ESOL Assessment C

Post-Observation Reflection Questions

(Due to supervisors by 9:00 pm on the day of the observation.)

1. In general, how successful was this lesson for the ELLs present? Did the students learn
what you intended for them to learn? How do you know? How do you rate yourself in 3.2
(use the ESOL C Assessment rubric)? Why?

The ELL was successful during this lesson. We began by reviewing what a synonym and
an anytonym are. He needed a quick refresh on what they were. He understood what
antonym and synonyms were, and he bagan to apply them to the vocabulary words. When
he would come up with an antonym or a symonym, I would push him to go a little deeper
and really think about all of the words he knows. This really helped him understand how
there are slight dofferences in the meanings of different words that are very similar. They
are similar but not exactly the same. I would rate myself a 3 on the Assessment rubric
because I felt that the student really grasped the content well.

2. How effective was your instructional delivery (activities, discussions, grouping of

students, materials, resources, etc.) for ELLs in this lesson? Why? How do you rate
yourself in 1.1, 2.2, 5.2, and 5.3 (use the ESOL C Assessment rubric)? Why?

I believe the instructional delivery was strong. The student and I had a discusion about
the mesning of every word. This made the students feel comfortable and casual
throughout the lesson. As we worked through each word we came up with multiple
sentences using the vocabulary word, and then exchanging the word woth the synonym
and anytonym to check our answer. The student really enjoyed this activity, and by the
last couple words, he was a pro! I would rate a 3 on the Esol Assessment rubric.

3. How did you demonstrate flexibility during the lesson? What adjustments to your original
plan (if any) did you make during the lesson? Why did you determine those adjustments
were necessary? How did you respond to your ELL’s unanticipated needs during the
lesson?

In the case of reviewing an antonym and synonym, I was flexible. I needed to review
what antonym and synonyms were before proceeding with the lesson. This was needed
because when I initially asked the student what antonyms and synonyms were the student
looked confused. Then he had mentioned that they were “describing words”. It took
longer than anticpiated to explain and review antonyms and synonyms. Overall, it did not
neagtivley effect the lesson.

4. What did your ELL’s work during the lesson reveal about student engagement and
understanding?
 Student was well engaged and understood the content. The student was answering the last
few vocabulary words with out any help. Student was accurate with his answers. The
student could have a discussion about the content and his answers. He developed
strategies to help him. (substituting words in sentences to see if they work with the the
same meaning)

(ESOL 1.1, 3.2, 4.1)

5. If you had a chance to teach this lesson again to other ELLs of varying proficiency, what
would you do differently?

I would have added a couple more additional words other than the vocab words. This
would maybe help him understand that this is important for all words not just the ones we
are being tested on. I would also relate the lesson to context, and share how the same
word can hold a different meaning according to the context it is in.

Your reflection questions must be loaded in Livetext alongside the ESOL C

Observation Form.

Student Work: