Clinical Field Experience B ELL Instructional Strategies

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Grand Canyon University *

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UNV 501

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Linguistics

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Jun 3, 2024

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docx

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Uploaded by ChiefMole3446

Kaitlin Bishop Clinical Field Experience B: ELL Instructional Strategies ESL-540 4/24/2024

Part One: Supporting ELL Students Mrs. Kilpatrick, my mentor teacher, and I had an enlightening session in which we discussed ELL case studies and established practical instructional approaches for learners of English in her seventh-grade Language Arts classroom. During our joint exploration, we examined ways to improve rudimentary reading abilities, encourage vocabulary expansion, teach language features, and use our Intervention and Multitiered System of Support (MTSS) for ELL instruction. Mrs. Kilpatrick’s expertise and expertise led to the development of a variety of useful and evidence-based techniques to meet the learning needs of ELL children, ensuring academic achievement and language acquisition. What are some strategies you use to teach foundational reading skills (concepts of print, phonological awareness, phonics, and fluency) to ELLs? -Throughout the classroom, we educate ELLs on the basics of reading through various strategies. We have word walls that highlight crucial language and sight words. For example, we start with easy-sight words and have kids write them multiple times daily, use them in phrases, and complete morning worksheets that help them create the word and put it in a sentence. We also use these strategies in centers and use playdough for them to build the words. YouTube videos to incorporate these in our lessons is also crucial. This can be used during our transition time and especially snack time. What strategies do you use for vocabulary development and student practice? -Repetition is one of the strategies we use to improve vocabulary. We provide many opportunities for pupils to use and strengthen their vocabulary since repetition makes perfect. We put students through several practice tasks till they master the subject. This can be achieved by using flashcards, playing language-related games online, or completing vocabulary tasks. What are some strategies you use to teach the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs? -When teaching language skills to ELLs, teachers frequently work in pairs or one-on-one with them. Therefore, they provide more specialized advice and support. We focus on pronunciation, morphology, phonology, lexicon, semantics, grammar, and pragmatics through

diverse activities, such as interactive discussions, guided practice sessions, and direct language activities. How do you use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in ELL instruction? -We utilize ELL education in our classroom to complement ELL education. For example, we can implement a pull-in or pull-out structure if a student needs additional assistance. For instance, I have a visually challenged student, and we have arranged for a professional to come in and assist her with specific tasks, ensuring she stays caught up. Another instance is when students have speech challenges; they get help from the speech teacher. Is working with RTI challenging? - No, not at all. Working through RTI helps learners avoid falling behind. Without RTI, it would be challenging to meet the requirements of all students. Is the process the same for ELL students? -Yes, the RTI approach is the same for ELL children. Regardless of the level of the RTI, ELL children receive the necessary support and resources to excel in their spoken language and academic growth. The measures are adjusted to everyone’s needs. Part 2: Plan and Reflect Getting to observe my mentor teacher is always a pleasure. My research at Parrish Elementary Middle School got me to witness Mrs. Kilpatrick class in kindergarten and interact directly with the student. Building on our previous conversation, I focused on providing her with instructional support to satisfy her language acquisition needs while promoting a welcoming learning environment that respects her cultural and linguistic identity. Throughout the field experience observation, Mrs. Kilpatrick and I collaborated to build and implement specific action plans to help the students’ language development. We finished a mini

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