Critical Task ESOL Observation Journal Field Experience II (EDE 4944, EDM 4943 (English only), EEC 4943, EEX 4383)
Description:
You should spend five hours (total) observing the teacher and ELL student(s). You cannot complete the five hours of observation on one day. You
will need to plan to observe the teacher and ELL student(s) over several days and at different times of the day if possible. You will need to identify
the language and the home culture of the ELL student(s) as soon as possible as you will need to learn about your ELL student’s home culture.
Rubric:
Program SLO: Critical Thinker: 1.1 Content-Collect and use data gathered from a variety of sources, including formal and informal measures, to develop
educational goals for elementary students
NCATE Standard: 1d Focus on Student Learning for Teacher Candidates
Conceptual Framework Outcome(s): Critical Thinker
Competency Rubric
Exceeds
Meets
Expectations Expectations
Does not
Meet
Expectations
FEAPS
5.3, 5.4, 5.5, 5.6,
Subject Area
Competencies
ESOL
3.5, 6.9, 6.11
Course
SLO
3. Identifies student diverse learning
and developmental styles and creates
instructional opportunities that are
adapted to diverse learners.
ESOL Performance
Standards
6.10,13.5
Reading
Endorsement
Competencies
NA
Criteria
Culturally Sensitive
Behaviors
Lesson Accommodations/
Adaptations
ESOL Appropriate
Materials
ELL student cultural
behaviors
Assignment Grading Rubric
Performance Descriptors
Exceeds Expectations
Meets Expectations
Identifies at least 3 culturally
Identifies 2 culturally sensitive
sensitive behaviors exhibited by behaviors exhibited by teacher that
teacher that support the cultural support the cultural or language
or language needs of the specific needs of the specific ELL student or
ELL student or identifies at least identifies 2 culturally sensitive
3 culturally sensitive behaviors
behaviors from investigation.
from investigation. Provide
Provide examples to support each
examples to support each
behavior.
behavior.
Identifies at least 3
Identifies 2
accommodations/adaptations
accommodations/adaptations used
used during lessons by teacher
during lessons by teacher that
that support the cultural or
support the cultural or language
language needs of the specific
needs of the specific ELL student or
ELL student or identifies at least identifies at least 2
3 accommodations/adaptations accommodations/adaptations from
from investigation.
investigation.
Identifies at least 3 materials
adapted by teacher for the
specific needs of the ELL student
or Identifies at least 3 materials
adapted for the specific needs of
the ELL student from
investigation
Identifies and explains at least 3
observed behaviors that could
relate to the ELL student’s
Identifies 2 materials adapted by
teacher for the specific needs of the
ELL student or Identifies at 2
materials adapted for the specific
needs of the ELL student from
investigation
Identifies and explains 2 observed
behaviors that could relate to the
ELL student’s culture or from
Does Not Meet Expectations
Identifies 1 or 0 culturally
sensitive behaviors exhibited
by teacher that support the
cultural or language needs of
the specific ELL student or
identifies 1 or 0 culturally
sensitive behaviors from
investigation and/or
examples are missing.
Identifies 1 or 0
accommodations/adaptations
used during lessons by
teacher that support the
cultural or language needs of
the specific ELL student or
identifies 1
accommodation/adaptation
from investigation.
Identifies 1 or 0 materials
adapted by teacher for the
specific needs of the ELL
student or Identifies 1
material adapted for the
specific needs of the ELL
student from investigation
Identifies and explains 1 or 0
observed behaviors that
could relate to the ELL
culture or from investigationidentifies and explains at least 3
behaviors that could be
exhibited by the ELL. States if
the behaviors were observed or
identified through investigation.
investigation- identifies and explains
at 2 that could be exhibited by the
ELL. States if the behaviors were
observed or identified through
investigation.
student’s culture or from
investigation- identifies and
explains 1 or 0 behaviors that
could be exhibited by the ELL
and/or explanation is missing.
States if the behavior was
observed or identified
through investigation.
Critical Task ESOL Assessments Field Experience II (EDE 4944, EDM 4943 (English only), EEC 4943, EEX 4383)
Description
You will be conducting some informal assessments of your ELL student. If you have more than one ELL student in your classroom, you may choose
one student to conduct the assessments.
Rubric:
Program SLO: Critical Thinker: 1.1 Content-Collect and use data gathered from a variety of sources, including formal and informal measures, to develop
educational goals for elementary students
NCATE Standard: 1d Focus on Student Learning for Teacher Candidates
Conceptual Framework Outcome(s): Critical Thinker
Competency Rubric
Exceeds
Meets
Expectations Expectations
Does not
Meet
Expectations
FEAPS
1.1, 1.4, 1.10, 1.11, 5.3
Course
SLO
2. Creates learning experiences
that makes subject matter
meaningful for students.
Subject Area
Competencies
ESOL Performance
Standards
ESOL
Competencies:
1.1, 1.12, 8.2, 9.2,
9.4, 9.6
6.9, 10.1, 10.2, 10.3,
10.4, 12.6, 14.5,
20.1, 20.2, 21.1
Reading
Endorsement
Competencies
NA
Criteria
BICS/Social
Language/SOLOM
CALP (Cognitive Academic
Language Proficiency
Writing
Assignment Grading Rubric
Performance Descriptors
Exceeds Expectations
Meets Expectations
Using the SOLOM, identify the
Using the SOLOM, identify the level
level of oral language for each of of oral language for each of the five
the five areas (comprehension,
areas (comprehension, fluency,
fluency, vocabulary,
vocabulary, pronunciation,
pronunciation, grammar),
grammar), explain and provide at
explain and provide at least one least one example for four areas
example for all five areas
Includes all of the following:
age of the student, grade of the
student , how long the student
has lived in the US, how long the
student has been in school, any
interrupted time of being in
school, any ESOL support
provided to the student, home
language and country, CELLA
results (if available)
Missing one of the following:
age of the student, grade of the
student , how long the student has
lived in the US, how long the
student has been in school, any
interrupted time of being in school,
any ESOL support provided to the
student, home language and
country, CELLA results (if available)
List the narrative text and
explain why that text was
chosen; Using the SOLOM and
the writing, identify at least one
similarity/difference in each of
the five areas (comprehension,
fluency, vocabulary,
pronunciation, grammar),
List the narrative text and explain
why that text was chosen; Using the
SOLOM and the writing, identify at
least one similarity/difference in
four of the areas (comprehension,
fluency, vocabulary, pronunciation,
grammar),
Does Not Meet Expectations
Using the SOLOM, identify the
level of oral language for each
of the five areas
(comprehension, fluency,
vocabulary, pronunciation,
grammar), explain and
provide at least one example
for three areas
Missing two of the following:
age of the student, grade of
the student , how long the
student has lived in the US,
how long the student has
been in school, any
interrupted time of being in
school, any ESOL support
provided to the student,
home language and country,
CELLA results (if available)
List the narrative text and
explain why that text was
chosen; Using the SOLOM and
the writing, identify at least
one similarity/difference in
each of the three areas
(comprehension, fluency,
vocabulary, pronunciation,
grammar),
Test Adaptation
List the content area of test;
provides at least 3
adaptations/accommodations
that meet the specific needs of
the student
List the content area of test;
provides 2
adaptations/accommodations that
meet the specific needs of the
student
List the content area of test;
provides 1
adaptation/accommodation
that meets the specific needs
of the student
Critical Task ESOL Tutor Rubric Field Experience II (EDE 4944, EDM 4943 (English only), EEC 4943, EEX 4383)
Description:
You will be using all of the information you have gathered from your observations and assessments as well as learning from your ESOL courses and
other infused ESOL courses to tutor an ELL student for the remaining 25 required hours. You will develop and teach activities that involve oral and
written language as well as listening skills. You may complete the following activities in any order. You may develop more than one activity for each
listed task. For example, perhaps your ELL needs additional practice with a group of vocabulary words. You may develop additional activities for the
same group of vocabulary words.
Each tutoring session you will focus on one aspect of oral or written language. You should work with the ESOL teacher to coordinate your activities
with the ESOL teacher’s curriculum.
Rubric:
Program SLO: Critical Thinker: 1.1 Content-Collect and use data gathered from a variety of sources, including formal and informal measures, to develop
educational goals for students
Decision Maker: 1.2 Content: Identify the cognitive, linguistic, emotional, and physical needs of students and match them appropriately to
instructional plans
Decision Maker: 6.4 Diversity-Use appropriate ESOL strategies and instructional methods to develop experiential and literacy activities to
effectively deliver instruction to ESOL students
Lifelong Learner: 1.4 Content-Implement a variety of strategies to motivate and help students acquire knowledge and skills needed to
succeed in life
NCATE Standard: 1d Focus on Student Learning for Teacher Candidates
Conceptual Framework Outcome(s): Critical Thinker, Decision Maker, Lifelong Learner
Competency Rubric
Exceeds
Meets
Expectations Expectations
Does not
Meet
Expectations
FEAPS
5.1, 5.2, 5.8, 5.9
Course
Subject Area
Competencies
ESOL
Competencies:
1.2, 1.12, 4.1, 4.3,
ESOL Performance
Standards
8.2, 8.5, 9.5, 10.6,
10.8, 12.2, 13.3,
13.7, 15.2, 15.4,
Reading
Endorsement
Competencies
NA
SLO
6.1, 6.8, 6.9, 7.1
17.1, 17.4
9. Identify the cognitive, linguistic,
emotional and physical needs of
students and match them appropriately
to instructional plans.
Criteria
Listening/Writing Activity
Content Material
Adaptation
Assignment Grading Rubric
Performance Descriptors
Exceeds Expectations
Meets Expectations
List the narrative text and explain List the narrative text and
why it was chosen; Explain the
explain why it was chosen;
writing activity including at least
Explain the writing activity
3 accommodations/adaptations
including 2
that meet the student’s specific
accommodations/adaptations
needs; State and explain why the that meet the student’s specific
activity was/was not successful
needs; State and explain why
and what changes would be
the activity was/was not
implemented to improve the
successful. Missing changes
activity
improve the activity
Includes the original and adapted
content text/selection and grade
level; adapted text has a
minimum of 3 adaptations that
meet the needs of the student;
Explains the
accommodations/adaptations to
Does Not Meet Expectations
List the narrative text and
explain why it was chosen;
Explain the writing activity
including 1
accommodation/adaptation that
meet the student’s specific
needs; State why the activity
was/was not successful. Missing
successful/non-successful
explanation. Missing changes
improve the activity
Includes the original and
Includes the original and
adapted content text/selection
adapted content text/selection
and grade level; adapted text
and grade level; adapted text
has a minimum of 2 adaptations has a minimum of 1 adaptation
that meet the needs of the
that meets the needs of the
student; Explains the
student and/or explanation of
accommodations/adaptations to accommodations/adaptations
Content Material Activity
Adaptation
Comprehension Activity
#1
the text and why those
accommodations/adaptations
were chosen and what changes
would be implemented to
improve the adaptation.
Includes the original and adapted
activity that has a minimum of 3
adaptations that meet the needs
of the student; Explains the
accommodations/adaptations to
the activity and why those
accommodations/adaptations
were chosen; States and explain
why the activity was/was not
successful and what changes
would be implemented to
improve the activity
Using the SOLOM results,,
describe the comprehension
activity that includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
the text and why those
accommodations/adaptations
were chosen and what changes
would be implemented to
improve the adaptation.
Includes the original and
adapted activity that has a
minimum of 2 adaptations that
meet the needs of the student;
Explains the
accommodations/adaptations to
the activity and why those
accommodations/adaptations
were chosen. States and explain
why the activity was/was not
successful and what changes
would be implemented to
improve the activity
Using the SOLOM results,,
describe the comprehension
activity that includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Assignment Grading Rubric
missing; changes are missing.
Includes the original and
adapted activity that has a
minimum of 1 adaptation that
meets the needs of the student
and/or explanation of
accommodations/adaptations
missing and/or changes are
missing.
Using the SOLOM results,,
describe the comprehension
activity that includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation missing
and/or changes missing.
Criteria
Comprehension Activity
#2
Fluency Activity #1
Exceeds Expectations
Using the SOLOM results,
describe the comprehension
activity that includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the fluency activity that
includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Performance Descriptors
Meets Expectations
Using the SOLOM results,,
describe the comprehension
activity that includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the fluency activity that
includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Does Not Meet Expectations
Using the SOLOM results,,
describe the comprehension
activity that includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Using the SOLOM results,,
describe the fluency activity that
includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Fluency Activity #2
Vocabulary Activity #1
Vocabulary Activity #2
Using the SOLOM results,,
describe the fluency activity that
includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the vocabulary activity
that includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the vocabulary activity
that includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
Using the SOLOM results,,
describe the fluency activity that
includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,
describe the vocabulary activity
that includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the vocabulary activity
that includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
Using the SOLOM results,
describe the fluency activity that
includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Using the SOLOM results,,
describe the vocabulary activity
that includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Using the SOLOM results,,
describe the vocabulary activity
that includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Pronunciation Activity #1
Pronunciation Activity #2
Grammar Activity #1
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the pronunciation
activity that includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the pronunciation
activity that includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the grammar activity
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the pronunciation
activity that includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the pronunciation
activity that includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the grammar activity
Using the SOLOM results,,
describe the pronunciation
activity that includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Using the SOLOM results,,
describe the pronunciation
activity that includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Using the SOLOM results,,
describe the grammar activity
Grammar Activity #2
that includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the grammar activity
that includes at least 3
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
that includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
Using the SOLOM results,,
describe the grammar activity
that includes 2
accommodations/adaptations
that meet the needs of the
student. Explain why the
accommodations were used.
States and explains why the
activity was/was not successful
and what changes would be
implemented to improve the
activity
that includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Using the SOLOM results,,
describe the grammar activity
that includes 1
accommodation/adaptation that
meets the needs of the student
and/or explanation and changes
missing.
Final Critique:
At the end of the field experience, you will write a final critique of your Field Experience II experience. You will answer the questions found on page
9 (approximately) of the Handbook. The final critique is also submitted to TK20. (See the Handbook for more information.)
Key Assignment Rubric Field Experience II (EDE 4944, EDM 4943, EEC 4943, EEX 4383)
Program SLO:
 Counselor/Mentor: 3.1 Communication: Communicate accurately and effectively through oral presentation skills and the written word to deliver quality
education for elementary, middle school, secondary, and special education students
 Lifelong Learner: 4.1 Values/Integrity: Engage in self-reflection regarding performance and pursue opportunities for feedback to demonstrate
commitment to continuous improvement in effective goal setting and the elementary, middle school, secondary, and special education field
NCATE Standard: 1d Focus on Student Learning for Teacher Candidates
Conceptual Framework Outcome(s): Lifelong Learner, Counselor/Mentor
Competency Rubric
Exceeds
Meets
Expectations Expectations
FEAPS
Does not
Meet
Expectations
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12
Course
SLO
Subject Area
Competencies
PEC 1, 2, 3, 4, 5, 6, 7, 8,
9, 10, 11, 12
ESOL Performance
Standards
NA
Reading Endorsement
Competencies
NA
11. Continually evaluates the self and actively
seeks out opportunities to grow professionally
Assignment Grading Rubric
Performance Descriptors
Criteria
New learning acquired during Field
Experience
Strengths in FEAPs
Exceeds Expectations
4
Provides detailed description regarding knowledge gained
regarding schools, teachers and children. Includes specific
examples of learning about schools, teachers and children
4
Chooses 3 FEAPs (radio buttons)
Provides detailed explanation regarding each of the three
Meets Expectations
3
Addresses each element. Examples
and/or detail for one or more element
is missing.
3
Chooses 3 FEAPS (radio buttons)
Provides explanation regarding each
Does Not Meet Expectations
0
Does not answer question. Does not provide
any examples or detail.
0
Does not choose three FEAPs (radio buttons)
Provides explanation for less than three FEAPs
chosen FEAPs. Includes examples of strengths during field
experience.
Needs in FEAPs
Areas of Need from Field
Experience I (FE I)
4
Chooses 3 FEAPs (radio buttons)
Provides detailed explanation regarding each of the three
chosen FEAPs. Includes examples of needs during field
experience. Identifies how to improve in each of the three
FEAPs.
4
Chooses 3 FEAPs (radio buttons)
Provides detailed explanation regarding each of the three
chosen FEAPs including improvement plan from FE I. Includes
examples of improvement during Field Experience II.
of the three FEAPs. Examples and
detail for one of more FEAPs are
missing.
3
Chooses 3 FEAPS (radio buttons)
Provides explanation regarding each
of the three FEAPs. Examples and
detail for one of more FEAPs are
missing. Improvement plan missing.
3
Chooses 3 FEAPS (radio buttons)
Provides explanation regarding each
of the three chosen FEAPs including
improvement plan from FE I. Detail
and examples missing.
0
Does not choose three FEAPs (radio buttons)
Provides explanation for less than three FEAPs
0
Does not choose three FEAPs (radio buttons)
Provides explanation for less than three FEAPs