Professional “Look-Fors” for ESL Co-Teaching Model

2016-2017

Professional “Look-fors” (Danielson Framework / 1 / 2 / 3 / 4
Looking for a Content/Learning Objective/Goal
Domain - 1c, 1 e / A content/learning objective/goal is not visually posted and shared with students. Or it is posted, but misaligned to the lesson being taught. / A content/learning objective/goal is visually posted at all times and shared with students. It is aligned to the lesson being taught. / A content/learning objective/goal is visually posted at all times in student friendly language and shared with students. Aligns to the lesson being taught. / A content/learning objective/goal is visually posted at all times in student friendly language and shared with students and paraphrased in student’s own words. Aligns to the lesson being taught.
Evidence of Student Learning or Higher Order Thinking Strategies / Student is unaware of language/content/learning objective or gives an incorrect example. / SWBAT locate where the content language/learning objective is posted.)
Student may have content/learning goal written in notebook or on graphic organizer. / SWBAT locate where the content learning objective is posted and reference in student friendly language“I can statements.”
Student uses graphic organizers or formative assessments to restate content/learning objective. / SWBAT utilize the content learning objective/goal any apply personally to the lesson.
Students show written work that pertains to standard.
ELs are learning the same material, but in a different way through differentiation. Such as varied Lexile text, cloze reading, frayer graphic organizer, personal dictionary.
Looking for Language Objective/Goal
Domain - 1c, 1e / A language objective/goal is not visually posted and shared with students. Or it is posted, but misaligned to the lesson being taught. / A language objective/goal is visually posted at all times and shared with students. It is aligned to the lesson being taught. / A language objective/goal is visually posted at all times in student friendly language and shared with students. Aligns to the lesson being taught. / A language objective/goal is visually posted at all times in student friendly language and shared with students and paraphrased in student’s own words. Aligns to the lesson being taught.
Evidence of Student Learning or Higher Order Thinking Strategies / Students cannot identify the language objectives or strategies being utilized. / Students can identify and utilize the strategies in the language objectives per their language level.
Strategies include:
-graphic organizers
-sentence starters
-word banks
-person dictionaries or word meaning charts
-work with partner
-teacher modeling / Students can utilize the strategies in the language objectives per their language level. Students can explain how the strategies help them to meet the objective in their own words per their language level.
Strategies include:
-graphic organizers
-sentence starters
-word banks
-person dictionaries or word meaning charts
-work with partner
-teacher modeling / Students can reflect on strategies used and effectiveness per their appropriate language level.
Strategies include:
-graphic organizers
-sentence starters
-word banks
-person dictionaries or word meaning charts
-work with partner
-teacher modeling
Formative Feedback
Domain - 3d / There is no formative feedback or it’s limited. Feedback is global or directed to only one student. Given by teacher. / Little formative feedback is given and it may be timely. It is not descriptive enough to move student’s learning forward. Given by teacher. / Formative feedback is positive, clear, and descriptive and aligned to learning and language goals. It is timely. It is descriptive enough to move student’s learning forward. Given by teacher for at least groups of students. Students are beginning to self-assess their own work. / Formative feedback is positive, clear, descriptive and aligned to learning and language goals. It is timely. It is descriptive enough to move student’s learning forward. Given by teacher peers and other sources. Students self-assess to monitor their own progress.
Evidence of Student Learning or Higher Order Thinking Strategies / Teacher gives general statements,
  • Pass in your work.
  • Great Job,
Checks for understanding not aligned or relevant to skill/content taught.
  • Thumbs Up/Down – Did you hear what I said?
/ Feedback to student- Positive or negative not reflective to work or content and no follow up.
General statements do not provide next steps for students.
  • “Re-Do # 7”
  • “Re-write this paragraph”
  • “This is wrong do it again”
/ Student can use “I can statement” to express what knows and needs more support.
At the end of the lesson teacher gives a compliment/feedback to group or individual that is specific to student learning
Evidence of Student Choice:
  1. Teacher Help
  2. Small group Support
  3. Work Independently
Evidence of feedback that is specific to content/skill taught
  • Re-Do #7 using the FLIP method, write out the math problems to show how you are multiplying and then adding the two quotients
  • Re-write paragraph #2 using the graphic organizer to support your main idea with supporting details and use the 3 transitional words or phrases in your word bank
/ Evidence of students evaluating themselves
Evidence of Teacher made rubrics for student self-evaluation
Evidence of student to student feedback
Evidence of student’s seeking additional feedback based on prior formative feedback
  • “Using my graphic organizer and notes, I do not understand how to balance the equation using two variables?”
  • After my peer feedback, I am confused on how to use an analogy to compare the main character to Harriet Tubman?”

ESL 07.2016