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Starting in the designated learning to frontload and gain confidence in the material and themselves before they produce the information in the integrated setting. It increases their ability to intake the information in the integrated setting and boosts their confidence to answer among their non-ELD peers. 

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Starting in the designated learning to frontload and gain confidence in the material and themselves before they produce the information in the integrated setting. It increases their ability to intake the information in the integrated setting and boosts their confidence to answer among their non-ELD peers. 

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Group 7 (Sekou Roberts, Jessicaa Craig, Sahar Abu-khalaf):The teacher gave them sentences for them to translate back into their primary language in order to assist them with comprehension. She also provided the students with sentence frames and had the students assist with putting the sentences in the correct order. Additionally, the students re-read the sentence to ensure it sounded linguistically correct. 

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Group 7 (Sekou Roberts, Jessicaa Craig, Sahar Abu-khalaf):The teacher gave them sentences for them to translate back into their primary language in order to assist them with comprehension. She also provided the students with sentence frames and had the students assist with putting the sentences in the correct order. Additionally, the students re-read the sentence to ensure it sounded linguistically correct. 

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Frontloading the students was an awesome technique. They seemed to feel much more comfortable and involved in the lesson and contributing to the conversation.
The teacher asking the students to translate for her also allowed them to feel empowered in their ability to teach her something as well.

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Group 6: Mariesa , Mai , Sean

Very Interesting, well organized, during small group designated time the teacher presented nicely. Used student background knowledge, students were able to use their own language during the lesson. There were index cards displayed that welcomed students' cultures.

We noticed during integrated time that the teacher had the same group of kids grouped in the same area instead of being spread amongst their English speaking classroom peers.

We would love to give a lesson in the same manner. However, in our classroom due to behaviors, lack of engagement, and disabilities it doesn't seem likely.

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We liked the small group instruction and how they were able to spend time with each student.

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We liked the way the teacher had the students practice pronouncing new terms with her as a class. We also appreciated that she asked students to translate a phrase into their home language, recognizing and validating their identities and backgrounds.

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Group 1 (Claudio; Mona and Angela)
During designated time, the teacher front loaded the activity by giving her EL students an opportunity to practice and model the activity prior to teaching the integrated lesson. She gave them time to practice themselves.

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Group 9
We like how the class was organized and systematic instructions was provided.

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During the recorded observation I witnessed the teacher scaffold by presenting students with information before teaching the actual lesson. A technique that I enjoyed watching was that the teacher integrated students native language to deepen understanding.

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We were wondering how the teachers regulate the rest of their classroom while doing small-group instruction.

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Sudha Pingle
Anthony Varzeas

The teacher seemed have the class and EL group under control, which seemed to not be too realistic. Also, the environment of SPED could make teaching an EL students experience more difficult.