ELL Stratigities ESL.docx clinical field experience B
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ESL 540/536/546
Helen Boles-Nichols
Clinical Field Experience B: ELL Instructional Strategies GCU: ESL 540 Professor Tvedt October 25, 2023,
ESL 540/536/546
Name: Helen Boles-Nichols
Clinical Field Experience B: ELL Instructional Strategies
Grade Level:
Teacher Name:
Date of Observation:
Kindergarten Ms. Brown 10/24/2023
Summary of your observation (Summary should be about 250 words):
I had the opportunity to spend my observational time at Laurus Academy in Ms. K Brown’s kindergarten classroom. I asked Ms. B how many ELL students were in currently in her
classroom and she stated that it was 3. At the start of the lesson my mentor, asked questions about the assignment to determine if the students had any prior knowledge and understood what the assignment requirements were. She stated that she likes to do a quick review and question answer period as well because this helps her to see who is gaining knowledge in the lesson presents as well as redirect the students whom seem to get off track from time to time and by asking questions this typically redirects the students back to the subject . After the Q and A and instructions given the students were allowed to partner with another student, or work individually. A timer was displayed on the
white board, to help students track how much time they had to complete the assignment.
Ms. B told the students that if they worked hard and remained focused and they were unable to complete the assignment she would give them some time later to complete this assignment once they completed their other classwork. Once the students were started she then focused more attention on her ELL students to ensure they completed understood the assignment.
She provided them with some picture/word cards that was associated with the lesson she stated that this helps to promote a better understanding of the lesson. Mrs. Brown walked around the
ESL 540/536/546
classroom where she was able to give the students instant feedback on the assignment of answer a question if needed. There were many opportunities for me to observe the students working together and individually on the lesson and to observer how she moved throughout the room to monitor the student as they worked. Ms. Brown gave me multiple tools that I can utilize in my classroom.
Teacher Interview: Strategies to teach EL Students. Ask your mentor teacher the following questions and record their responses below.
1.
What are some strategies you use to teach foundational reading skills (concepts of print, phonological awareness, phonics, and fluency) to ELLs?
Training students to read left to right. Rereading parts of the book, front, back, spine. Reading and running finger under word. Phonological Awareness Strategy:
clapping out syllables
Referring pictures to support students determining the word
Using words that rhyme
Classifying words with the same starting sound Phonics Stratagems:
Repetitive and Reliable Reviewing
Applying vowel sounds
Word Sequence (2-3 letter words) Examples
: at-hat / an-pan / in-pin Concepts of Print
Difference between Upper- Lower-case Letters
finger spacing between words
applying punctuation symbols 2. What strategies do you use for vocabulary development and student practice?
Picture-word Match
High frequency words
Sight word
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ESL 540/536/546
3.What are some strategies you use to teach the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs?
Group/individual Reading/Reading Aloud-
Examples:
explain the author, illustrator, Main Characters?
Small Group Instruction
Writing Block
Phonemic Awareness (Heggerty) 4. How do you use Response to Intervention (RTI) or Multi-tiered Systems of Support (MTSS) in ELL instruction?
RTI and MTSS deliver opportunities for teachers to systematically appraise and evaluate students' glow’s and grows. Tier 1 of MTSS consist of 5 components of reading. Tier 2 is projected for small group coaching. Tier 3 is focuses on singular critical needed instruction. RTI is a resource used when English is not the students primary or first language.
A Few More Questions
1.
What does Homework look like for your ELLs ? Homework is given out every Friday and due next Friday for the students. Characteristically, my ELL students will receive similar homework that has been translated for them and their parents comprehension, the homework consist of writing practice, site words review, corresponding imageries, and a brief story. 2.
What have you found to be most motivational for your ELL students? positive reinforcement and motivation for my ELL students from me and classroom peers are tremendously supportive. I naturally buildup students up by singing a fun chant or prompting my
students to cheer them on when the spotlight is on them to answer a question or go to the board. How would you apply what you have learned to your future classroom? Summarize in a short paragraph.
My visit with Ms. Brown was quite insightful, and as a teacher, it is my hope that with the knowledge I have acquired from this visit, will be of great use to me as well as my Ell students and every student that graces my classroom doors. The idea of the students pairing up is something that I will definitely use because I see how it helped the ELL student become more comfortable with interacting with their peers. Allowing the children to experience an opportunity
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to learn language will be something I would like to incorporated into my lesson (English to Spanish -Spanish to English). During my observation of this Kindergarten teacher I observed how she to maintain focus on the groups requirements and breakdown and help the student with figuring out how to solve their problem/disconnect. Joining together in small group and allowing the students enough
space to work the activity and clarify the reply was a marvelous advantage for the children. After
observing, I would make myself responsible for acquiring more information about ELLs and their cultural upbringing. References Bridge to Reading Foundational Skills Curriculum by Heggerty