1. University High
School
Ethnic Specific Observation
Portfolio
Ariel Rodriguez
EDF2085
Professor Qadri

2. Artifact 1
 This artifact is one of the FCAT
readings used by MS. Karp to
guide her students. The
reading is similar to the
reading found in the FCAT.

3. Artifact 2
 This artifact is a worksheet
that guides the students in
their reading. The questions
follow along with the story of
the book and allow students to
better understand how to
grasp what they are reading.

4. Artifact 3
 This is the literacy focus
calendar for the school.
Developed in part with the
school administration this
helps guide the reading
teachers as they plan their
particular lessons.

5. Lesson Plan
This Lesson plan was found at www. Scholastic.com and is similar to one of the lessons that Ms. Karp taught in
her classroom.

6. Lesson Plan

7. Picture 1
 In this picture the student have
moved to their small groups
and are listening to directions
from Ms. Karp. These small
learning communities helped
the students direct their own
learning while also allowing
them to ask their peers for
help when needed.

8. Picture 2
 This is a picture of the binders
used by Ms. Karp to organize
the students work. The binders
also provide her with an easy
way to asses the students
progress in the learning
centers when she collects
them at the end of the lesson.

9. Picture 3
 This is a picture of the students
utilizing the small net book
computers in the classroom. In
one of their centers the
students expand their
knowledge by applying what
they learn to create projects
on the computer.

10. Teacher Interview
 1.What teaching strategies do you use to accommodate non-native English speakers in your
classroom?
 One of the most successful strategies I use is small group work. I find that students who are
unable to effectively communicate with me are still able to communicate with their classmates. I
also use pictures as much as possible to provide another medium for my students to come by
their information in the classroom.
 2.What form of program is used? (bilingual, transitional, submersion, etc.) How did it help the
ESL student.
 My students are in a submersion program but there are other programs at the school which
include translators for students at the lowest levels. I believe that submersion when done
correctly helps remove the stigma attached with limited English proficiency and thus helps the
students with their confidence
 3.What kind of assistive technology or other educational resources are used for this particular
group of students?
 For my groups I use a variety of technology resources including the ELMO and projector to show
pictures and videos. I also have the lap tops and two additional classroom computers that we use
to create projects and search on the internet.

11. Teacher Interview
 4.What is your greatest challenge when teaching ESL
students?
 My greatest challenge working with ESL students are the language
barriers that we have between us. With a little time and
understanding we have been able to come to a better
understanding of one another.
 5.What forms of assessment would be best for non-native
English speakers?
 My assessments implement the group strategies I use during class. I
also breakdown my questions in order for my students to have the
best understanding of the subject they are being tested on.

12. Verification Form