Alexis Chester_ Clinical B
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School
Grand Canyon University *
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Course
ESL-440N
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by DrGuanaco4248
Alexis Chester
ESL- 440N
Professor Norris
March 13, 2024
Part 1: Supporting ELL Students
1.
What are some strategies you use to teach foundational reading skills (concepts of print, phonological awareness, phonics and fluency) to ELLs?
Ms. Armour talked about a lot of strategies. One of the strategies that she uses is the concept of prints. She is big on utilizing pictures as well as symbols to introduce words to the ELL student as well as others in her room that need it. She likes to introduce the letter sound for the ELL student to help her be able to identify and know the sound of a letter to be able to use it as well as read it correctly. 2.
What strategies do you use for vocabulary development and student practice?
Ms. Armour said that after using the letters, she then instructs the student to form words with the letters. She incorporates the picture with the meaning and then she also forms a sentence. I observed her defining and breaking down a word to the class during a lesson today. When she explained the term, she also used gestures to show what it meant. This helped the ELL student be able to hear the word, listen to it being sounded out, and being able to write it.
3.
What are some strategies you use to teach the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs?
Ms. Armour talked about strategies she uses and depending on the student she differentiates as needed. She went into dept with one strategy. Ms. Armour stated that she would first review the letter and the sound of the letter. Next, she will start to conjoin two letters together, one letter being a constant and the other letter being a vowel
to make a sound. Once, the ELL student shows understanding she adds
more letters to form longer words. When this is done the ELL student can start writing complete sentences. 4.
How do you use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in ELL instruction?
The teacher said that she uses Bloom’s taxonomy to revisit everything that has been taught after a reading/language lesson is complete. Ms. Armour says she reviews to help the student and others remember the instruction that was taught. She asks questions to help check for understanding of the material that has been taught. Ms. Armour allows the student to apply herself by writing examples and creating two to three sentence paragraphs. 5.
At least two additional questions to discuss with the teacher.
What is the most challenging when teaching an ELL student? Ms. Armour said that the most challenging thing is the language barrier. Her morphology is very different from English which makes it difficult for the ELL student.
Has the student parent shared any ideas for helping teach the ELL student? The teacher said she has not had any participation from the students’ parents. But she still communicates as needed with her
parents concerning her academics and progress.
Part 2: Plan and Reflect
The ELL student is in the front row of the class. As I mentioned what
the teacher told me last week, she can speak English well but has trouble
writing English. However, despite having trouble writing English words she
gives 100% when doing her work. Then students were doing a language arts
bellringer on sentence structures. There were three sentences wrote on the
whiteboard for them to copy down. Ms. Armour asked ‘D” the ELL student if
she was done yet, and she said no, the teacher allowed her more time to
finish writing down the sentences before discussing them as a group with the
class. When working on one of the three sentences to identify the parts of
speech the teacher called out the words in the sentences to ask “D” what the
word was such as noun, pronoun, preposition, verb, etc. The student was
able to identify some words and tell if it was a noun or adjective. When she
was unsure the teacher as well as classmates helped her. She had social
interactions with a group of girls that sat near her. As they talked, she
listened and responded also to the girls. While the class worked in groups mostly, it was student directed. The
teacher found ways to engage students and give support as needed to the
ELL student as well as her other students that needed help. They read a
passage loudly and the teacher called out to students randomly to read
aloud. The teacher called on the ELL student to read the first three
paragraphs of the story which were not long paragraphs. As the ELL student
read aloud, she pointed to the words on the paper pointing at them as she
pronounced them. She would sound out the words she was unsure of to
pronounce it. The teacher noticed that the student was skipping some words
in the paragraph and asked if she could read the sentence over I so, and she
was able to do so. When another student read, she used her pencil to follow
as the student read the passage aloud. When the students read the passage
and were unsure of what a word meant, Ms. Armour explained the word and
used body gestures as well (ex. shrugged). They had to answer a question do
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they think the girls in the story would become friends? I worked with an ELL
student. She told me that she thought they would become friends. The
students must provide evidence of why they think so. We looked in the
passages together, and she pointed out and identified her reason. She
chooses the sentence that supported her answer. I helped her with using the
terms they and them. The student started working on her sentence. As she
wrote the sentence I watched and provided help as needed. The student
finished her sentence and told me she was done. She was able to tell me
why and write in out as well. Next the students read a story in their reading book. The teacher
Created a circle map, Greed was the word in the middle as a group the
students gave words that related to greed to create a story. Initially the story
was a folktale and the students had to create their own story with
information that was written down. The students worked on a nonfiction
narrative. I worked with the student to help her create a story. She was trying
to figure out how to start it, so I asked her questions to help her start it off. I
asked her when she would have dinner to help her develop some thoughts.
The student told me after homework. So, we worked on a story. I helped her
with sounding out letters to help her spell out the words she wanted to use. At PE, the students she interacted with others. She asked a classmate
if they wanted to play basketball with her. After gym, the students went back
to class, and they started doing math. She does well in math working with
numbers. The student was able to do it quickly with little help. Overall, the
day was great, and I learned a lot from the observation.