Presentation2

University High SchoolEthnic Specific Observation Portfolio

Ariel Rodriguez

EDF2085

Professor Qadri

Artifact 1

This artifact is one of the FCAT readings used by MS. Karp to guide her students. The reading is similar to the reading found in the FCAT.

Artifact 2

This artifact is a worksheet that guides the students in their reading. The questions follow along with the story of the book and allow students to better understand how to grasp what they are reading.

Artifact 3

This is the literacy focus calendar for the school. Developed in part with the school administration this helps guide the reading teachers as they plan their particular lessons.

Lesson PlanThis Lesson plan was found at www. Scholastic.com and is similar to one of the lessons that Ms. Karp taught in

her classroom.

Lesson Plan

Picture 1

In this picture the student have moved to their small groups and are listening to directions from Ms. Karp. These small learning communities helped the students direct their own learning while also allowing them to ask their peers for help when needed.

Picture 2

This is a picture of the binders used by Ms. Karp to organize the students work. The binders also provide her with an easy way to asses the students progress in the learning centers when she collects them at the end of the lesson.

Picture 3

This is a picture of the students utilizing the small net book computers in the classroom. In one of their centers the students expand their knowledge by applying what they learn to create projects on the computer.

Teacher Interview

1.What teaching strategies do you use to accommodate non-native English speakers in your classroom?

One of the most successful strategies I use is small group work. I find that students who are unable to effectively communicate with me are still able to communicate with their classmates. I also use pictures as much as possible to provide another medium for my students to come by their information in the classroom.

2.What form of program is used? (bilingual, transitional, submersion, etc.) How did it help the ESL student.

My students are in a submersion program but there are other programs at the school which include translators for students at the lowest levels. I believe that submersion when done correctly helps remove the stigma attached with limited English proficiency and thus helps the students with their confidence

3.What kind of assistive technology or other educational resources are used for this particular group of students?

For my groups I use a variety of technology resources including the ELMO and projector to show pictures and videos. I also have the lap tops and two additional classroom computers that we use to create projects and search on the internet.

Teacher Interview

4.What is your greatest challenge when teaching ESL students?

My greatest challenge working with ESL students are the language barriers that we have between us. With a little time and understanding we have been able to come to a better understanding of one another.

5.What forms of assessment would be best for non-native English speakers?

My assessments implement the group strategies I use during class. I also breakdown my questions in order for my students to have the best understanding of the subject they are being tested on.

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