ELL

Report Template
Tori Sinco
1. Description

a. The setting of the field experience (e.g., in a classroom, at a community organization location,
etc.).

The field experience takes place in my 4th grade classroom. Since the student is a student of
mine, I see him on a daily basis for instruction in reading, language arts, and science/social
studies.

b. The student(s)use a pseudonym to maintain confidentialitywith whom you are working (e.g.
age, grade level, level of English Proficiency, personal characteristics based on
observations/interactions, other information that may give the reader a more in-depth description
of the student)

Jose Smith is 10 years old and in 4th grade. He was in the United States for part of Kindergarten,
then went back to Mexico until this year. Any English he had acquired while in Kindergarten
was forgotten by the time he returned. Spanish is the only language spoken in the home. He has a
cousin in the same grade level that has been very helpful with his transition. This makes him
more comfortable with coming to school. They have been placed in the same classroom to
relieve anxiety and fear associated with not knowing the language. Jose is content with sitting
and reading a book in Spanish. He does not like to participate even if he is capable of
completing the activity or lesson.

c. The days and times that you met with the student.

Jose is a student in my class, so I see him daily for approximately 2 hours. I set aside time to
work with him, as well as the other ELL students in my class, for 20 minutes a day. This began
on September 12th and concluded on October 28th.

d. Ways in which you interacted/engaged with the student (including pedagogical strategies).

I worked with Jose on vocabulary acquisition since the academic content vocabulary words were
difficult for him. We worked with graphic organizers that helped him make connections to prior
knowledge and learn the relationship among words. We also worked on sorting words into
various categories, using note cards, and looking at pictures to help learn the vocabulary. By far,
his favorite activity was acting out the words.

When introducing a new topic, words from the passage/content area were previewed before
beginning. I also tried to activate background knowledge by allowing Jose to collaboratively
create a digital semantic map showing everything he already knew about a topic. I also worked
 to gather articles and digital books in Spanish to allow his first exposure to the content to be in
his native language.
2. Objectives and Assessments
Write 2-3 learning objectives and state how you will assess each. Provide evidence for meeting the objectives.
Objective
(Content) The student will
investigate the
characteristics of
quadrilaterals.
The student will act out 2-3
content related vocabulary
words each week to aid
understanding. Score at
least an 80% on the
summative assessment
each week.
The student will explain the
steps of the water cycle.
Assessment
Example
(Formative). I will observe and ask
questions while the student is working.
(Formative) I will observe and ask
questions while the student is working.
(Summative) oral quiz over the
vocabulary words at the end of the week.
(Summative) The student will be able to
match the steps of the water cycle to an
unlabeled diagram. (using a word bank)
Was the objective met?
Evidence of student learning.
Yes. Maria was able to look at the
quadrilateral manipulatives and identify
(show and explain) all the
characteristics of each.
Yes the student was able to explain
the vocabulary word in relation to the
actions he was performing. Scores on
weekly assessments always remained
at or above the 80% goal.
Yes the student was able to
successfully complete the diagram
using the words from the word bank.
3. Resources

You are required to use 2-3 ELL-specific resources to help inform your understanding of ELLs and
increase your pedagogical strategies to assist students who are English Language Learners (ELLs). You
may use the resources listed within the module or other resources available to you. Briefly describe how
the resources were used to assist in your experience.

The resources within the English Language Learner (ELLs) module was extremely helpful in assisting
me with this experience. The Iris Center module provided extensive information about vocabulary
instruction, activating background knowledge, and teaching comprehension strategies. As I worked
through the module, I constantly found myself going back to the Iris Center module for information
about best practices and examples of those strategies in action.

In addition to the Iris Model, I utilized the book Making Content Comprehensible for English Learners:
The SIOP Model by Jana J. Echevarria, MaryEllen J. Vogt, and Deborah J. Short. I received this book
when I attended a 3-day training last year on the SIOP model. This book provided me with information
about English Language Learners and lesson elements that would assist them in understanding the
content.