CLASSROOM INSTRUCIONAL FRAMEWORK (CIF)

PLANNING / OBSERVATION TOOL

TEACHER: ESL LESSON STUDY
SUBJECT/PERIOD: 6TH GRADE
NOVEMBER 21, 2013
Research question for observers: Are students using strategies to figure out unknown words? If so, what strategies?
What are students doing? What are students saying?

MINUTES

DAY 1

OBSERVATION NOTES

RI.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings.
STANDARDS

1.
2.

LEARNING TARGET

I can use specific strategies to determine the meaning of unknown words

as they are used in a text.

PreAssessment

Students will read a short passage, infer the meaning of 3 selected words,
& state how they made their inference.
Orally go over directions.

10 minutes

ENTERING ACTIVITY

Students Being Observed:

Read silently, then read as a class.

Word:
What do you think it
means?
1. Encourage
Help, motivate, inspire
2. Monetary
Money
3. Compensation
Payment, reward

How did you make your

guess?
Word replacement
Word parts (money)
Context clues

Should Students Be Paid To Do Well At Lassiter?

Several school systems have special programs to encourage students to
get better grades. Schools offer monetary rewards for doing well on tests.
Principals hope that students who receive compensation, or payment, for
their efforts will spend more time studying. Do you think this would work at
Lassiter?

CLASSROOM INSTRUCIONAL FRAMEWORK (CIF)

PLANNING / OBSERVATION TOOL

TEACHER: ESL LESSON STUDY
SUBJECT/PERIOD: 6TH GRADE
NOVEMBER 21, 2013
Research question for observers: Are students using strategies to figure out unknown words? If so, what strategies?
What are students doing? What are students saying?

SETANTICIPATORY

PreAssessment
5 minutes

Gradual
Release I
do

TEACHING / LEARNING

10 minutes

Connection Your school is beginning a reward program.

Go over warm up & collect ideas for how we determine the meaning of
unknown words (think-pair-share).

How do we determine the meaning of unknown words when were reading

(in any class, for any reason)?
Model The first thing I do when I come across an unknown word
is reread. I reread the sentence, or the whole paragraph. Then I use:
o Context clues
o Word parts (prefixes, suffixes, roots)
o Word replacement (can I plus in a different word for the
sentence to still make sense?)
Model with a text (Same text as the warm up)

CLASSROOM INSTRUCIONAL FRAMEWORK (CIF)

PLANNING / OBSERVATION TOOL

TEACHER: ESL LESSON STUDY
SUBJECT/PERIOD: 6TH GRADE
NOVEMBER 21, 2013
Research question for observers: Are students using strategies to figure out unknown words? If so, what strategies?
What are students doing? What are students saying?

GUIDED PRACTICE

Gradual
Release
We do &
You do
30
minutes

1. We do as a class Complete the chart for the first two words:

implemented and motivate.
2. With a partner Student will complete the chart for the other three
words, plus a word of their choice
3. Go over

5 minutes

CLOSURE

With the next text, Should Students Be Paid To Do Well in School, words
will be preselected.
Introduce todays article (pass out & go over title).
Give students 3-4 minutes to silently read the article.
Read the article aloud to the students.
Can someone summarize this article for the class?

Exit Slip next text

Two words for students to use strategies from the lesson in order
to determine the meaning of, and complete the same chart.
o The New York programs can be profitable for students,
because they can earn up to $100 per week.
o Various other programs have been started in many cities.
Review todays learning targets. Ask students how we met them.
What do we do when we come across unknown words as were reading?
Can you name the strategies?

CLASSROOM INSTRUCIONAL FRAMEWORK (CIF)

PLANNING / OBSERVATION TOOL

TEACHER: ESL LESSON STUDY
SUBJECT/PERIOD: 6TH GRADE
NOVEMBER 21, 2013
Research question for observers: Are students using strategies to figure out unknown words? If so, what strategies?
What are students doing? What are students saying?

QUESTIONS

MATERIALS

ASSESSMENTS

SACCOMODATION

PRACTICEINDEPENDENT

Exit Slip

PSP Accommodations:
Read
Provide organizer
Provide content objectives
Engage in academic conversation
Teach and model meta-cognitive
Provide interaction opportunities
Pre-Assessment warm up
Formative observation during gradual release
Exit slip
The texts
Warm Up
Exit Slip
Should Students Be Paid To Do Well In School?
PowerPoint
Organizers filled out with preselected words
Question for students: What do we do when were reading and come
across unknown words?
Research question for observers: Are students using strategies to figure
out unknown words? If so, what strategies? If not, why?