Language and Catechetical Institute Tutoring Partnership Weekly Assessment

Adapted from the Ohio Department of Educations Strategies for Diverse Learners Using the UDL Model
Focus on English Language Learners (ELL)

Please save the document and type your responses in the boxes below. Please use as much space as you feel is necessary to explain your experience.

Discuss the cultural background

of the student. Explain how you will use
their cultural knowledge and experiences
as teaching/ learning resources (for
themselves
and for other students).

Tim is a Catholic student and professional photographer from China. He converted to Catholicism on his
own when he was a teenager. This is his second semester studying English in Austria with the LCI program.
While we have almost completely opposite cultural backgrounds, I can use the little I know about
photography to help cater lessons to help him learn English vocabulary for photography. Additionally, we
can discuss our common faith.

*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didnt.

Alyona is a student in her second semester of the Austrian LCI program. Alyona is from Kazakhstan. Even
though we come from different cultural backgrounds, we can discuss our common experiences from Gaming
during our tutoring sessions.
Tim seems to be good at listening and asking questions when he doesnt quite understand what is being said.
He seems to speak quite well, but he is not confident. Tim struggles more with reading (pronouncing what
he is reading) and writing (spelling in particular). In our tutoring sessions we will focus on having
conversation to continue strengthening listening and speaking. As Tim learns new vocabulary, he will write
down the word and I will help with his spelling and pronunciation of it. I will also teach him some
commonly mispronounced words.

What is the level of students heritage

(native or home) language skills in all four
communication modes (listening, speaking,
reading and writing? How do you think
you will use their strengths and build upon
their weaknesses?

*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didnt.

Consult with the students English as a

Second Language (ESL) teachers or
tutors(Dr. Healy) and

Alyona seems to be good at reading and writing, but struggles more with understanding what she hears and
speaking (mostly pronunciation and a lack of vocabulary). With Alyona, she has a play and a speech coming
up so I will help her work on her pronunciation by having her read her lines/what she has written and
critiquing her.
Dr. Healys advice for tutoring was, first, to not just do the students homework for them. If they had
questions, that was fine, but we should try and focus on things beyond their schoolwork. Second, to have
conversation with them since talking with native speakers is the best way to learn.

share ideas on how to support the students

learning in both the content classroom and
the ESL classroom.

Please upload the document and complete each section after your tutoring session. You will be required to submit both templates into the Blackboard shell at the end of the semester.

You are required to meet at least 5 times with your partner per 6/29/2014.
Date

Time

Multiple Means of Representation: To provide students various

ways of acquiring information and knowledge

Multiple Means of Action and Expression: To provide options for

students to demonstrate what they have learned

Multiple Means of Engagement: To tap individual learners'

interests, challenge them appropriately and motivate them
to learn

2/10

8:008:50

We (Kenny, Tim, and I) spent this first session

almost completely in conversation about our
backgrounds to introduce ourselves.

2/18

8:008:50

We discussed Tims career as a photographer as

well as his background. We asked Tim to bring
in some pictures hes taken for the next time we
meet.
Since Tim led most of the questions, the topics
were of great interest to him.

3/4

8:008:30

During this tutoring session Kenny, Tim, and I

spent most of the time going over typical American
slang terms (i.e. Murica, Whats up?etc.)
Kenny, Tim, and I discussed vocabulary for
different parts of the camera (with a diagram) as
well as how Tim could direct people to pose when
he was photographing them.

3/18

7-7:30

Tim had some questions over what he was reading

for class. We also went over commonly
mispronounced English words.

During our conversation, if something was said

that Tim did not understand or if he had a
question, he would write the word or phrase in his
notebook to reference later.
This session was a lot of conversation and
questions from Tim to us about our lives, the trips
we had taken so far, and aspects of faith.
During our session, Tim would tell us how to pose
and we would either correct how he phrased what
he said, or pose so that he could see what he had
asked us to do. He recorded the phrases in his
notebook.
I printed out a sheet of the words and their correct
pronunciations and meanings for us to go over
and so that he could keep it afterwards. We
practiced pronouncing the words as we went
through them.

4/24

3:30-4

Alyona had questions on pronunciation/inflection

for her lines for the play and how best to memorize
them.

After going over lines Alyona would read the line

aloud multiple times. Then she would say the first
phrase by memory, then the first and second

Alyona seemed to be having fun with the LCI

play and was much improved in her lines.

Since Tim is a photographer he wanted to learn

how to tell people to pose. He was very excited
to learn these terms.

Tim had mentioned that he had difficulty

pronouncing words, especially when he was
reading them. He found this lesson helpful.

4/30

3:30-4

For Christian Marriage class Alyona had to write a

speech on how to strengthen a marriage, but was
having difficulty starting and finishing her speech
orally. Her content was very good.

Adapted from Ohio Department of Education, Lau Resource Center, March 2011

phrases by memory, then the third as well and so

forth.
I would explain how I would approach the
introduction and conclusion, and corrected some
of the wording in her speech. She asked questions
as we went along and practiced.

Alyona seemed much more confident about her

speech after going over it.