ESL440N-Field Experience A
docx
keyboard_arrow_up
School
Grand Canyon University *
*We aren’t endorsed by this school
Course
440N
Subject
English
Date
Jan 9, 2024
Type
docx
Pages
3
Uploaded by BarristerGoldfish2794
November 29, 2023
GCU-ESL-440N
Field Experience A
During my time observing my mentor, Dr. Decker, I was able to increase and improve my
skills so that I can be a better teacher for students who are in my classroom and identified as English language learners. While observing my mentor it was observed that she addresses grammatical skills and vocabulary terms. Through observation, it was noticed that Dr. Decker allots times within her teaching to work in small groups with students. When I asked her how she
determines which students are placed in which groups, she stated that she looks at the individual needs of each student and then groups them based on their needs. She has placed her English language learning student in a group with other students who, while they are not ELL students, they benefit from similar to instruction in phonemic awareness. This groups is also the smallest group Dr. Decker has, with having three students compared to her other three groups with four students each. With the group that her ELL student is in, Dr. Decker focuses on the sounds heard in consonant-vowel-consonant (CVC) words. She will say a word, for example cat, and then she will have the students repeat the word. Once they have repeated the word, she will instruct the students to tap out the word /k/ /a/ /t/, then blend the word together. During this intervention time, Dr. Decker had students individually complete the next part. She would ask the student to say the word cat but instead of /k/ say /s/. If the student accurately changed the sound, she would move to the next student. If the student did not accurately change the sound, she would provide
feedback to the student and then have them try again with a different beginning sound. The ELL student in this group did not accurately change the beginning sound of her word with the new sound but did the second time. Once each student had done the exercise three or four times each, Dr. Decker then had the students write the cat, then write the word but instead of the /k/ sound write it with the /s/, /h/, and /r/ sounds. These activities combined address the relationship between verbal and written expression
in the classroom because it focuses on the phoneme and grapheme relationship between letters and the sounds they make. Having students change the sound at the beginning of the word encourages students to focus on the individual sounds letter make in a word. Writing the words and physically changing the beginning sound when writing provides a visually representation to connect verbal and written expression. Through observations and questions, I was able to ask Dr. Decker the strategies she uses to support the various language needs of ELL student. She said that for her specific student in her
classroom she will provide visual cards for spelling for vocabulary words. Dr. Decker also said that she has noticed her student using her visual cards during phonics when the student is spelling other words that have the same sounds as other words. One additional question I asked Dr. Decker was how she felt her ELL student was doing when communicating with peers. Dr. Decker said that the student will get frustrated at times when socializing with peers because they do not always understand each other. She also mentioned that at times, the ELL student will go get her vocabulary cards that have pictures with the words to help her better explain her thoughts when talking with her peers.
A second additional question I asked Dr. Decker was about additional services the student
receives, specifically if the student receives IEP services. Dr. Decker said that the student does
not qualify for an IEP and she personally does not think it would be beneficial for the student. She did mention though that student does receive a monthly consult for speech language therapy.
I questioned if the student would benefit from weekly language services and she said right now she does not. Dr. Decker believes that the there is no concern for the student at this point in the school year. The school has a Student Intervention Team (SIT) that provides additional interventions when needed to help the teachers and students work towards their full potential. She did say, though, that if the student was in fourth or fifth grade and at the level they currently are now, then she would be concerned and would look at alternative assessments to give the student to help determine if an IEP would beneficial.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help