Jessica Knorr ELL Field Experience Journal

Journal #1 Week of 10/21 My ELLs have been getting low scores on the end of week vocabulary test but I feel like the way we have been doing Vocabulary will really benefit them. The way my teacher had me do the Vocabulary and Spelling Introduction Lessons is excellent for all learners, especially English Language Learners. My teacher created power points that start off by stating the learning objectives and spelling rules. With each vocabulary or spelling word there is a picture, and sometimes a sound. After writing the spelling word or vocabulary word and definition students get to do actions that are usually associated with the word. The PowerPoint also includes sentences from the weekly Imagine It! story which include the vocabulary words. This is beneficial for students to not only see the definition but see it in context. As I reflect now I realize that I need to ensure that they use the words in their own context. I will definitely add that to my lessons and look for more ways to make our vocabulary words more comprehensible.

Journal #2 Nov. 2, 2013

My students were able to pick their own seat for our new seating chart. This turned out to be very beneficial for my English Language Learners. They either chose to sit by their friends or other students they wanted to be friends with. Ive never heard my ELLs talk so much! They are now collaborating well their tables. I feel confident in letting the groups of tables work together because Ive taught my students the difference between sharing answers and helping by sharing processes. This week I observed them working together to find synonyms for our vocabulary words and also to put Halloween words in abc order. I can tell these groups are helping my students learn BICS and CALP!

I feel like Go Math really helps me to value and integrate diverse languages, dialects, and cultures. There are several great engagement questions and prompts. One of my favorite prompts was one that had students discuss flying on an airplane to estimate distances. Students either discussed a time they had been on an airplane or where they would go on an airplane if they got the chance. From this I learned that one boy was born in Africa. I also learned that some of my ELLs can identify Mexico on a map. I love these little questions because they help me learn so much about my ELLs and all of students. I feel that my questions and discussions in class value my diverse students and help me learn ways to engage them and integrate their language and cultures into my lessons.

Journal #3 Nov. 9, 2013

This week I did a writing lesson on parts of a letter. To help my students learn the vocabulary (date, greeting, body, closing and signature) we did an activity. Each student was given a slip of paper with an excerpt from a letter. They had to read their slip and say which part of the letter it was. My low ELL read it just fine but either he couldnt, or wasnt brave enough, to say which part of the letter it was. This week my reading methods teacher suggested that we give our ELLs homework with a list of 10 sight words. She said that if our students didnt understand the words we could also provide the word in Spanish. She suggested having our students write each word in two different sentences as homework for one night. I think this is a great idea. Im going to talk with my site teacher to see if this is appropriate for his level (3). I will also see if this is something we would do in addition to the regular vocabulary or if it would take the place of it. Either way I know that it is important for my ELLs, and all students, to use the vocabulary words in order to learn them. Having my students write sentences using the words would ensure that they are using the words and it would be a great assessment tool!

Journal #4 Nov. 16, 2013

This week my level 3 ELL began going to speech. Im very happy about this! Working with the speech teacher will help me learn more ways in which to help him. I taught a lesson this week that I feel was great for language development. It was a Text Talk lesson using a story that reemphasizes letter writing. In a text talk lesson students are given vocabulary words to listen for in a story and they are to infer the meaning of the vocabulary on their own. After the story is over we talk about the text and use the vocabulary words in many ways. I provide them with definitions and use the words in context in several different examples as we discover, discuss, share, engage with, connect with, and use the words. For example I would give them an example and they would tell me if it was barren or not barren, provide an example of barren, and complete sentences involving the vocabulary. Ive realized ways to include reading and writing in my future text talk lessons. In this lesson I should have had them write a letter to a character in the story using the vocabulary. Next time I will students a slip of paper and have them find their partner. On the slips I would provide a word whose partner is a definition or a sentence whose partner is a sentence using the new vocabulary word. To have them write I could have them finish prompts for each vocabulary word. For example, Tell me about the most barren place you have been to.

Journal # 5 Nov. 23, 2013

My ELL that I was concerned about has just begun going to speech. He doesnt have a set schedule yet. The speech teacher came and asked me if it was alright if she took him for a while. Of course I said yes. But now Im realizing maybe I really do have a say of when he should go. I need to try to make sure he is not missing valuable content in the classroom while still receiving

help in speech. Ive got to learn more about pull outs. I do plan on talking with the speech teacher to learn more about the level and needs of my student. My school district uses the reading program Imagine It! Our ELLs are supposed to use the Imagine It! software program for ELL for, I believe, 45 minutes per day. My students have been using it during our self-start time which includes DEAR, journal writing, and ADD. I think those are important things also so it is a delicate and tricky balance ensuring that my students receive everything they need to.

Journal # 6 Dec. 7, 2013

This week we worked on a social studies and language arts unit on money. Key vocabulary included worth, valuable, and barter. When introducing the words I passed around a valuable coin and discussed its worth and what I could barter it for. Later in the week we did an amazing bartering activity. Students were to bring in one toy that they would like to trade. Students who didnt bring a toy were provided candy bars to use. Students did several trades among each other. I couldnt believe how clever they were. Most students did about three trades to get the item they really wanted. We really emphasized that the problem with bartering is that people may not want what you have and what you want to trade may not be as valuable to someone else. We didnt have any problems! It was a great way to get the students talking and reinforce the vocabulary. I really like this unit and the vocabulary words because I feel that the vocabulary words are not only academic but also social.