Lewis
&
Clark
ESOL/Bilingual
Practicum
Observation
Form
Candidate:
Grade/Content:
School:
Mentor:
Supervisor:
Date:
Term:
No.
of
Students:
ESL
Pullout:
ESL
Classroom:
Sheltered
Instruction:
ELD
LEVELS:
Beginning
Early
Intermediate
Intermediate
Early
Advanced_
Advanced
1=
Not
acceptable
2=
Emerging
3=
Satisfactory
4=
Excellent
ü Does
not
demonstrate
an
ü Demonstrates
a
partial
ü Demonstrates
a
satisfactory
ü Demonstrates
a
strong
understanding
of
the
understanding
of
the
understanding
of
the
understanding
of
the
process,
task
or
strategies
process,
task
or
strategies
process,
task
or
process,
task,
or
strategies.
ü Does
not
demonstrate
a
ü Demonstrates
a
limited
strategies.
ü Demonstrates
a
strong
command
of
the
command
of
the
ü Demonstrates
a
command
of
the
elements
requirements
for
each
requirements
for
each
satisfactory
command
of
for
each
section.
section.
section.
the
requirements
for
each
section.
Directions
for
scoring
intern:
• Place
overall
rating
score
(1,2,3,
or
4)
for
each
set
of
BOLD
criteria
in
each
box
for
both
Teacher
and
Students.
• Also
place
a
check
mark
(if
observed)
or
leave
blank
(if
not
observed)
on
the
lines
next
to
the
descriptive
for
both
Teacher
and
Students.
Teacher
Student
Language
Objectives
Language
Objectives
Explains
and
posts
language
objectives
Students
are
clear
about
the
language
objective(s)
Content
objectives
connect
to
the
ELP
Standards
Students
are
clear
of
content
objective
when
applicable
There
is
a
clear
connection
between
student
learning
and
the
objectives
Materials
Materials
Uses
a
variety
of
materials
(i.e.
real
objects,
pictures,
other)
the
materials
enhance
students’
understanding
of
the
Uses
technology
language
and
content
being
taught
Comments:
Building
Background
Knowledge
Building
Background
Knowledge
Connects
students
to
prior
knowledge
and
experiences
Students:
Selects
and
teaches
key
vocabulary
(bricks)
at
level
of
proficiency
know
and
understand
key
vocabulary
(bricks)
and
language
Explicitly
teaches
language
patterns
(mortar)
at
level
of
patterns
(mortar).
proficiency
use
vocabulary
in
relevant
ways
Explicitly
explains
the
use
of
the
target
language
use
mortar
(sentence
frames
and
grammatical
structures)
in
appropriate
ways
connect
with
what
is
being
taught
to
their
personal
lives
use
new
information
to
build
language
Comments:
Comprehensible
Input
Comprehensible
Input
Provides
multiple
examples
Students:
Uses
visuals,
objects
or
technology
to
make
input
comprehensible
understand
the
meaning
of
language
being
taught
are
able
to
respond
and
answer
questions
at
the
appropriate
level
of
language
proficiency.
Comments:
Page
1
of
2
Candidate
Name:______________________________Term:
_________
Teacher
Student
Strategies
Strategies
Uses
a
variety
of
modalities
of
teaching
including:
Students
use:
Sentence
Frames
Sentence
Frames
Demonstration
Visuals/Realia
Hands
On
Experiences
Vocabulary
Cards/Pictures/Games
Cooperative
Learning
Structures
Graphic
Organizers
Visuals,
Objects,
Music
Reading
Graphic
Organizer
Other:
___________________________________________________
Reading
Strategies
Students
are
engaged
in:
Other:
Cooperative
Learning
Hands
on
Experiences
Comments:
Interaction
Interaction
–
Structured
opportunity
to
produce
academic
language
at
least
50%
of
the
lesson.
Uses
various
grouping
of
students
Students
work
with
partners
(Think-‐Pair-‐Share,
other)
Uses
Cooperative
Learning
structures
Students
working
in
small
groups
(Use
of
cooperative
learning
Lesson
is
student
centered
(opportunity
for
peer
to
peer
roles
and
structures,
i.e.
numbered
heads
together,
talking
interaction)
sticks…)
Comments:
Practice
and
Application
Practice
and
Application
Strategies
follow
a
logical
instructional
sequence
(i.e.
gradual
Students
are
provided
time
and
structures
to
practice
the
task,
release
of
responsibility)
activity,
or
strategy
Teacher
demonstrates/Teaches
the
task
Students
are
provided
time
to
do
the
task
independently
Teacher
walks
students
through
the
task
Students
do
the
task
independantly
Comments:
Lesson
Delivery
Lesson
Delivery
Monitors
and
adjusts
pace
and
complexity
of
lesson
Students
are
actively
engaged
in
the
learning
Modifies
speech
(controls
slang
or
use
of
idioms…)
Students
understand
what
the
teacher
is
saying
and
the
Allows
enough
time
for
students
to
reflect
and
respond
meaning
behind
it
Students
have
time
to
respond
and
formulate
thoughts
and
language
Comments
Review
and
Assessment
Review
and
Assessment
Checks
for
comprehension
Students
know
what
they
need
more
practice
on
Provides
specific
instructional
feedback
Students
understand
areas
of
strengths
and
challenges
Uses
language
proficiency
assessment(s)
to
monitor
students
Students
know
what
level
of
proficiency
they
are
working
language
toward
Comments:
This
candidate
has
successfully
met
the
ESOL/Bilingual
Endorsement
Practicum
Requirements
Candidates’
Signature:
Date:
Supervisor’s
Signature:
Date:
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