2015 - TSL 4345 New Field Exp Manual Revised

ESOL
CAPSTONE
FIELD
EXPERIENCE
Florida A&M University

College Of Education
TSL 4345
Dr. R. Blankenship
The Captsone Field Experience report for ESOL is expected of all
candidates in TSL 4345. Specific experiences are designed during
participation in classrooms where ELLs are served and under the
supervision of ESOL credentialed teachers. 12 hours of participation is
required as designated by the professor of the course and in agreement
with the cooperating school.
ESOL
CAPSTONE
FIELD
EXPERIENCE
Richardson/Manual 2
Florida A&M University

College of Education
TSL 4345
SPRING SEMESTER 2015
THE ESOL FIELD EXPERIENCE
PREPARED FOR
TSL 4345 Methods of Teaching ESOL
PREPARED BY
Tiffany Richardson
Spring 2015
TSL 4345 FIELD EXPERIENCE MANUAL 2015
Richardson/Manual 3
Table of Contents
A. Certifications of the Field Experience with signature
Utilize the Table of
Contents to make
sure that all
reporting
expectations are
completed and
included in the
report.
Start with the
Preliminary
Information
Reporting
(including the
description of the
school site,
description of the
classroom physical
environment and
description of the
classroom learning
environment).
Culminate with the
Journal of daily
participation.
Continue with the
segment designated
for the eight (8)
artifacts followed by
your summary of
reflections and
knowledge gained
from the experience.
Always read and

follow the rubric
expectations in Task
Stream to complete
your assignments.
B.
C.
D.
E.
of classroom teacher (Required)

Field Experience Description and Expectations
Field Experience Overview and Description of School
Site and Classroom Physical and Learning
Environment
Reflective Journal of Daily Observation-Participation
in increments of thirty (30) minutes
Observation and Participation Report
Overview of the Field Experience.
Description of the school site
Description of the classroom physical environment
Description of the classroom learning environment
F. Presentation of Artifacts
ARTIFACT #1: Mini Ethnography Study
ARTIFACT #2: Culture in Action
ARTIFACT #3: MI Inventory Application
ARTIFACT #4: Lesson Activity/Demonstration
ARTIFACT #5: Checklist for Stages of Language/Literacy
SOLOM INVENTORY
ARTIFACT #6: Classroom Lang/Lit Observation/Analysis Error
Analysis
ARTIFACT #7: Literacy Activity to Support ELLs
ARTIFACT #8: Comparison of Field Experience to Personal
Vision of 21st Century ESOL Classroom
ARITFACT #9: Standard-Based Supportive Teaching Strategies
for ELLs
ARTIFACT #10: Review of Instructional Materials for ESOL
ARTIFACT #11: FCAT Accommodations for ELLs
G. SUMMARY AND REFLECTIONS - Knowledge gained from

the experience
Richardson/Manual 4
Richardson/Manual 5
Field Experience Description and Expectations

The College of Education offers its teachers candidates the opportunity to work directly with
English Language Learners (ELLs) in classroom settings with ESOL credentialed teachers. This
experience provides candidates from a state approved program the opportunity to graduate meeting the
ESOL requirements for the area of specialization.
PURPOSE
The field experience in ESOL provides candidates with multiple opportunities, throughout the
program of study, to gain insight into the placement, services, appropriate programming, and classroom
strategies aimed at providing a meaningful education for ELLs. As inservice teachers share their
practice with candidates in various disciplines, they also share knowledge, skills, and professional
dispositions to assist in the development of effective teaching as means for inducting future teachers
into the profession.
OBJECTIVES
Provide direct experiences working with ELLs in the context of classrooms where ELLs
are taught at the grade levels and in the discipline for the certification area of the
candidates.
Provide hands on experiences while observing and participating using instructional
materials or applying strategies for individual ELLs or small groups of ELLs in support
of classroom instruction as assigned or in support of the instruction being provided by the
classroom teacher.
As opportunity is presented, apply some of the ESOL strategies learned in class in
teaching situations with ELLs at varying levels of English language proficiency and
literacy levels.
Using critical thinking skills and problem solving, apply ESOL concepts learned through
selected videos viewed in class to similar situations observed during the field experience.
Make a connection to the use of strategies/approaches that can be used to enhance
learning situations observed and/or experienced.
Richardson/Manual 6
SCHOOL SITE EXPECTATIONS

DRESS PROFESSIONALLY. Unprofessional clothing includes, but is not limited to
shorts, tank tops, miniskirts, jeans, t-shirts, revealing attire, and the like.
TURN OFF ALL CELL PHONES . Do not take or make calls or send/receive texts
upon entering the school and during the visit.
SIGN IN AT THE FRONT OFFICE UPON ARRIVING AT THE SCHOOL AND
REMAIN AT THE SCHOOL FOR THE ENTIRE PERIOD AS AGREED UPON
IN CLASS. The sign in records of the school informs who is authorized to be on
campus. This is a safety measure for all school visits. Therefore, YOU SHOULD NOT
LEAVE THE SCHOOL PREMISE UNTIL THE INDICATED TIME FOR
DEPARTURE AS ESTABLISHED IN THE COURSE.
Take a bag lunch or purchase lunch at the school so THAT LUNCH TIME IS TAKEN
WITH THE ELLS IN THE SCHOOL CAFETERIA. Make this a great time to learn
about the ELLs by gaining knowledge of their culture and socialization at school and in
the larger community. Use this time to build your Mini-Ethnography.
AVOID HAVING CHITCHATS WITH FELLOW CLASSMATES AND OTHERS
in the main office, hallways and classrooms. Your purpose is for instructional support
and learning, not socialization with other.
AVOID THE FACULTY LOUNGE/WORK ROOM (These areas are generally reserved
for teachers and select employees).
DO NOT CONTACT PARENTS unless given specific permission by the principal.
Maintain confidentiality by not talking about teachers or students to others.
Interviewing or holding conversations during instructional time takes away from teaching
and learning. Always ask the teacher for an appropriate time to discuss specific issues.
Richardson/Manual 7
OBSERVATION AND
PARTICIPATION REPORTING
PRELIMINARY INFORMATION REPORTING
OVERVIEW OF THE FIELD EXPERIENCE
State the location
of the school and
describe the
physical layout of
the school plant.
Include the name
of the school, the
address, the
location in terms
of the other
establishments
that surrounds
the school,
physical
attractiveness of
the school
building, grade
levels served, and
your initial
impressions
upon entering the
school.
A. DESCRIPTION OF THE SCHOOL SITE

Gilchrist Elementary School is a Leon County Public School located in Tallahassee
FL, 1301 Timberlane Rd. The school is located in an upper-class part of the City.
There are 940 students from preschool to 5th grade and a student/teacher ratio of
13:1. Gilchrist Elementary School currently has a rating of 9.4 out of 10. This score
is based on students' performance on state standardized tests compared to other
schools in Florida.
The school building is well kept. It is painted white and blue and the school sign is
in red, giving the sense of patriotism. When entering the school, a statue of the
schools mascot is seen. The school environment is very friendly. Upon entering the
school, the impression given was good. The staff greeted us as we entered, the entire
school environment was very welcoming. ELL students will feel welcomed at this
school. The staff is very welcoming and friendly. This is important for ELLs,
because with all the difficulties they face, having a place where they feel like they
are welcomed and belong will lower their affective filter. The school does not have a
designated uniform for students, this allows students to express themselves as a
person. However, it has its disadvantages such as out casting students who may not
have the latest gear and outfits. ELLs face many difficulties trying to fit in as is, this
can be stressful for them as well.
ALWAYS READ AND

FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
Richardson/Manual 8
B. DESCRIPTION OF CLASSROOM PHYSICAL

ENVIRONMENT
Describe the
physical location
of the classroom
within the school
plant. Describe
the physical
arrangement of
the classroom in
terms of teacher
desk, student
desks and work
areas, location of
instructional
materials,
location of
learning centers,
bathrooms,
bulletin boards,
etc.
Mrs. Zetrouers 2nd grade classroom setting is ideal for learning. The
classrooms physical environment is student friendly. It is very bright and
welcoming. The classroom walls dcor is very vibrant. The desks are arranged
in a U-shaped configuration, with the teachers desks in front out looking her
students. Thus students are able to easily interact with each other as well as
the teacher. The classroom is spacious enough for students to interact and
move around. There are no learning centers and the bathroom is in the rear
end of the classroom.
The instructional materials were placed near the front of the classroom.
ALWAYS READ AND

FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
Richardson/Manual 9
C. DESCRIPTION OF THE CLASSROOM LEARNING

ENVIRONMENT
Include types of
activities
performed by
the students,
student mobility
in the
classroom,
grouping
arrangements,
ESOL strategies
used by the
teacher, etc.
The learning environment of the classroom was student-centered. The activities

performed by the students were all age appropriate. Mrs. Zetrouers classroom, is
grouped by student abilities. There are the different levels. These include: below
grade level, grade level and above grade level.
Mrs. Zetrouer administers different activities to each group. She works with a
different group throughout the course of the day. This enables all students to have
the chance to interact with the teacher.
The lesson plan used by Mrs. Zetrouer has ESOL strategies already incorporated
within the lesson. Thus Mrs. Zetrouer does not have to make any modifications to
her lessons.
ALWAYS READ
AND FOLLOW
THE RUBRIC
EXPECTATIONS
IN TASK
STREAM TO
COMPLETE
YOUR
ASSIGNMENTS.
Richardson/Manual 10
D. REFLECTIVE JOURNAL OF DAILY OBSERVATIONPARTICIPATION IN INCREMENTS OF THIRTY (30) MINUTES
Today was my first day of observing at Gilchrist Elementary. I was placed in

JOURNAL ENTRIES
MUST ACCOUNT
FOR INTERVALS
OF THIRTY (30)
MINUTES EACH
THROUGHOUT
EACH DAY OF
VISITATION
At the end of
each day of
participation
record your
memory of the
day, include the
impressions you
formed from
observation and
interaction with
the teacher,
students, and
general
classroom
dynamics.
Mrs. Zetrouers 2nd grade class. As In entered I was graciously welcomed by

Mrs. Zetrouer. As I walked in I was in awe of how well decorated and childrenfriendly the classroom setting was. It was different from other schools Ive
observed.
Mrs. Zetrouer gave a short explanation about her classroom and her ELLS. She
explained that she considered her classroom to be a United Nations because of
the vast amount of different nationalities within the class. I was impressed by
her excitement in working with us, she was willing to answer any questions and
help us in any way possible. I felt very welcomed and comfortable there.
As the students arrived, Mrs. Zetrouer pointed out the 4 main ELLS in her
class. I decided to work with Orlando. Orlando is a 7 year old Hispanic Native.
Out of all the ELLs, Orlando is the only one who goes to Reading Masters.
Reading Masters is a program where a reading specialist helps low ability
readers during special area.
Mrs. Zetrouer interacted well with all her students, greeting them all as they
arrived. Mrs. Zetrouer has great classroom management, as the students got to
ALWAYS READ
AND FOLLOW
THE RUBRIC
EXPECTATIONS
IN TASK STREAM
TO COMPLETE
YOUR
ASSIGNMENTS.
class they knew what was expected of them.

The general classroom dynamic was one that exemplified professionalism,
organization, good management and an environment conducive to enjoyment
of learning.
ARTIFACT #1
Mini Ethnography Study
Mrs. Zetrouers 2nd grade classroom is considered a United Nations. Her ELL
students are natives from all over the world, Russia, Korea, Mexico, and The
Middle East. Although English is a second language for all the ELLs; they all
have good comprehension of the English Language.
The ELL student I interacted with was Orlando. Orlando is seven years old. He
is Hispanic but has good fluency in English. Orlando is the only ELL who
goes to Reading Masters, reading for low ability readers during special area.
During this time, Orlando and five other ELLS, who were mainly Hispanic
natives are given extra help in reading by a specialist. During the session I
observed, Orlando did well in the activities administered. The specialist had a
stack of sight words on index cards and each student was required to say the
word on the card. Orlando got all his words correct.
I observed that all the ELLs in the classroom, although different by nationality,
interact with each other more than with the other students. Orlando was not
very social, he often isolated himself from others and didnt seem to have
much friends in the classroom.
After reviewing some of Orlando classwork, I observed although he has good
comprehension in speaking and understanding the English Language; he has
poor grammar in writing. Many of his words were misspelt and his sentences
were incomplete. From this observation, I conclude that Orlando may live in a
household where a minimal amount of writing English is involved.
ARTIFACT #2
In narrative form,
write at least three
(3) paragraphs with
general information
you have gathered as
a result of your
observations and
interactions with the
ELLs in the field
experience
classroom.
Specifically observe
and report on:
Culture in Action
Mrs. Zetrouer is an exceptional teacher. She interacts well with all her students.
Her demeanor is one that makes it easy for students to feel comfortable
interacting and asking questions.
Zetrouer treats all students as equals. She considers her class a United Nation,
all though all different, they work together for a common goal.
Zetrouer interacts well with her ELLs, her easy going attitude, makes it easy
for them to ask questions. As a teacher with ELLs this important that our ELLs
- Interaction
between the teacher
and the ELLs.
feel comfortable coming to us. With all the different struggles ELLs face,
-Interaction within
cultural groups
process.
-Interaction among
ELLs and non-ELLs.
- Summarize the
changes you would
make as the
classroom teacher of
this group and tell
what additional
materials you might
add to the classroom
collection of
artifacts. Tell why.
having someone they feel comfortable asking for help is vital to their learning
Zetrouers approach for teaching and interacting with her students is one I
admire and would like to adapt within my classroom. Zetrouers classroom
environment is one of a family. Although the ELLs tend to shy away into their
own group, she encourages whole class interaction, thus the ELLs are forced to
socialize with everyone.
Although Zetrouer has a good approach, her classroom does not reflect culture
related artifacts. As a teacher, it is important that we cater to all students and
their different cultural needs. Mrs. Zetrouers classroom is beautifully
decorated with educational bulletins and artifacts; however, none of which is
culturally inspired. For example, the idea of the United nation is a great
ALWAYS READ AND

FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
concept. As a teacher, I would use this as a theme in my classroom and have

resources from the different nationalities within the classroom such as
displaying artifacts from the different countries such as the national flag etc.
As a teacher with an infused-ESOL classroom, I plan to incorporate a

classroom environment that is ESOL friendly. I will integrate many different instructional strategies to cater to
the ELL students in the class. The classroom will be filled with charts and signs in different languages. The
different cultures evoked throughout the classroom. I will have signs in different languages example the word
bathroom will be displayed in both Spanish and English. This is perfect for teaching ELLs basic sight words as
well as Non-ELLS learning another language.
My main focus will be to ensure that I increase each ELLs instructional ability, whether through translation on
content, use of visuals and pair grouping. I will make sure each student had the opportunity to gain the
knowledge that was expected of them.
ARTIFACT #3
After using the
instrument with a
selected ELL, write a
paragraph making a
clear value judgment
of preferred ways in
which the ELL learns
and demonstrates
learning potentials.
MI Inventory Application
I conducted a Multiple Intelligence inventory on a 2nd grade level student
named Orlando. The survey that was given to the student had short-simple
sentences that pertained to different intelligence types. I read Orlando each
sentence, asking him to describe which of the following are true about himself
from a scale of 0 to 5, zero being not at all, and five representing very true. Each
answer was recorded on the Survey sheet; it demonstrated how high Orlando rated
Indicate the types of

activities that might
be best, given the
preferred
intelligences of
strengths.
each question where each question identified with a particular learning strategy.
Indicate how you

might assist and lend
support to ELL when
the least preferred
intelligences are
important for
learning or
completing a task.
high score in naturalist intelligence, such as Orlando, are typically in tune with and
After verbally asking Orlando the questions and recording them, I tallied up the
scores for each strategy. It was evident that Orlando had the highest on the
Naturalist multiple intelligence area with 15 points in total. Persons who have a
interested in nature and animals. They are said to be nurturing, explorative of the
environment, as well as intrigued in learning about other species; they tend to be
highly attentive of changes to their environments Based on Orlandos results, it is
clear that he is engrossed in nature and the environment. From the data recorded
from the survey, I determined that the learning strengths and weakness are of the
ELL include activities that could play to the strengths of the Intelligences could be:
ALWAYS READ AND

FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
Interest in subjects such as botany, biology and zoology

Good at categorizing and cataloging information easily
May enjoy camping, gardening, hiking and exploring the outdoors
Doesnt enjoy learning unfamiliar topics that have no connection to nature
In terms of his weaknesses, there were too intelligences that he scored the
lowest on bodily-kinesthetic and intrapersonal. Bodily-kinesthetic intelligence is
the ability to solve problems or fashion products using one's body. Such intelligence is typically exhibited in
dancers, surgeons, and athletes. On the other hand, intrapersonal intelligence refer to persons who are good at
being aware of their own feelings, emotions, and motivations. They tend to enjoy self-reflection and analysis,
day-dreaming, exploring relationships with others, and assessing their personal strengths. By Orlando taking
this survey, it gave Orlando the opportunity to recognize his strengths and weaknesses in terms of his learning
strategies and intelligence. It also gave him demonstrations of what he might be good at.
ARTIFACT #4
Lesson
Language Arts (English), Reading
AI Digraphs
Author:Tiffany Richardson
Date created:
03/18/2015 11:23 PM EDT
Date modified:
03/20/2015 3:16 AM EDT
COLLEGE OF EDUCATION: Standard Lesson Plan Format

Course Number
4345
Course Title
TSL
Activity/Demonstration
Grade Level
Title of Lesson
Goals
Next Generation Sunshine
Grade 1
Vowel
AI=/A/
Digraph
The goal of this lesson is to teach students that that vowel diagraph sound ai=/a/
FL- Florida Sunshine State Standards State
Standards
Subject: Reading/ Language Arts
Grade: Grade: 1
Strand: READING PROCESS
Standard: Standard 3: Phonemic Awareness The student demonstrates phonemic awareness.
Benchmark: LA.1.1.3.1 The student will identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC)
Standard: Standard 4: Phonics/Word Analysis The student demonstrates knowledge of the alphabetic principle and
applies grade level phonics skills to read text.
Benchmark: LA.1.1.4.2 The student will identify the sounds of vowels and consonant digraphs in printed words
Benchmark: LA.1.1.4.4 The student will decode words from common word families
Standard: Standard 5: Fluency The student demonstrates the ability to read grade level text orally with accuracy,
appropriate rate, and expression.
Benchmark: LA.1.1.5.1 The student will apply letter-sound knowledge to decode phonetically regular words quickly
and accurately in isolation and in context
Standard: Standard 6: Vocabulary Development The student uses multiple strategies to develop grade appropriate
vocabulary.
Benchmark: LA.1.1.6.1 The student will use new vocabulary that is introduced and taught directly
Subject Area
Strand
Standard
Benchmark
Summary
The teacher will model and provide direct instruction of what should be done.
The students in return will model the teacher and complete their independent work.
The students will be required to meet the standards listed in order to do the activities
Specific Behavioral
Objectives
After reading, "Jake and Gail go to Spain", students will identify the words that consist of the vowel digraph ai with 80%
accuracy.
After the lesson, students will do a letterbox lesson with words that consist of the vowel digraph ai, students will be able to
spell atleast 5 of the 10 words in the list accurrately.
List of Materials, Resources,

and Equipment
1. Computer with internet access

2.
Projector (Smart Board)
3.
Audio Book (Jake and Gail go to Spain)
4.
Decodable Book (Jake and Gail go to Spain)
5.
Index Cards (Ai=/A/)
6.
Earsable Board
7.
Washable Markers
8.
Bilingual Dictionary
9.
Picture word cards
10. Paper and pencils
Preventative Techniques
Pre- teaching Key Vocabulary
Interventive Techniques
Modeling/ Scaffolding during the lesson
Differentiated Instruction for

ELLs
The accommodations that will be made for the ELLs are explained below for each aspect of the lesson indicated by the
"**" symbol.
All work collected from this ASSIGNMENT
will be placed in the student's portfolio to monitor his/her progress.
Differentiated Instruction for

ESE Students
Accommodations for other
Learners
Methods/Procedures: Step-By-Step Presentation Of The Lesson.
1. Attention Grabber
Before beginning the lesson, the teacher will clap in a rhythm and the students will be expected to repeat this rhythm. After
students repeat the rhythm they come to order and the lesson will begin. Once the students are quiet, the teacher will play 2 songs on Youtube titled "'ai' Sound Carnival (The Electric Company)" and "Between the Lions" on the smartboard.
https://www.youtube.com/watch?v=UBx--GczneQ&list=PLabqGGCbc0BNFXnUQt0TgpSR6-eO6Ktdz&index=5
https://www.youtube.com/watch?v=7fb3Pdt8kxg&list=PLabqGGCbc0BNFXnUQt0TgpSR6-eO6Ktdz
The video will let students hear the sound the vowel digraph makes and will be helpful during the lesson.
**
This song (and following activities) will be appropriate for a LEVEL 3 or higher English Language Learner who has
good comprehension in English. The song provides word visuals, has a catchy beat, and a catchy learning phrase or rule.
When two vowels go walking, the first one does the talking. Because the song is catchy and has a rule, it will be easy for the
English Language Learners to grasp the concept of vowel digraphs. In addition, music can relax the ELL.
He/She won't feel isolated and will be more willing to enjoy the song. As a result, lowering their affective filtering.
2. Introduction of the Lesson The teacher will pre-introduce the vocabulary on index cards: Gail, Spain, Pain, rain, wait, gain, main, chain, mail, brain.
http://bogglesworldesl.com/phonics/VowelDigraphCardsAI1.jpg
Each index card will contain pictures so the students can relate the word to the picture.
The teacher will do a phoneme activity with the students. The teacher will ask, "Do you hear the ai= /A/ sound in maid or had?
ran or rain? sail or say? plan or plain?"
**
The phoneme activity will be beneficial for ELL students because it allows them to orally hear the sound of the
voweldigraph in each word without seeing it rather than being confused because both words contain the letter "a".
** The
manipulatives such as: A chain, a stack of mail, and a atlas that shows spain to ACTIVATE the English Language
visuals will
Learners schemata.
allow the
students to
get a
mental picture of each vocabulary term. In addition, the teacher will bring in
3. Teacher Modeling /Direct The teacher will interact and answer questions throughout the lesson.
Instruction
The teacher will also display good reading so the students can model it.
4. Critical Thinking
Questioning / Guided Practice
**The teacher will have one on one sessions with her ELLS to ensure the have grasped the concept of the vowel digraph.
The teacher will read a loud the story Jake and Gail go to Spain.
The question: "What would you do in Spain? What adventures would you encounter?" will be projected via the smart
board.
The teacher will read her story on what she would do in Spain and also have it displayed on the smart board.
Students will be given 15 minutes to create their own story on what they would do in Spain. Students will be encouraged
to use at least 5 words that contain the vowel digraph ai.
The teacher will walk around the classroom to make sure that the students are on task.
**During this time, ELL students will be able to go to the reading center and listen to the teacher's story of what she would
do in Spain. The teacher will have a recording of her story for Ells to listen to. The teacher recorded the story book
fluently with prosody, accuracy and speed. In the recording, the teacher emphasizes on the words that contain the vowel
digraphs so that the ELLs can grasp the concept.
The teacher will periodically walk over to the reading center to ensure that the English Language Learners are understanding
the vocabulary terms and story.
5. Independent or Group work
Group Work:
Together within groups, students will create a poem containing a list of words that use the digraph ai. Because many
words with the digraph rhyme with each other, this is easier than creating a typical poem. For example, you could put
the words "nail," "pail," and "sail" at the end of the lines of the poem so that the poem rhymes. This is also a way to help
students differentiate between two digraphs that make the same sound, such as "ai" and "ay."
** This activity is beneficial to ELLs because it is a group effort and thus the student is not isolated in the lesson. It also
builds their vocabulary by use of the different words within the poem. This activity also allows the student to think
outside the box and be creative.
Independent Practice:
The teacher gives students the decodable reader Jake and Gail go to Spain. Students are instructed that they will
chorally reading this story together and then picking their favorite page to read aloud. Students and Teacher read the
story and discuss the Long a: ai, words on each page. The students are instructed to track the print and point to the
words we have been studying throughout the discussion.
Assessment
Assessments are based on the activities mentioned above. Teacher is assessing students based on participation and
responses to teacher generated questions. Students independent reading is also assessed at this time.
Students will be paired together to read the book "Jake and Gail go to Spain." One student will read the book while
another will be given an index card with ai=/a/. The student with the index card will be expected to raise the card every
time the reader says a word that contains the diagraph.
Enrichment Activities
An enrichment activity will be the letterbox lesson. Letterbox lessons are hands on activities for learning the alphabetic
code. Children spell words by placing letters in boxes that shows the number of phonemes in words and later they read
the words they have spelt.
Students will be expected to spell and read out the list of words given by the teacher.
**Letterbox lessons are great for ELLs. This activity allows ELL to spell and sound out the words. This also will allow the
teacher to see if the students has grasped the lesson taught.
Other decodable books and audio books with the vowel digraph will be accessible in the reading center. Students will be
able to play online games such as digraphs bingo, word searches etc.
Another enrichment activity will be tongue twisters. Students can have fun repeating tongue twisters such as: "The maid
with the braid laid in the rain" together.
Reflection
Reflection is an essential key in the learning process.

After the lesson, I will self-evaluate the lesson. I will see what worked at what didn't work.
I will evaluate the strengths and weaknesses of the lesson. Did the students understand the concept of two vowels making one
sound? Were the activities children friendly and relatable? Was I clear and concise with my instructions and what was expected
of the students? Were my ELLs grasping the information? Did I have all my resources? Were there accommodations for my
ELLs?
Answering these questions will allow me to see what changes need to be done to develop my lesson so my students are
grasping the content. If the lesson works, I will continue to use these activities to ensure my students development in the
concept.
ARTIFACT #5
Checklist for Stages of Language/Literacy SOLOM Inventory
After using the
checklist to
determine the state
of language and
literacy development,
develops a specific
plan of action
including specific
ESOL-related
strategies for
instruction and
progression for your
select ELL.
Based on the interview and interaction with Orlando, I would say that he is at
a level 4. This level is based on the SOLOM testing instrument. On the
SOLOM Assessment Orlando scored four in 4 of the 5 categories which puts
him at an average of a level 4. The levels where Orlando scored 4 were
Comprehension, fluency vocabulary and pronunciation. Orlando has great
comprehension. His problem comes in when he is trying to articulate and
pronounce words. This decreases his fluency and sometimes makes him hard
to understand. Orlando greatest need is grammar.
Being a native Spanish speaker, Orlando is transferring a word order rule
from Spanish to English. The adverb already he says before the direct object
which is correct in Spanish but not in English. The many different dialects of
American English can be quite overwhelming! Teaching ELLs to code switch
is an intermediate skill, but an important one so that they are using the correct
ALWAYS READ AND

FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
words with the correct groups of people.

Explaining confusing syntax and semantics is very important because when
they only have 1 meaning for a word in their lexicon, an entire conversation
can be thrown off and cause frustration. Creating a safe environment where
learners can make mistakes and not have their accents ridiculed is very important for instructors to do so that
ELLs do not shut down. Appreciating the different stressors an ELL undergoes adjusting to a new culture and
how this creates an affective filter to second language acquisition can help an instructor be more compassionate.
Referring learners to other services can help them as well. Also, having learners listen to themselves is a great
learning tool because when he replayed this video, he was able to hear his mistakes and correct them.
ARTIFACT #6
Classroom Language/Literacy Observation and Analysis Error Analysis
Items found in an ESOL Infused Classroom
1. Computers and Software
2. Document Camera
3. Tape player
4. Headphones
Use the classroom
Language and
Literacy Inventory to
assess the climate for
learning in the
classroom
Present the
instrument with a
Write a brief
paragraph indicting
your interpretations
of the information
gathered.
What does the
information
gathered tell about
the field experience
classroom?
5. Posters/graphics/photographs
6. Word wall
7. SMART Board
8. Bilingual dictionaries
9. Clickers
10. Multi-cultural books
Value Statement:
In the 21st century infused classroom students are the center. In the
ESOL infused classroom encompasses a variety of present day aspects such as
cooperative grouping, technology resources hands on activities and alternative
assessments that provide a climate of warmth and caring which nurtures a sense
of comfort for the ELL. This in turns supports language acquisition
These resources will inform my future classroom by providing me a
repertoire of technology at my disposal. I will use each item in some way in my
future in my further classroom to help encourage the language development of
ELLs. The resources will provide assistance in any area of language
development no matter what level the ELL is on. It will provide a fun way for
my ELLs to learn English.
ALWAYS READ AND

FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
ARTIFACT #7
Literacy Activity to Support ELLs in the Classroom
The teacher will read a loud the story Jake and Gail go to Spain.The question: "What would you do in Spain?
What adventures would you encounter?" will be projected via the smart board.
The teacher will read her story on what she would do in Spain and also have it displayed on the smart board.
Students will be given 15 minutes to create their own story on what they would do in Spain. Students wil
l be encouraged to
use at least 5 words that contain the vowel digraph ai. The teacher will walk around the classroom to make sure
that the students are on task.
**During this time, ELL students will be able to go to the reading center and listen to the teacher's story
of what she would
do in Spain. The teacher will have a recording of her story for Ells to listen to. The teacher recorded the STORY
READING fluently with prosody, accuracy and speed. In the recording, the teacher emphasizes on the words th
at contain the vowel digraphs so that the ELLs can grasp the concept.
The teacher will periodically walk over to the reading center to ensure that the English Language
Learners are understanding the vocabulary terms and story.
ARTIFACT #8
Provide two
substantive
paragraphs with
projections and
visions and
projections of your
future classroom
with ELLs. Make
comparisons
between the field
experience
classroom and your
21st Century
classroom
projections and state
improvement based
on your recent
experience.
Comparison of Field Experience to Personal Vision of

ESOL 21st Century Classroom
Mrs. Zetrouers second grade class was very colorful and print rich. The
classroom contained a lot of charts posters and graphs. She had bulletin
boards that displayed the students work. One thing that I noticed was that all
of the print material in her classroom was in English. In a classroom with
ELLs this would not be beneficial. You want to have a charts and poster with
the different translations or pictures to represent the English word to lower
that affective filter that the ELLs have when trying to learn English.
Comparison to the 21st Century Classroom
Although Mrs. Zetrouers classroom was a great learning
environment, it lacked many resources for catering to ELLS. Although the
classroom was print rich there were no modifications for the ELL students. In
my classroom I will have posters with English and other languages. I also will
provide a visual representation of the classroom schedule so that ELL knows
how the day will go. The classroom did not have learning centers. My
classroom will have learning centers that will be fun and academically
appropriate for language development. It will provide fun, cooperative hands
on activities that will incorporate the use of BICS and CALP. My Classroom
will be set up to provide the optimal learning experience.
ALWAYS READ
AND FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
ARTIFACT #9
Describe the
teaching episode for
which you provided
support for ELLs as
the classroom
teacher directed
instruction.
Include the
following:
-Specific standards
that was used for the
lesson.
-How you assisted
the ELL in making
the connection for
learning the material
-Steps you used with
the ELLs to assist
with learning the
strategies
-Tell what the
learning outcomes
were.
Standards-Based Supportive Teaching in the Field

Experience Classroom
In the state of Florida, many of our schools are ESOL-infused. ELL
students face many challenges in our schools, such as struggling to learn the
English language and be accepted in a society that is not always accepting
and not always willing to embrace diversity. With immigrants from all over,
mainly, Spanish native speakers, it is important that our classrooms and
instructional approaches cater to the needs of English Language Learners.
Gilchrist Elementary School was once an ESOL certified school.
However, after years of development, the school became a general public
school with ESOL-certified teachers. At Gilchrist Elementary, there are many
instructional strategies that a teacher can infuse within her lesson to
accommodate English Language learners.
In the case of Mrs. Zetrouers second grade classroom which is an
ESOL-infused class; Her ELL students are very diversed ranging from Korea
to Russia and the Middle East. Although bilingual education is no longer
provided in school, Mrs. Zetrouer uses lesson plans that already include
accommodations for ELLs. Thus, Mrs. Zetrouer does not have much
modifications to do as they are already made for her.
As a future teacher, in the event that a lesson is not already provided
with accommodations for me; here is an example of a sample lesson I would
incorporate within my classroom:
Name of Activity: The Colors of Us
Learning Objectives:
After read aloud by the teacher, the second grade student will be able
to trace and color their own handprints on a sheet of construction paper by
mixing at least three colors.
ALWAYS READ
AND FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
After the art activity, the student will be able to write a reflection
sentence about their hands including at least three sentences describing their
use, color, and or meaningfulness to their lives.
After the lesson, the student should be able to discuss at least 2
similarities and differences between and among the skin color of themselves
and their classmates.
Standards: Fiction Standard: The student identifies, analyzes, and applies
knowledge of the elements of a variety of fiction and literary texts to develop
a thoughtful response to a literary selection.
Drafting Standard: The student will write a draft appropriate to the topic,
audience, and purpose.

Listening and Speaking Standard: The student effectively applies listening and speaking strategies.
VA.A.1.1: The student understands and applies media, techniques, and processes.
ESOL Modifications: ELL students will be able to write their reflection and differences and similarities in
their native language.
Instructions will be given in their native language
Esol Supportive Strategies:
The teacher will provide comprehensible inputs by reading the story more than once in a slow a steady
pace to ensure that ELL students grasp
I will provide ELLs with a Buddy Assistant (English Native speaker)
I will provide the use of bilingual dictionaries and glossaries.
ARTIFACT #10
Instructional Materials Review/Technology Resources for ESOL Support
Review at least two

(2) instructional
materials (textbook,
workbook, etc.) to
determine their
usefulness. Explain
what modification
might be necessary
to improve literacy
gains for ELLs.
ALWAYS READ
AND FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
1. Culturally Authentic Pictorial Lexicon (CAPL)

Syntax and semantics are some of the hardest things for an ELL student to
understand and apply. The program has collections of images for teaching and
learning English, German, French, Chinese, Spanish, Japanese, Russian, and
Ukrainian.
CAPL is a program that is intended to provide images to demonstrate the true
meaning and intention of the words in a language.
2. The Story Place
The Story Place is a children's digital library. It features digital stories in English
and Spanish for students from pre-school throughout elementary school. The stories
are arranged by age group and by theme. Along with the digital stories is also
activity guides for parents and/or guardians.
The Story Place provides a story base for ELL students. It provides a visual along
with an audio approach to learning for ELL students. This is intended to give
various ways to help ELLs learn words and sentences in English. The activity
guides also allows parents to get more involved in their childrens language
learning.
3. Verbs Online
Verbs Online provides foreign language students with a good selection of activities
for practicing verb conjugations. Practice activities are available in English, Spanish,
French, German, Italian, and Portuguese.
The practice activities deal with the past, present, and future tenses of regular and
irregular verbs which is an important segment for learning a new language. ELL
students can choose to do the activities in sets of ten through fifty practice items.
This gives the student the opportunity to do as much as he/she pleases per day.
4. Smart.fm
Smart.fm is a free service designed to help you learn languages, mathematics, and
history independently. Smart.fm also offers a personalized repetition schedule based
upon what the student has learned and what he/she has not learned yet; the schedule
adjusts each time the student revisit your account.
Smart.fm provides a flashcard-like service on technologies such as laptops, tablets and even mobiles for
learning languages, formulas, and facts. The ELL student can hear the flashcards read to him/her; The
ELL can also read the flashcards for themselves, and play games based upon what flashcards are being
studied at the time.
5. Forvo
Forvo is as an audio wiki for word pronunciations. There are currently almost 200 languages supported
on Forvo. Along with word pronunciations, Forvo provides some basic demographic information about
each language. Forvo's content is user supported and user generated; therefore new pronunciations are
added every day.
One of the problems with learning to speak a language that is not phonetic is trying to figure out how to
pronounce the words. Forvo hosts hundreds of recordings of word pronunciations by native speakers.
This allows the ELL student to understand not only vocabulary but pronunciation as well.
6. English for Everyone
English for Everyone is a site online for finding ELL activity worksheets and online activities. English
for Everyone uses a 1-10 rating scale for all activities and worksheets. Activities rated 1 are for
beginning ELL students and activities with a 10 rating are for advanced students. Most of the activities
are geared toward an audience of students under age 13.
ELL teachers can use this website to get various activity worksheets as well as age appropriate online
activities for their ELL students. By engaging ELLs to such activities allows them to learn both English
and the use of technology.
7. Vocaublix
Vocabulix provides numerous free tools for learning languages such as Spanish, German, or English.
Vocabulix can be used to create quizzes or take quizzes online. Vocabulix provides dozens of drills and
activities designed to help students. The verb conjugation chart can be used on the Vocabulix website.
The verb conjugator code is freely available for use in third party blogs, wikis, or websites. As most new
language learning websites do, Vocabulix has a social networking option that helps match native
speakers with learners.
ELL students can interact with other native English speakers via technological networking. This
program leaves little room for isolation though technology. ELLs can also quiz themselves to monitor
their progress in earning English.
8. Make Belief
Make Beliefs is a free comic strip creation tool that provides students with a variety of templates,
characters, and prompts for building their own comic strips. Make Beliefs provides students with a predrawn characters and dialogue boxes which they can insert into each box of their comic strip. The
editing options allow users the flexibility to alter the size of each character and dialogue bubble, bring
elements forward within each box, and alter the sequence of each box in the comic strip. Students that
have trouble starting a story can access writing prompts through make beliefs. Make Beliefs allows users
to write their comic strip's dialogue in English, Spanish, French, German, Italian, Portuguese, or Latin.
This program is a fun approach to learning English. It gives the students the ability to express
themselves on paper as well as practicing their English. Teachers can also use this program as an
entertaining section of learning throughout the day. It allows the teacher to have a better understanding
as to what the ELL student is feeling through online drawings and their words.
ARTIFACT #11
FCAT Testing Accommodations
Provide a substantive
paragraph indicating
the process for ELLs
to be ready to take
the FCAT including
all required steps
leading up to sitting
for the test.
Research the expectations for accommodation of ELLs taking the FCAT.

Validate through teacher input during the field experience what are
some specific school based practices and accommodations provided
during the FCAT including notification to parents, the use of
dictionaries, location for testing, safeguarding the test instruments, and
other unique practices.
6A-6.030121 Exceptional Student Education Eligibility for Students with
Language Impairments and Qualifications and Responsibilities for the SpeechLanguage Pathologists Providing Language Services.
(1) Language impairments are disorders of language that interfere with
communication, adversely affect performance and/or functioning in the students
typical learning environment, and result in the need for exceptional student education.
(a) A language impairment is defined as a disorder in one or more of the basic
learning processes involved in understanding or in using spoken or written language.
These include:
1. Phonology. Phonology is defined as the sound systems of a language and the
linguistic conventions of a language that guide the sound selection and sound
combinations used to convey meaning;
2. Morphology. Morphology is defined as the system that governs the internal
structure of words and the construction of word forms;
3. Syntax. Syntax is defined as the system governing the order and combination of
words to form sentences, and the relationships among the elements within a sentence;
ALWAYS READ
AND FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.
4. Semantics. Semantics is defined as the system that governs the meanings of

words and sentences; and
5. Pragmatics. Pragmatics is defined as the system that combines language
components in functional and socially appropriate communication.
(b) The language impairment may manifest in significant difficulties affecting
listening comprehension, oral expression, social interaction, reading, writing, or
spelling. A language impairment is not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or limited English proficiency.
(2) Procedures prior to initial evaluation for prekindergarten children. Prior to

initial evaluation, the requirements of subsection 6A-6.0331(2), F.A.C., must be met.
(3) Evaluation procedures for children in prekindergarten. In addition to the procedures identified in
subsection 6A-6.0331(5), F.A.C., the minimum evaluation for a prekindergarten child shall include all of the
following:
(a) Information gathered from the childs parent(s) or guardian(s) and others as appropriate, such as teacher(s),
service providers, and caregivers regarding the concerns and description of language skills. This may be
completed through a variety of methods including interviews, checklists, or questionnaires;
(b) One or more documented and dated observation(s) of the childs language skills must be conducted by the
speech-language pathologist in one or more setting(s), which must include the childs typical learning
environment or an environment or situation appropriate for a child of that chronological age; and
(c) Administration of one or more standardized norm-referenced instruments designed to measure language
skills. The instrument must be administered and interpreted by a speech-language pathologist to determine the
nature and severity of the language deficits. If the speech-language pathologist is unable to administer a normreferenced instrument, a scientific, research-based alternative instrument may be used. The evaluation report must
document the evaluation procedures used, including the rationale for use of an alternative instrument, the results
obtained, and the basis for recommendations.
(4) Criteria for eligibility for prekindergarten children. A prekindergarten child is eligible as a student with a
language impairment in need of exceptional student education if all of the following criteria are met:
(a) There is evidence, based on evaluation results, of significant deficits in language. The impairment may
manifest in significant difficulties affecting one or more of the following areas:
1. Listening comprehension;
2. Oral expression;
3. Social interaction; or
4. Emergent literacy skills (e.g., vocabulary development, phonological awareness, narrative concepts).
(b) One or more documented and dated behavioral observation(s) reveals significant language deficits that
interfere with performance and/or functioning in the typical learning environment;
(c) Results of standardized norm-referenced instrument(s) reveal a significant language deficit in one or more
of the areas listed in paragraph (1)(a) of this rule, as evidenced by standard score(s) significantly below the mean.
If the evaluator is unable to administer a norm-referenced instrument and an alternative scientific, research-based
instrument is administered, the instrument must reveal a significant language deficit in one or more areas listed
in paragraph (1)(a) of this rule. Significance of the deficit(s) must be determined and based on specifications in
the manual of the instrument(s) utilized for evaluation purposes;
(d) Information gathered from the childs parent(s) or guardian(s), teacher(s), service providers, or caregivers
must support the results of the standardized instruments and observations conducted;
(e) The language impairment must have an adverse effect on the childs ability to perform and/or function in
the typical learning environment, thereby demonstrating the need for exceptional student education; and
(f) The language impairment is not primarily the result of factors related to chronological age, gender, culture,
ethnicity, or limited English proficiency.
(5) General education intervention procedures and activities for students in kindergarten through grade twelve.
Prior to obtaining consent for initial evaluation, the requirements of subsection 6A-6.0331(1), F.A.C., related to
general education procedures for kindergarten through grade twelve students, must be met.
(6) Evaluation procedures for students in kindergarten through grade twelve.
(a) The school district must promptly request parental or guardian consent to conduct an evaluation to
determine if the student needs exceptional student education in the following circumstances:
1. Prior to obtaining consent for evaluation, the student has not made adequate progress after an appropriate
period of time when provided appropriate instruction and intense, individualized interventions; or
2. Prior to obtaining consent for evaluation, intensive interventions are demonstrated to be effective but
require sustained and substantial effort that may include the provision of exceptional student education; or
3. Whenever a referral is made to conduct an evaluation to determine the students need for exceptional student
education and the existence of a disability.
(b) To ensure that the decreased performance and/or functioning of a student suspected of having a language
impairment is not due to lack of appropriate instruction, the minimum evaluation procedures must include all of
the following:
1. Review of data that demonstrate the student was provided well-delivered scientific, research-based
instruction and interventions addressing the identified area(s) of concern and delivered by qualified personnel in
general or exceptional education settings;
2. Data-based documentation, which was provided to the students parent(s) or guardian(s), of repeated
measures of performance and/or functioning at reasonable intervals, communicated in an understandable format,
reflecting the students response to intervention during instruction;
3. Information gathered from the students parent(s) or guardian(s) and teacher(s), and when appropriate, the
student, regarding the concerns and a description of language skills. This may be completed through a variety of
methods including interviews, checklists, or questionnaires;
4. Documented and dated observation(s) of the students language skills must be conducted by the speechlanguage pathologist in one or more setting(s); and
5. Administration of one or more standardized norm-referenced instrument(s) designed to measure language
skills. The instrument(s) must be administered and interpreted by a speech-language pathologist to determine the
nature and severity of the language deficits. If the speech-language pathologist is unable to administer a normreferenced instrument, a scientific, research-based alternative instrument may be used. The evaluation report must
document the evaluation procedures used, including the rationale for use of an alternative instrument, the results
obtained, and the basis for recommendations.
(c) With the exception of the observation required by subparagraph (7)(c)4. of this rule, general education
activities and interventions conducted prior to initial evaluation in accordance with subsection 6A-6.0331(1),
F.A.C., may be used to satisfy the requirements of paragraph (6)(b) of this rule.
(7) Criteria for eligibility for students in kindergarten through grade twelve. A student meets the eligibility
criteria as a student with a language impairment in need of exceptional student education if all of the following
criteria are met:
(a) Due to deficits in the students language skills, the student does not perform and/or function adequately
for the students chronological age or to meet grade-level standards as adopted in Rule 6A-1.09401, F.A.C., in
one or more of the following areas, when provided with learning experiences and instruction appropriate for the
student's chronological age or grade:
1. Oral expression;
2. Listening comprehension;
3. Social interaction;
4. Written expression;
5. Phonological processing; or
6. Reading comprehension.
(b) Due to deficits in the students language skills, the student does not make sufficient progress to meet
chronological age or State-approved grade-level standards pursuant to Rule 6A-1.09401, F.A.C., in one or more
of the areas identified in paragraph (7)(a) of this rule when using a process based on the students response to
scientific, research-based intervention;
(c) Evidence of a language impairment is documented based on a comprehensive language evaluation,
including all evaluation components as specified in paragraph (6)(b) of this rule. There must be documentation
of all of the following:
1. Documented and dated observations show evidence of significant language deficits that interfere with the
students performance and/or functioning in the educational environment;
2. Results of standardized norm-referenced instrument(s) indicate a significant language deficit in one or more
of the areas listed in paragraph (1)(a) of this rule, as evidenced by standard score(s) significantly below the mean.
If the evaluator is unable to administer a norm-referenced instrument and an alternative scientific, research-based
instrument is administered, the instrument must reveal a significant language deficit in one or more areas listed
in paragraph (1)(a) of this rule. Significance of the deficit(s) must be determined and based on specifications in
the manual of the instrument(s) utilized for evaluation purposes;
3. Information gathered from the students parent(s) or guardian(s), teacher(s), and when appropriate, the
student, must support the results of the standardized instruments and observations conducted; and
4. At least one additional observation conducted by the speech-language pathologist when the language
impairment is due to a deficit in pragmatic language and cannot be verified by the use of standardized
instrument(s). The language impairment may be established through the results of subparagraphs (6)(b)3. and 4.
of this rule and the additional observation(s) conducted subsequent to obtaining consent for evaluation as part of
a comprehensive language evaluation. The evaluation report must document the evaluation procedures used,
including the groups rationale for overriding results from standardized instruments, the results obtained, and the
basis for recommendations. The information gathered from the students parent(s) or guardian(s), teacher(s), and
when appropriate, the student, must support the results of the observation(s) conducted; and
(d) The group determines that its findings under paragraph (7)(a) of this rule are not primarily the result of
factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
(8) Documentation of determination of eligibility. For a student suspected of having a language impairment,
the documentation of the determination of eligibility must include a written summary of the groups analysis of
the data that incorporates all of the following information:
(a) The basis for making the determination, including an assurance that the determination has been made in
accordance with subsection 6A-6.0331(6), F.A.C.;
(b) Noted behavior during the observation of the student and the relationship of that behavior to the students
academic functioning;
(c) The educationally relevant medical findings, if any;
(d) Whether the student has a language impairment as evidenced by response to intervention data confirming
the following:
1. Performance and/or functioning discrepancies. The student displays significant discrepancies, for the
chronological age or grade level in which the student is enrolled, based on multiple sources of data when compared
to multiple groups, including to the extent practicable the peer subgroup, classroom, school, district, and state
level comparison groups; and
2. Rate of progress. When provided with effective implementation of appropriate research-based instruction
and interventions of reasonable intensity and duration with evidence of implementation fidelity, the students rate
of progress is insufficient or requires sustained and substantial effort to close the gap with typical peers or
expectations for the chronological age or grade level in which the student is currently enrolled; and
3. Educational need. The student continues to demonstrate the need for interventions that significantly differ
in intensity and duration from what can be provided solely through educational resources and services currently
in place, thereby demonstrating a need for exceptional student education due to the adverse effect of the language
impairment on the students ability to perform and/or function in the educational environment.
(e) The determination of the student's parent(s) or guardian(s) and group of qualified professionals concerning
the effects of chronological age, culture, gender, ethnicity, patterns of irregular attendance, or limited English
proficiency on the students performance and/or functioning; and
(f) Documentation based on data derived from a process that assesses the students response to well-delivered
scientific, research-based instruction and interventions including:
1. Documentation of the specific instructional interventions used, the intervention support provided to the
individuals implementing interventions, adherence to the critical elements of the intervention design and delivery
methods, the duration of intervention implementation (e.g., number of weeks, minutes per week, sessions per
week), and the student-centered data collected; and
2. Documentation that the students parent(s) or guardian(s) were notified about the states policies regarding
the amount and nature of student performance and/or functioning data that would be collected and the educational
resources and services that would be provided; interventions for increasing the students rate of progress; and the
parental or guardian right to request an evaluation.
(9) Language services.
(a) A group of qualified professionals determining eligibility under requirements of this rule and subsection
6A-6.0331(6), F.A.C., must include a speech-language pathologist.
(b) A speech-language pathologist shall be involved in the development of the individual educational plan for
students eligible for language services, whether as special education or as a related service for an otherwise
eligible student with a disability.
(c) Language therapy services shall be provided by a certified speech-language pathologist pursuant to Rule
6A-4.0176, F.A.C., or a licensed speech-language pathologist pursuant to Section 468.1185, F.S., or a speechlanguage associate pursuant to Rule 6A-4.01761, F.A.C.
(d) Speech-language associate.
1. Language therapy services provided by a speech-language associate as specified in Rule 6A-4.01761,
F.A.C., must be under the direction of a certified or licensed speech-language pathologist with a masters degree
or higher in speech-language pathology. Services under this subsection can be provided for a period of three (3)
years as described in Section 1012.44, F.S., in districts that qualify for the sparsity supplement as described in
Section 1011.62(7), F.S.
2. Districts shall submit a plan to the Department of Education for approval before implementation of Rule
6A-4.01761, F.A.C. The components of the plan must include a description of:
a. The model, specifying the type and amount of direction including, but not limited to, direct observation,
support, training, and instruction;
b. The rationale for using this model;
c. The manner in which the associate will be required to demonstrate competency;

d. The process for monitoring the quality of services;
e. The process for measuring student progress; and
f. The manner in which the speech-language associate will meet the requirements of the annual district
professional development plan for instructional personnel.
Rulemaking Authority 1003.01(3), 1003.57, 1003.571, 1012.44 FS. Law Implemented 1003.01(3), 1003.57,
1003.571, 1012.44 FS. HistoryNew 7-1-10.
G. SUMMARY AND REFLECTIONS OF THE FIELD

EXPERIENCE
After the experience in Mrs. Zetrouers classroom with ELLs, I was excited to
work with ELLs. Although her classroom was not necessarily ESOL catered in
Provide a summary
statement reflecting
on the overall school
and classroom
experience with
ELLs.
terms of print rich environments etc., she was able to create an atmosphere
conducive to learning. This is the kind of welcoming environment I would like
to have in my future classroom.
However, I guess I expected to have more time to work with the ELLS. I felt
like I was unable to get the essence of what it is to really work with an ELL due
to the restricted time we had at Gilchrist. I was unable to see how Mrs. Zetrouer
really works with her ELLs.
Nevertheless, the environment at Gilchrist as a whole was a great one. Gilchrist
is a school I would like to do my internship at.
ALWAYS READ AND

FOLLOW THE
RUBRIC
EXPECTATIONS IN
TASK STREAM TO
COMPLETE YOUR
ASSIGNMENTS.

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TSL 4345 FIELD EXPERIENCE MANUAL 2015

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of classroom teacher (Required)

G. SUMMARY AND REFLECTIONS - Knowledge gained from

TSL 4345 FIELD EXPERIENCE MANUAL 2015

TSL 4345 FIELD EXPERIENCE MANUAL 2015

Field Experience Description and Expectations

TSL 4345 FIELD EXPERIENCE MANUAL 2015

SCHOOL SITE EXPECTATIONS

TSL 4345 FIELD EXPERIENCE MANUAL 2015

A. DESCRIPTION OF THE SCHOOL SITE

ALWAYS READ AND

B. DESCRIPTION OF CLASSROOM PHYSICAL

ALWAYS READ AND

TSL 4345 FIELD EXPERIENCE MANUAL 2015

C. DESCRIPTION OF THE CLASSROOM LEARNING

The learning environment of the classroom was student-centered. The activities

TSL 4345 FIELD EXPERIENCE MANUAL 2015

D. REFLECTIVE JOURNAL OF DAILY OBSERVATIONPARTICIPATION IN INCREMENTS OF THIRTY (30) MINUTES

Today was my first day of observing at Gilchrist Elementary. I was placed in

Mrs. Zetrouers 2nd grade class. As In entered I was graciously welcomed by

class they knew what was expected of them.

TSL 4345 FIELD EXPERIENCE MANUAL 2015

TSL 4345 FIELD EXPERIENCE MANUAL 2015

ALWAYS READ AND

concept. As a teacher, I would use this as a theme in my classroom and have

As a teacher with an infused-ESOL classroom, I plan to incorporate a

TSL 4345 FIELD EXPERIENCE MANUAL 2015

Indicate the types of

Indicate how you

ALWAYS READ AND

Interest in subjects such as botany, biology and zoology

TSL 4345 FIELD EXPERIENCE MANUAL 2015

TSL 4345 FIELD EXPERIENCE MANUAL 2015

Language Arts (English), Reading

COLLEGE OF EDUCATION: Standard Lesson Plan Format

Next Generation Sunshine

FL- Florida Sunshine State Standards State

TSL 4345 FIELD EXPERIENCE MANUAL 2015

List of Materials, Resources,

1. Computer with internet access

Projector (Smart Board)

Audio Book (Jake and Gail go to Spain)

Decodable Book (Jake and Gail go to Spain)

Index Cards (Ai=/A/)

Picture word cards

10. Paper and pencils

Pre- teaching Key Vocabulary

Modeling/ Scaffolding during the lesson

Differentiated Instruction for

All work collected from this ASSIGNMENT

will be placed in the student's portfolio to monitor his/her progress.

Differentiated Instruction for

Accommodations for other

TSL 4345 FIELD EXPERIENCE MANUAL 2015

Methods/Procedures: Step-By-Step Presentation Of The Lesson.

TSL 4345 FIELD EXPERIENCE MANUAL 2015

Reflection is an essential key in the learning process.