizing the STOP Checklist from Appendix A in the textbook, observe and assess at least one lesson in a Title I setting that involves EU.s. Submit a copy of the checklist with a 250-word reflection on this experience. Address the following questions in your reflection:
1. Were the students aware of the class language and content objectives?
2. How did the teacher instruct the content and language objectives?
3. What type of student group configurations were used? How many different types of student configurations were used?
4. How did the teacher accommodate for different ELP levels?
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Document the hours and locations that you spend in the field on the appropriate form.
Topic-ELL Classroom Observation Using SIOP Reflection
ELL CLASSROOM OBSERVATION USING SIOP
**This paper must be at least 250 words (not including the reference page).
Provide a short introduction to the assignment topic with a thesis statement to explain the purpose of this assignment. Begin your discussion with a description of the setting of your observation (i.e. city, state, district, school name, teacher, grade level, type of ELL class, etc.). This allows the reader to follow along more easily. Next, you may want to address the following questions (do not use bullets in your response).
- Were the students aware of the class language and content objectives?
- How did the teacher instruct the content and language objectives?
- What type of student group configurations were used? How many different types of student configurations were used?
- How did-the teacher accommodate for different ELP levels?
Provide in-text citations and possibly some examples to better illustrate how it effects language acquisition. Finally, integrate closure statements appropriate for this assignment.