ELL Observation Rubric and Observation – Erin Jorgenson

Lesson from:

Supporting Claims, Evidence, and Reasoning

https://www.teachingchannel.org/video/lesson-claims-evidence-reasoning

ELL Observation Rubric

Did the teacher use a strategies, or scaffolds
variety of activities,
strategies, or scaffolds?
Was the lesson
Were the activities,
appropriate for all
Were there potential stages of language
used to encourage
benefits to the ELL? acquisition, or more
English language
suited to a particular
acquisition?
level, stage, or step?

The activities, strategies,

There was no variety in or scaffolds were not
There were no The lesson was not
the activities, strategies, used to encourage
1 noticeable benefits appropriate for ELL
or scaffolds used OR they English language
to the ELL language acquisition
were not present at all acquisition OR they were
not present at all
Some of the activities,
The teacher used some The lesson was
strategies, or scaffolds There were some
variety in the activities, appropriate for some
2 were used to encourage potential benefits to
strategies, or scaffolds levels of language
English language the ELL*
used acquisition
acquisition
The activities, strategies,
The lesson was
The teacher used a wide or scaffolds were used to There were many
appropriate for all
3 variety of activities, encourage Reading, potential benefits to
stages of language
strategies, and scaffolds Writing, Speaking, and the ELL*
acquisition
Listening skills
*Potential benefits to the ELL include:
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1 = Below Standards 2 = Meets Standards 3 = Excels

Detailed Analysis of a Lesson using the ELL Observation Rubric

How the teacher used Was it appropriate for
the strategy, activity, or Why was it used? What all stages of language
Strategy, Activity, or
scaffold to encourage were the potential acquisition or more
Scaffolding Used
listening or speaking benefits to the ELL? suited to a particular
skills level, stage, or step?
Activity 1:
Activity 2:
Detailed Analysis of a Lesson using the ELL Observation Rubric
Strategy, Activity, or How the teacher used Why was it used? What Was it appropriate for
Scaffolding Used the strategy, activity, or were the potential all stages of language
scaffold to encourage benefits to the ELL? acquisition or more
listening or speaking suited to a particular
skills level, stage, or step?
APK – it was clear that The teacher had them They used their This was appropriate for
they had already done take out their previous previous bean activities all levels of ELLs
some activities with the investigations. to come up with ideas because it was their
beans. for defining the word own work rather than
“germinate”. fact sheets.
KLEWS* visual The teacher had the The ELLs could I think that the question
“What do kidney beans focus question that the reference the question would be more
need to successfully students would be at all times throughout accessible to all levels
germinate?” discussing very clearly the lesson and of ELL if the word
displayed. discussion. “successfully” was
taken out of the
question.
Student recorded each Each student was This strategy gave each I think this was
student’s ideas on a responsible for giving student to give their appropriate for all
white board within an idea to be recorded. ideas in a small group levels of ELLs because
their group. rather than individually they would be able to
or in front of the whole see answers modeled
class. within their group
before having to answer
themselves.
During the student The teachers were It gave the students the It was appropriate for
discussions the teacher asking group members opportunity to expand all levels of ELLs
and professional questions using “why” their ideas. because they would be
development coach and “explain”. able to expand the
circulated among the question to their
groups. language level.
When the teacher The teacher had a The teacher used this During the class
noticed that some couple students strategy so that the discussions, she spoke
groups were adding the volunteer their answers students didn’t get off slowly and clearly. She
life cycle to their and then she confirmed track with their also used student
definition, she brought the definition of definition (and “learn” answers and simplified
it back to a class “germination” using the wrong word). She the definition, making
discussion. their answers. was able to use some the content more
student answers to accessible to ELLs.
make the definition
very simple.
The teacher enlarged The students were able The teacher used this Visuals made the
some of the students’ to use their classmates’ strategy so that the material more
diagrams from the beans as a comparison students could visually accessible to all
previous day and added to begin their reference the students and all levels
them to the KLEWS* discussions (some of difference in each bean of ELLs.
chart to use as the beans were grown while discussing their
evidence. in the closet, bathroom, evidence.
bookshelf, so many
looked different.)
In small groups, the Each student had their The teacher used this I think that this was
students were to own recording sheet, strategy so that every beneficial to all levels of
answer the focus but they discussed their student was responsible ELLs because they could
question, “what does a ideas as they wrote for writing down their hear information
kidney bean need to them on their page. own information, but modelled by their peers
successfully they were able to before having to
germinate?” discuss and formulate contribute their own
their ideas before answers.
coming up with an
answer as a group.
The teacher circulated The teacher went to This strategy was used This gave all levels of
among the groups. different groups and to clarify their answersELLs the opportunity to
asked them questions and extend their expand their answers to
to help them talk out thinking using “why.” the best of their ability
their answers. with the teacher’s
guidance.
The teacher brought The students needed to This strategy was used During the class
the lesson back to a use their listening skills as a wrap-up. The discussions, she spoke
whole class discussion to be able to contribute teacher slowly and clearly. She
guided by her, but to the conversation. also used student
using student answers. answers, making the
content more accessible
to ELLs.
*The KLEWS chart stood for: What we think we Know, Learning (claims), Evidence, Wonderings, Science
words/concepts.

Critique:

I think that the visuals in this lesson were a definite strength. The teacher had a very large
KLEWS chart in the classroom that information was added to throughout their scientific
investigations. I liked that new vocabulary was added to the chart and always visible. She also
went at a slow pace through the scientific method by having 1 lesson per section of the KLEWS
chart. I think that the pace that the teacher spoke at was also beneficial to all students,
especially ELLs. In this lesson, there was also a professional development coach that was
circulating among the students during their discussions. I think she did an exceptional job of
getting students to extend their thinking by asking them “why” and “explain” type questions.
There was also a good balance of teacher talk and student group talk with the teacher
circulating among and checking in with the different groups.

For this lesson, I would be sure to carefully create the groups with my ELLs (particularly
beginning level) in mind because there were some strong personalities in the class that were
somewhat argumentative with their opinions. I would be concerned that putting those students
in the same group as my beginning ELLs could discourage the ELLs from participating in the
discussion.