Instructional Synopsis - Jhs

Emily Cen
Professor Lin
Instructional Synopsis- 7th Grade
Step 1: Summarize what was observed.
1A. Background Details: The school I am observing in is called X. This school is located in
Dyker Heights, Brooklyn.
Develop a chart that identifies:
Site Visit Day of the Date Grade Subjects
Number Week
3 Monday 10/22/2021 7th Grade ELA
1B. Students- On average, how many students were present during the observation(s)?
Based on the observation(s), describe the diversity of the students.
On average, there are 12 students in the classroom. Most of the students are here everyday. This
class is very diverse with 4 Asian students, 3 Hispanic students, 3 white students, and 2 Arabic
students. This is an ICT and ESL class where each child has an IEP.
1C. Adults- How many other adults were in the room? Describe their roles (e.g., parent, co-
teacher, teacher’s aide, student-teacher, special education teacher).
There are four adults in the room. One is the ENLand Special Education teacher named Ms.
Levital. There is a pull in and out ESL teacher, Ms. W. Then there is a para, named Ms. G. Ms.
Levital teaches the class with lesson plans and maintains order in the classroom. Ms. W assists
the Special Education teacher with her ELL students.

1D. Summary of Observation(s)- Using your practicum journal notes and focusing on the
appropriate Performance Activity/ies, provide 3-4 sentences summarizing what was
observed in each observation. (Remember that a summary focuses on retelling the main
events of the observation in your own words. No opinion or analysis should be part of your
summary.)
This was an ELA lesson where the students were dissecting a reading passage. This is their 3rd
day for the same passage. Each day they are focusing on 1-2 paragraphs of the passage. Today
they are looking at the vocabulary words they have learned from this passage.
Step 2: Analyze observation(s) and the connection(s) to the standard/indicator. In this
analysis, closely examine the observation(s) to understand the parts and ways they work
together. Focus on the connection(s) between the observation(s) and the explicit
standard/indicator the observation(s) addressed. Be sure to support all claims with specific
examples from the observation(s).
Ms. W and Ms. L follows Standard 1 of TESOL framework: English language learners
communicate for social, intercultural, and instructional purposes within the school setting.
Through my observations they created a learning environment that helps all ELLs learn. They
have a self-contained class with students who are English learners. Ms. L creates many
differentiations to this lesson. During the lesson, she asks the students to read the vocabulary
words and asks the students to act out some words. This displays the social and instructional
purposes aspects of the standard. She first makes an audio for her students so they can practice
listening to it. She then asks the students to pair up and read the words together and make
sentences together. Then she provides many visuals and displays it on the smartboard so
everyone can see. They put up the children’s work; showcasing each child’s work with feedback
on their work. There is no chart paper in the classroom.
One thing I would change is adding more chart paper in the classroom to help them recall
the skills they have learned or are learning. I would also put up vocabulary words around the
room with pictures next to the word so the students can always have access to the words they
have learned. I think the room looks too boring without any colors and it makes the classroom
not as welcoming.
Step 3: Analyze what was observed and its impact on student learning. Using
classroom data and anecdotal data from the observation(s), analyze the way in which what
was observed impacts student learning. Consider the way specific characteristics of
students in the observed class(es) (e.g., developmental characteristics, previously
demonstrated academic performance/ability and special needs, socio-economic profile,
ethnicity/cultural/gender make-up, special needs and language) impact decisions regarding
instruction and assessments, especially in terms of the explicit standard on which the
observation(s) focused. Provide specific numbers whenever possible. Be sure to support all
claims with specific examples from the observation(s).
According to their first test, these students were really low. Most of the students did not
know the vocabulary words that were on the test. According to the most recent test, the students
showed progress in vocabulary word recognition. This was evident that Ms. W and Ms. L’s
teaching is making the students learn. Their instructional learning, extra visual aid of videos and
social practices like partner work are helping the students learn. I can see the students enjoy
learning their new words such as instinct, eager, disappointed, adjacent, etc because I hear them
using it in their daily language. Students are doing their independent work on Google classroom
where their teacher assigned each kid a differentiated work. Some students got an audio version
of the lesson where the assignment was read to them. Some students had shorter work
assignments where they did not have to write a definition for the words. Some students had work
that had more visuals. Everyone had to do the same work but she was able to differentiate it to
accommodate everyone’s needs. One student does not like being on the computer so he got a
physical copy of the work. After the students finish their independent work on writing sentences
for each word, they are allowed to find pictures for these new words and I see that they get
excited about adding pictures to their classwork. When they are adding pictures, I hear them
laughing because they have the option of picking the right picture for their word. I like that they
have an option in picking the pictures they want representing that word. Lastly, the students were
able to present their work to the class. They read their sentences to the class and explain why
they picked the picture they did.
It is evident that Ms. L and Ms. W provides support to all her students. She knew that all
her students learn a different way. With her flexibility and thoughtfulness these students are
making amazing progress.
References:
Tesol Pre-K–12 English language proficiency standards ... (n.d.). Retrieved October 16,
2021, from https://www.tesol.org/docs/books/bk_prek-
12elpstandards_framework_318.pdf?sfvrsn=2.

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Emily Cen

Instructional Synopsis- 7th Grade

Step 1: Summarize what was observed.

Dyker Heights, Brooklyn.

Develop a chart that identifies:

Site Visit Day of the Date Grade Subjects

3 Monday 10/22/2021 7th Grade ELA

Based on the observation(s), describe the diversity of the students.

teacher, teacher’s aide, student-teacher, special education teacher).

the Special Education teacher with her ELL students.

appropriate Performance Activity/ies, provide 3-4 sentences summarizing what was

Step 2: Analyze observation(s) and the connection(s) to the standard/indicator. In this

examples from the observation(s).

on their work. There is no chart paper in the classroom.

students in the observed class(es) (e.g., developmental characteristics, previously

demonstrated academic performance/ability and special needs, socio-economic profile,

ethnicity/cultural/gender make-up, special needs and language) impact decisions regarding

claims with specific examples from the observation(s).

they picked the picture they did.

making amazing progress.

2021, from https://www.tesol.org/docs/books/bk_prek-

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