Grammar Wall Reflection

The assignment required a video recording of twenty minutes from a lesson focusing on structure, pacing, classroom environment, and instructional strategies that promotes development and engagement of all ELL students. The positive feedback included the following: Print rich environment-this is necessary for ELL students because they can see the words from posters and from the grammar wall. The grammar wall allows students to see the different parts of speech and as we do lessons the words are placed on the wall so students can refer to it when writing sentences or looking for the precise word that will convey the meaning of their oral message. Good visual picture walk-during the small group reading, the book on the water cycle showed

When ELL students feel relaxed and comfortable, they are willing to take risks and have their guards down so the learning is more meaningful. Positive reinforcement (praise), students eager to participate, nice detailed feedback-these strategies collaborate with the Affective Filter Hypothesis where students are eager to participate because they feel comfortable. The positive reinforcement and detailed feedback reinforces the type of answers I’m looking for so other students can follow the lead when answering questions. These strategies make a student feel good about themselves because the feedback and praise are positive so students are willing to take risks with answering questions. Higher order thinking questions-this strategy assists ELL students with comprehending the concept at a deeper level, hence the opportunity to store information in their long term memory which can either be applied to new concepts or recalled when necessary. Room for improvement during the lesson included the