Report Template
1. Description
a. The setting of the field experience (e.g., in a classroom, at a community organization location,
The setting of my field experience was in my U.S. History classroom with a total of 30 students
b. The student(s)—use a pseudonym to maintain confidentiality—with 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)









Student is shy, tends to only nod when addressed.
Has easier time with BICS then CALP. Uses shorter
sentences to ask questions.





Student is very outgoing, wouldn’t notice the
problem in class as he is very vocal and speaks very
well. Has difficulty with CALP but with help on new
vocab is very successful





Student is shy but is capable of answering questions
in class. She is very motivated and reads fictional
novels, but also has difficulty with CALP, but is
improving vastly in this area.

c. The days and times that you met with the student.
i. I met with these students every morning from 7:15am – 8:15am every Monday,
Wednesday and Friday for a quick study session.
ii. I also teach these students in my U.S. History class every day from 9:22am – 10:14am.
d. Ways in which you interacted/engaged with the student (including pedagogical strategies).

i. I tutor these students 3 days a week in the morning to allow the students to have personal
1 on 1 time.
1. Vocabulary Instruction – for words in and out of the content area. Having the
student’s use the word in a sentence and either create and example or draw a
picture of the word. (Also using the internet to help with pictures)
2. Help activate background knowledge – have the students relate the subject to
either personal events in their life or similar historical events that they have
already learned about.
3. Discussion / Differentiate – giving the students the ability to discuss the topic out
loud with the group, so the students can create what they want to say and to learn
from each other. As well as allowing students to work together to solve their
4. Technology – Allowing the students to use technology such as Microsoft Word to
type items, Use of videos to help the students have visuals of the events. To help
translate words they are having difficulty with.
5. Oral Readings – read aloud to help monitor their speech and assist with
6. Orally reading their tests to help the students understand what is being asked and
at times to allow the students to orally give me the answers to verify content
ii. I provide direct U.S. History instruction
1. Printed notes for the students to review and pictures for visuals.
2. Provide bilingual students to partner with the student
3. Differentiate by allowing the student to work with other students, as well as using
newsela.com to give student current events and vary the Lexile level.

Edmodo.com to allow the students to use the blog feature so they can work on
using the content in discussions with students in a non-threatening environment.

5. Extended testing time.

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



Was the objective met?
Evidence of student


(Content) The student
will have an
understanding of the
unit 10 vocabulary

(Formative). I will observe the
students create examples or find
pictures on-line that represent
each word.

(Content) The student
will have an
understanding of
McCarthyism and it’s
impact on the U.S.

(Formative). I will observe the
students creating and presenting a
skit that explains the negatives of

(Content) Understand
the concepts of the
Cold War and the
impact it left on

(Summative). Student will take a
test that covers the unit, including
an essay.

Yes. All 3 of my students were
able to research and find
pictures on-line that matched up
with each of the vocabulary
terms and helping them to
understand the meaning of each
Yes. All 3 of my students were
able to create a skit that
embodied the concepts of
McCarthyism. Maria needed
more help in tutoring to bring the
concept to full understanding,
knew through our discussion
Maria needed the test read aloud
and had to read her essay
question to me.
Juan need the test read aloud
and could write out his essay,
though with some difficulty.
Esmerelda took the test by
herself with only one question
about the wording.

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.

Colorin Colorado: This site I would recommend to anyone regardless of ELL experience to
help guide them in providing the best lessons in which all students can benefit from and

Dave’s ESL Café: is a great resource for teachers of various topics to find lessons on how to
teach multiple topics from speaking, food, to business. This can be a great way for teachers
of all disciplines to help their ELL students.

ELL Language Learner Resources: This site lists different resources that many teacher
recommend for ELL students and could be used as and ELL bookmark for teachers to find
any resource they would need to help ELL students.

Edmodo.com: This resource was used for students to discuss with other students in a more
casual manner the topic of the lass through our class blog found on Edmodo. This resource
allows for the students to learn from other students, but to write about a topic to the class
without having to say it orally in front of the class.

Quizlet.com: This resources was used for students to create notecards of the vocabulary
words and to review the words to help them better comprehend the terms. The students
would learn through creating the words and through quizzing each other.

Newsela.com: This resource was used to provide the students with current event articles
that related to classroom topics and I could give them an article that would be on their Lexile
level. It also allowed me to push them at times with higher Lexile levels and to relax the
Lexile level so they could focus on the content.

Toondoo.com: This resource allowed me to have these students create a story of the topic
using the cartoons. This allowed them to formulate a story board, the dialogue and illustrate
the history they were learning.