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

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.

This semester I have the opportunity to tutor two of the LCI students, Mariya and Irena. They were both
here last semester as well so this is their second semester through the program.
Mariya is from the Ukraine where she is actually a teacher. This was interesting fact to learn when meeting
her since that is what I am currently studying to become so there was that similarity we had in common and
I think her teaching background will help us understand each other better and have that similar topic of
discussion.
Irena is from Kazakhstan where she is a teacher as well and she teaches science classes to high school
students. Again, I think this background in teaching will help us to understand each other and work together
well.
Mariya is my student who is a little more advanced in speaking English and seems to
be much more fluent. She seems to have very good language skills and is very
excited about and intent on learning English. She is good at listening to what I say
and analyzing what I say and will always ask what a certain word or phrase means
that I say that she may not understand. I notice she also likes to have me
acknowledge that she is speaking correctly and looks for something such as a nod of
approval that I understand what she is saying and that she is correct in how she says
it. With her strengths in listening and speaking I think it will help with her writing
which is what I would say is her weaker area. Because she listens so well I will be able
to explain to her why the way she writes certain sentences do not sound correct and
because she does so well at speaking I think she will be able to read what she writes

and listen to herself and understand why the writing doesnt make as much sense.

Consult with the students English as a

Second Language (ESL) teachers or
tutors(Dr. Healy) and
share ideas on how to support the students
learning in both the content classroom and
the ESL classroom

Irena is good at listening to English but definitely needs some practice orally although
she still does a wonderful job speaking English. I think it takes her time to articulate
what she wants to say and her sentences seem to be very basic at the time. She also
seems a little shier when it comes to speaking English though so hopefully through
working together I am able to help her become more confident in her abilities to
speak the language by having her talk more with me and getting comfortable with the
language.
Dr. Healy said she grouped me with Mariya and Irena because Mariya is a little more
fluent in speaking and Irena needed a little more help in which case I would probably
have different experiences working with them. She suggested that with Mariya I work
on correcting her more when she speaks because she is more advanced so correcting
her will only help her more. However, she said with Irena I may not want to correct as
much on the little things because she is still learning a lot and correcting her too much
on little things may confuse her. Overall, I Dr. Healy said to work with the students on
whatever they maybe wanted to work on and in most cases sometimes just having
conversation with them and having them speak English is the best way for them to
learn. It also gives them the opportunity for me to correct them in their speech and
also gives them the opportunity for them to ask questions about how well they are
speaking.

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

2/16/1
6

7:00
8:00

Irena and I worked on homework and

work from her workbook this session.
She wanted to make sure that she was
doing her homework correctly and if I
could correct her if there were any
problems with it.

I would let Irena know if there were

any mistakes she had made in her
workbook and then she would look at
the mistakes, we would talk through
why they were wrong and she would
be able to correct them.

2/23/1
6

7:00
9:00

Irena wanted to work on present and

past perfect simple and present and
past perfect continuous in the
textbook.

2/24/1
6

8:00
9:00

Mariya speaks English very well so she

likes to focus on more advanced items
than just what they go over in LCI
classes. Today Mariya and I went over
present and past perfect simple as
well as present and past perfect
continuous. She was having trouble
distinguishing between them so we
did some workbook exercises.

We worked through different

questions in the workbook and Irena
could correct her mistakes. She had
a lot of questions about the
difference between the simple tenses
and continuous tenses so we worked
through those. Irena also had a short
story she had to write for homework
where I was able to point out her
mistakes and she corrected her verb
tenses.
I would say a sentence or ask Mariya
a question and she would begin to
analyze the parts of the sentence to
determine what tense was being
used. She would then come up with
her own questions or sentences using
the different tenses and I would let
her know if she was correct or not.

We began to talk about specific

things she wanted to work on the
rest of the semester and she began
to tell me a little about herself and I
would affirm her when she was
speaking English properly and could
correct her mistakes in her speech.
I began to ask Irena questions about
herself that involved using these
tenses so she was talking about
what she was interested in while
also learning the different tenses.

Mariya loves affirmation and

working to better understand so
whenever Mariya sees me afterward
she says she is going to work on
asking me questions or responding
to questions keeping in mind these
different tenses so she can begin to
use them without thinking too
much.

3/8/16

8:00
9:00

Mariya had a paper due soon and she

wanted me to go over it and check
how well her sentences were
structured and if they made sense as
well as if the paper touched base on
the sole purpose of the paper.

4/28/1
6

2:00
4:00

Mariya wanted to practice and go over

her lines for the play that the LCI
students are putting on soon. We
worked on making sure she had good
pronunciation and worked on which
words to put emphasis on in certain
parts of the sentences.

5/3/16

6:00
8:00

With the LCI play coming up next

week Mariya was eager to work on her
lines. We read together her lines as
she recited them from memory and I
read them off the paper. I would
correct her on her pronunciation and

Mariya was struggling to come up

with a good conclusion to her paper.
She was having a hard time and
wanted me to kind of just tell her
what to write but I was able to talk
Mariya through her paper and help
her to point out the main points she
addressed in her paper. I helped her
explain what should be in her
conclusion. I then turned it back over
to her and she was able to better
understand what needed to be in the
conclusion and ended up constructing
a well thought out and well written
conclusion with proper grammar.
I was able to work with Mariya and
correct the pronunciation of words
and stop her to tell her where she
needs to make more emphasis. She
was able to look at the sentences to
realize where her mistake was and
talk herself through it. Then she
went back through and repeated the
lines without looking to make sure
could practice the correct
pronunciation.
Mariya improved reciting her lines
since the last time we met and went
over them. She showed this in the
fact that I didnt have to stop and
correct her as many times as the last
time she did and she seemed a lot

Mariya loves speaking and learning

English but doesnt seem to like
writing it as much. Therefore it was
good to let her know that she knows
these things and is able to speak
them. She was able to come up
with a conclusion once she was able
to talk herself through it rather than
being forced to just write it out. So
we used her ability to speak English
to help her and motivate her to
write English.

When she had a question regarding

certain pronunciation of words or
why a certain word was used in a
certain place so was able to give
her different scenarios in which the
word would be used so she could
better understand the use of the
word. Then Mariya would think of
own situations so I knew she fully
understood the use and
pronunciation of the word.
At the end of the session I made the
statement that I was excited to see
the play. This sparked Mariyas
interest since we were talking about
excitement involving the play and
drove her to ask the question of

pace of her speech as she spoke.

5/4/16

5:00
6:00

The LCI play is in a week and so today

Mariya and I went through the script
again clarifying everything that we
have been working on with it and
getting it to become much more fluent
for her to say.

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

more confident in her speech. She

was also able to stop the lines at
points to ask for clarification on
certain phrases the script uses to
better understand what she is saying.
From this I knew she did not just have
the words memorized but that she
actually understood what she was
trying to say.
Every day I have worked with Mariya
on her lines for the play she has
shown me so much improvement. In
the past week she has been able to
greatly show how well she can
pronounce certain words and how
well she flows through the script.

what the difference between excited

and exciting was and when one
would use each.

Besides going over her lines in the

script Mariya and I just talked about
the play in general and how its
coming up in a week and how she is
looking forward to performing it and
I am looking forward to seeing it.
She is able to talk about it and show
her interest in the play and show
her interest in getting the language
right.