Jamie Nicholson

March 23, 2013

ITEC7430

ELL Report


1. Description

a. The setting of the field experience (e.g., in a classroom, at a community organization location,
etc.).
In my classroom.

b. The student(s)use a pseudonym to maintain confidentialitywith whom you are working (e.g.
age, grade level, level of English Proficiency, personal characteristics based on
observations/interactions, other information that may give the reader a more in-depth description
of the student)
I am working with JR, DG, and FJ. They are all 6 years old, Kindergarten level. JR is at a level 4
emerging, DG is at a level 4 emerging, and FJ is at a level 4 emerging in English Proficiency
according to the WIDA can-do descriptors. JR is quick to understand new content and is at a
higher reading level. JR also attended pre-school and I believe it has had a positive impact on his
learning. JRs parents are bilingual. DG enjoys math and reading but struggles with writing. DG
shuts down when he is asked to write something or even draw pictures. DG has older siblings
who speak English but his mother only speaks Spanish. FJ needs a lot of practice with spoken
English, she is hard to understand at times and doesnt speak in complete sentences when
speaking about content. However, she does a great job of recognizing high frequency words in
reading passages and sounds out unknown words very well. FJs mom only speaks Spanish and
the only English FJ hears is at school.

c. The days and times that you met with the student.
I meet with the students on Mondays, Wednesdays, and Fridays during reading group time which
takes place between 8:30 and 9:30 in the morning. These students were placed together in a
small group because of their similar English proficiency levels.


d. Ways in which you interacted/engaged with the student (including pedagogical strategies).
I began with directive instruction by asking questions and having students respond. I then used
guided discovery during the experiment and finally ended with directive instruction. During the
experiment I interacted with the students by asking them probing questions about why they
thought the item sank. I wanted to engage them with these questions during the experiment to
make it more concrete for them. During the experiment I kept using the vocabulary terms during
my interactions and encouraged the students to do the same.
Example



2. Objectives and Assessments

Write 2-3 learning objectives and state how you will assess each. Provide evidence for meeting the objectives.

Objective Assessment Was the objective met?
Evidence of student learning.
(Content) The student will
investigate the
characteristics of
quadrilaterals.
(Formative). I will observe and ask
questions while the student is working.
Yes. Maria was able to look at the
quadrilateral manipulatives and identify
(show and explain) all the
characteristics of each.
The students will understand
the vocabulary terms sink
and float.
(Formative). I will ask the students to
verbally explain what they think it means
to float and what they think it means to
sink.
JR was able to verbally explain his
thoughts well and used the vocabulary
words in his explanation. DG had a
minimal explanation but it was correct.
He did not use the vocabulary words in
his explanation. FJ was not able to
respond in a complete sentence. She
responded with one word at a time
describing sink and float.
The students will identify
items that sink or float.
(Formative). I will observe the students
conducting an experiment with real world
items to find out if they sink or float.
Students will record their findings next to
the items picture with the vocabulary
words sink, float.
Yes. Each student was able to observe
the correct action that the real world
items showed. They identified the
correct items that sank and the ones
that floated.
The students will compare
and contrast the items that
float and the items that sink.
(Summative). I will ask questions to find
out if the students can compare and
contrast the items that sank to those that
floated.
JR was able to note the weight of the
items were different and that he thought
the heavier ones sank. DG was able to
group the items that sank and the ones
that floated but couldnt identify
characteristics that made these groups
true. FJ also grouped the items by sink
and float and labeled the groups. FJ
wasnt able to communicate why they
sank or why they floated.


3. Resources
You are required to use 2-3 ELL-specific resources to help inform your understanding of ELLs and
increase your pedagogical strategies to assist students who are English Language Learners (ELLs). You
may use the resources listed within the module or other resources available to you. Briefly describe how
the resources were used to assist in your experience.
I used the sheltered instruction model for this lesson. The students used real objects during their sink or
float experiment and had pictures of the objects with the names of the objects underneath on the recording
sheet. The students also were given vocabulary cards for the words sink and float so they could use it in
their verbal and written response during the experiment. Before beginning the lesson I used WIDAs can-do
descriptors in order to group my students according to their English language proficiency in speaking and
listening. I didnt take into account the reading and writing content because the lesson wasnt calling for
either. I also used information from the book How the ELL Brain Learns to focus on the vocabulary from the
lesson because it helps build the ELLs background knowledge.