Clinical Field Experience B- ELL Instructional Strategies
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Date
Jan 9, 2024
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Berryhill 1
Clinical Field Experience B: ELL Instructional Strategies
Brittany Berryhill
College Name, Grand Canyon University
Course Number:
ESL-436N
Instructor’s Name:
Lorie
Ramirez-Jaquez
Assignment Due Date: 8/27/2023
Berryhill 2
My experience at Sumter County Elementary School included interviewing and
observing Ms. Clemons third grade class. There have been many events and parties going on
over the last few weeks, including GMAS (Georgia Milestone Assessment System), MAPS, and
end-of-year parties. The experience of sitting in on this classroom allowed me first-hand insight
into what it is like to teach and work with ELLs (English Language Learners). The classroom
consists of twenty- two students and five English Language Learners.
Providing support to English Language Learners:
ELLs need foundational reading skills (concepts of print, phonological awareness,
phonics, and fluency) taught to them. What strategies do you employ? Picture books/early
readers, readers from A to Z, and sight word flashcards are offered in small groups. Are you
using any strategies to develop vocabulary and practice with your students? My goal is to help
build background knowledge by previewing academic vocabulary before the lesson. Activating
deeper learning and making connections requires visuals for English Language Learners.
According to research, we learn better when words and pictures are combined. A sentence stem
is used when writing. The elements of language are taught to English Language Learners using
the following strategies: phonetics, phonology, morphology, lexicon, semantics, syntax, and
pragmatics. A combination of repetition and anchor charts of spelling rules, as well as chunking
strategies (separate syllables). As part of the ELL curriculum, phonic rules are taught through a
skills block (Saxon phonics is a good program), and language dives are conducted by studying an
expression closely to gain a deeper understanding of its meaning (ex. Seeing the floor, Brian
wished he could draw a hole right there to swallow him up.).
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MTSS or Response to Intervention (RTI) are effective ways for ELL teachers to support
their students? The language, literacy, and academic needs of English Language Learners are
unique. It is essential for them to be exposed to a rich language environment and receive
scaffolded support corresponding to their level of language proficiency. As well as access to a
rigorous curriculum, they need the same resources as their peers. When working with ELLs,
what excites you most? The students I work with who speak English as an additional language
are usually highly motivated and work very hard to succeed. Considering many Americans don't
make the effort to learn languages, these students are on their way to becoming bilingual. What
is your policy on encouraging students to use their native language in the classroom as well? It is
important to me that students feel empowered to use their native language in class since I want
them to feel confident that they have a skill that they should be proud of. The heritage of my
students is something I would never want them to feel embarrassed about or ashamed of.
Reflection & Planning
She knew what her students liked and knew personal things about them. Music is one of
the ESOL students' favorite things, and math is another. As I get to know each student, I'm going
to get to know their interests. Every student learns differently and has different favorite subjects.
In a group, I watched one student talk to her peers. She listened to other students when they
talked about being scared. My ears didn't pick up her response because she was shy. She laughed
at her friends when she asked if she shared it with them. Students watched a Cinco de Mayo
video after talking in their groups. When another student said Cinco, one student corrected her
because she was Hispanic. She was sharing her culture with her classmates, and I thought it was
cute. Through her education of her students on their diverse cultures and holidays, Ms. Clemons
embraces her students and their diverse cultures. In my classroom, I'm doing the same thing. As
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Berryhill 4
an English Language Learner, I believe students and teachers should feel comfortable discussing
aspects of their own backgrounds and identities. Learning becomes fun and interesting for all
students when it is made fun and interesting. Through embracing diversity and learning about
their friends and families, I will teach my students to respect others.