ESL 546 Field Experience B
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School
Kennesaw State University *
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Course
3310
Subject
English
Date
Apr 3, 2024
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docx
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5
Uploaded by LieutenantFogSalamander37
Latoya Simpson
Field Experience B
ESL 546
November 2023
For field experience B, Ms. Pate and Ms. Holcomb the primary grades ESOL classes were where the observations were made along with GCU’s ELL Case Studies. The first topic of discussion was teaching strategies that are used to introduce foundational English development skills to ELL students. Ms. Pate and Ms. Holcomb's classroom is filled with colorful visual aids placed all over the classroom for vocabulary, phonics, and fluency for all grade levels. To introduce the lesson, YouTube learning videos, which include singing and dance, are used to help students in kindergarten through second grade pick up on sight words in both their native language, which at West Newton is Spanish and English. After direct instruction, the ELL students break into groups of three and go to one of the five learning stations Ms. Pate and Ms. Holcomb have created for the week. Due to the time limit, each group does a different activity each day and
rotates until they have completed all tasks and activities at each learning station. Ms. Pate uses an activity she calls “Follow the Leader”. Ms. Pate, the leader, reads a word, phrase, or simple sentence in Spanish and has the class repeat what they heard back to her. She then reads the same word, phrase, or simple sentence in English. Through this activity, Ms. Pate is using modeling and guided practice strategies to help ELL students translate the vocabulary from their native language to English. An activity Ms. Pate uses for the concept of print and fluency is “Hide and Seek”. With this activity, ELL
students are given five cards in their native language. They are to find their English counterpart that is placed on the wall in different areas of the room. Ms. Holcomb says that ELL students from grades third through fifth love this activity and usually work in pairs, which helps build social and communication skills. Another strategy for Ms. Pate’s class is all communication is done in English first. If there are any misunderstandings, students are allowed to use their native language. With these effective
strategies, ELL students from the classroom and case studies can build a foundation for their English proficiency.
When it comes to Response to Intervention (RTI) or Multitiered Systems
of Support (MTSS) in ELL instruction, Ms. Pate referred me to Ms. Anthony, the MTSS Specialist at West Newton Elementary School. Prior to this position,
Ms. Anthony was a Special Education Teacher who taught as an interrelated teacher. An interrelated teacher provides support through co-teaching with the general education teacher and Resource for students needing more assistance in accordance with their IEP. Ms. Anthony explained that MTSS is used as a tool to identify and support students who are struggling in reading and writing. We help assist ELL students with progress monitoring and assessments and support teachers with resources and strategies that provide differentiated and culturally responsive instruction. These methods are used to identify our ELL students and make sure they are not being marked as students with special needs due to the language barriers they are experiencing through this time of intervention. So many ELL students are looked at as having special needs when the main thing they lack is English language developmental skills. This affects all content areas because in order to meet the goals and standards in the main subjects in their curriculum, they must be able to read and write in English.
While observing the class, I participated in the learning station for the activity “Follow the Leader”. This activity is very engaging, and interactive, and uses repetition and modeling as strategies to improve student’s vocabulary and fluency. My future classroom, as I previously stated, will be a representation of the diverse, cultural society that we have. There will be multilingual readings available in the classroom, a multicultural resource area open to students and their families, and colorful décor to create a safe and engaging learning environment. Our technology center will have applications available to help with translation and English developmental skills.
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References
English language learners in an MTSS RTI model. Branching Minds. (n.d.). https://www.branchingminds.com/what-are-special-considerations-for-
english- language-learners-within-a-response-to-intervention-rti-model English learners. Center on Multi-Tiered Systems of Support. (2023). https://mtss4success.org/special-topics/english-learners Rinaldi, C. (2023, January 3). Helping English language learners succeed with
a multi-tiered system of support (MTSS). Colorín Colorado. https://www.colorincolorado.org/article/helping-english-language-
learners-
succeed-multi-tiered-system-support-mtss Vaughn, S. (2023). Response to intervention in reading for English language learners. RTI Action Network. http://www.rtinetwork.org/learn/diversity/englishlanguagelearners