ELL

Report –A.Morris

1. Description

a. The setting of the field experience (e.g., in a classroom, at a community organization location,
etc.).
I did two types of field experiences involving ELL’s. I chose to stay within the field that I teach
and with content that I was comfortable with.

The first setting was an after school program at an elementary school in Marietta City Schools. I
chose to volunteer my time to a “Hoop it Up” event. This activity took place after school for the
month of January and February. Due to the fact that I teach in a different county I was only able
to come to the program done day at the beginning and then for the final tournament. This school
is a title 1 school with very little parent involvement. A majority of the population is
free/reduced lunch. The afterschool program is a majority of African American and Hispanic
population. This program was a spinoff of the “World Cup” in the fall. I was in charge of going
over the rules and expectations of the program with 4th and 5th graders. A majority of the
students understood English social language but their main language was either Portuguese or
Spanish.

The second experience was with a new student at HTMS who just moved to Marietta, Georgia
from Vietnam. This student understands very little English. This student was put in my
Physical Education class because the guidance counselors believed my class needs the least
about of English instructions to perform. HTMS is a very high academically achieving with only
3 ESOL students. Most of the ELL students who move into HTMS school district move to ECM
where the specialized in ESOL. We do not have a staff member who can communicate in
Vietnamese. The county has provided the school with a translator for communication. This
experience is ongoing but I chose to focus on day 1 -7. The typical day at HTMS would require
the students to dress out, come to the gym, sit in their role call spots and listen to instructions.
The first week the student was here she came at the beginning of our soccer unit.

b. The student(s)—use a pseudonym to maintain confidentiality—with 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)

Experience 1: This student is in 6th grade and is a male. The level of English Proficiency is
beginner. This student is always smiling but sometimes has a permanent grin on. Sometimes it is
hard to assess verbal recognition of skills because always smiles and shakes head up and down.
This student has only been in the States for 1 week and is in transition to Cobb County’s ESOL
Middle School. The transition can take a few weeks to months. He loves kicking the soccer ball
against the wall and is always attempting to mirror activities of his peers, a few steps delayed.
 Experience 2: This experience was had a bunch of students who were ELL’s. I worked with 4th
and 5th grade boys. My main focus was on the ESOL students. I had 5 students that I narrowed
my experience down to. These students all had a native of Spanish. The students were from
different Spanish speaking countries so they had different dialects and vocabulary. I choose to
do the best I could and focus on the resources I had relating to Spanish. These students were in
either the SPEECH EMERGENCE category or Intermediate Language Proficiency stage of
English language proficiency.

c. The days and times that you met with the student.
FE 1: January 26th 4:45-7pm, February 16th 4:45-7pm

FE 2: January 15th – January 23rd (56 minutes a day x 7 days)

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

Both experiences I chose to engage with my students using social language then relating to
physical education (academic language) language. My strategy for both experiences was to learn as
much from the ESOL teachers prior to my short time with the student’s. These two experiences were
very similar and very different at times. One experiences I had more time to be one on one and the
other experience was more of a group.
FE 1: I learned a lot about the 4th and 5th graders at Park Street. I knew going into this
experience that I would be working with more Spanish speaking students. I had my basic basketball
terminology cards to help with the language barrier during instruction and expectations. I visually
showed the students what was expected of them while integrating word cards with both languages on
them. The hardest thing to teach these students was scenario based strategies. I started to talk
about defense and offensive strategies like a press and zone. This was way more than they could
attain in two meetings. I decided to make simple goals of student learning: defense and offense. The
students’ visually were able to show me what position was where. It also helped that I showed the
students’ a video clip related to the words we were discussing. The best assessment I had for content
learning was from a personal video skills. I took the iPad and recorded the students doing the
basics skills like a free throw and lay up. The student’s then watched it looking for the cues I gave
them on word cards.
FE 2: I had no idea I was getting a student who spoke no English until the student was
standing in front of me. I had no strategies ready but I decided to use the same differentiated
instruction that I use with my autism/nonverbal students. This sounded weird at first but it was very
helpful with my word/picture cards on day 1. I downloaded a Vietnamese translator on the iPad and
worked really hard to show my student that I was there to help him. This experience stretched me as
a teacher because it was such a foreign language. I tried to use the teaching strategy of 2nd language
acquisition. Second language acquisition helps us not to inappropriately refer ELL students to
Special Education. If I was to attempt to share the information in language that the student did not
understand then both the student and I would be unsuccessful. The best strategy was differentiate
instruction.
2. Objectives and Assessments
Objective(content)
The student will engage in
small sided games.
The student will perform the
basic tasks to be an active
member in PE class.
The students will model the
appropriate positioning for
an out of bounds play
The students will
demonstrate proper
sportsmanship and basic
knowledge of the rules of
basketball.
The students will be able to
communicate effectively
with their teammates to
move the ball up and down
the court.
Assessment
Formative
I will observe and monitor engagement.
I will visually assess that the student has
dress out and sat in their correct role call
spot. I will observe the student in social
situations and game like situations. I will
verbally assess these skills to make sure
the student has comprehensions of
expectations.
I will visually assess this skill during active
play and will verbally assess by asking
students questions when they are sitting
out.
I will observe and ask the students basic
questions for visual assessment.
I will observe students verbal and physical
methods of communication and observe
their physical movement during play.
Was the objective met?
Evidence of student learning.
Yes. The student was able to participate
in small sided games. A weakness was
observed in communication with team
mates but it did not hinder the skill
assessments. Engagement is better
when put in a less competitive group of
students.
YES. The student was able to follow
basic tasks need to be successful in the
preparation of class. The student
needed brief explanation with visuals to
help decipher meanings. See attached.
Mostly. Only one student was not able to
correctly perform an out of bounds play.
I believe this is due to definite language
barrier. I think this student would
benefit with a one on one instruction for
a short period of time.
Most students were able to respond
verbally with the proper placement of
out of bounds plays.
Sportsmanship – mostly. I had 2
students who choose to take most every
play themselves. This frustrated other
teammates but I did not have time to
thoroughly explain the importance of
being a team player to the “ball hogs”.
All of the students were able to verbally
answer questions about score keeping,
fouls, and positions. Some students were
even able to EXPLAIN why a foul was
issued and do a basic math problem with
score keeping. (attached)
This was accomplished in a skill setting
with passing and moving. Students were
able to communicate with names and
sounds to get the ball up and down the
court. A lot of passes were done with
visual observation of “hands high” and
“hands low”. This objective was not the
best objective to address ELL because it
can be done with little communication
and more movements.
3. Resources

Calderon.(2007). Teaching Reading to English language learners, grades 6-12: A framework for improving
achievement in the content areas. Thousand Oaks, Ca: Corwin Press.

The IRIS Center Peabody College Vanderbilt University - Modules

 “What Do Teachers Need to Know about Students Who Are Learning to Speak English?” The Iris
Center, iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p04/#content

Websites used:

https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p04/#content

http://www.spanishdict.com/translate/soccer

https://www.thoughtco.com/english-spanish-basketball-glossary-3079950

https://www.breakthroughbasketball.com/basics/basics.html

Video:

* make sure you go to SETTINGS and CLICK on SPANISH SUBTILES

Make sure you go to SETTINGS and CLICK on VIETIMESE SUBTILES

Sample of Selection of Basketball Terms In Spanish

assist (noun) — la asistencia
backboard — el tablero
basket (goal) — el cesto, la canasta
basket (score) — la canasta, el enceste
basketball (ball) — el balón, la pelota
basketball (game) — el baloncesto, el básquetbol, el basquetbol, el básquet
center — el/la pívot
cheerleader — la animadora, el animador, el/la cheerleader
coach — el entrenador, la entrenadora
corner — la esquina
court (playing field) — la pista, la cancha
defend — defender
dribble (noun) — el drible, la finta, la bota, el dribbling
dribble (verb) — driblar
dunk (noun) — el mate, el dunk
fast break — el ataque rápido, el contraataque
forward — el/la alero
free throw — el tiro libre
half, quarter (period of play) — el periodo, el período
jump ball — el salto entre dos
key — la botella, la zona de tres segundos
man-to-man (defense) — (la defensa) hombre a hombre, (la defensa) al hombre
offense — el ataque
pass (noun) — el pase
pass (verb) — pasar
personal foul — la falta personal
pivot (verb) — pivotear
play (noun, as in "three-point play") — la jugada (la jugada de tres puntos)
player — el jugador, la jugadora, el/la baloncestista
point (score) — el punto
point guard — el/la base, el armador, la armadora
post — el poste
power forward — el/la alero fuerte, el/la ala-pívot
press (noun) — la presión
rebound (noun) — el rebote
rebound (verb) — rebotar
record — el récord
referee — el/la árbitro, el/la referee
scrimmage — la escaramuza
season — la temporada
shoot — tirar
shot — el tiro
team — el equipo
technical foul — la falta técnica
timeout — el tiempo muerto
tip-off — salto entre dos
turnover — el balón perdido, la pelota perdida, el turnover
warmup — el calentamiento
zone defense — la defensa en zona
zone offense — el ataque zonal

Sample Card:

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Soccer