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Language and Catechetical Institute Tutoring Partnership Weekly Assessment

Adapted from the Ohio Department of Educations Strategies for Diverse Learners Using the UDL Model
Focus on English Language Learners(ELL)

Please save the document and type your responses in the boxes below. Please use as much space as you feel is necessary to explain your experience.

Discuss the cultural background

of the student. Explain how you will use
their cultural knowledge and experiences
as teaching/ learning resources (for
and for other students).
*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didnt.

What is the level of students heritage

(native or home) language skills in all four
communication modes (listening, speaking,
reading and writing? How do you think
you will use their strengths and build upon
their weaknesses?

*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didnt.

This semester, I am working with two different students: Peter and Vitaly. Peter is from Hungary and Vitaly
is from the Ukraine. Peter is the youngest LCI student here having just turned 19. He went to a Franciscan
all-boys boarding high school in Hungary. His teachers suggested he take a gap year off after he graduated
and join the LCI program to work on his English before enter college in which he hopes to study Civil
Engineering. He took a few years of English in high school as well and, in my opinion, is the LCI student
with the highest proficiency in English.
Vitaly is from the Ukraine and heard about the LCI program through his sister who participated in the
program a few years back. He studied law in college, and I believe he even practiced law for a couple of
years as well before coming to the LCI program to learn Englsih.
Both students are extremely smart and have already taken college classes or college prep classes. Tutoring
them will be different then tutoring most other students because they already know study skills and both
have high motivation and discipline. Having a common desire to grow in English, and a common joy and
enthusiasm and silliness in their attitude towards life, I believe that we will be able to use games and fun
interactive activities to practice and increase English proficiency.
Peter is quite proficient in his listening and reading skills in English. He can and does speak well in English
very often. I have not had much of an opportunity to see his writing in action so I cannot make a statement
on his writing capabilities. With Peter, the biggest thing he struggles with is using certain words in correct
grammatical context. Working through exercises in conversational English and being intentional with
correcting his mistakes will help Peter strengthen his grammar.
Vitaly is an attentive listener and works hard to interpret what is said in English. He speaks a lot and loves to
laugh and be comical even though his English vocabulary is semi-limited. With writing he is a slow but
deliberate and determined writer. With reading, he likes to read out-loud so he can hear and pronounce the
English which helps in his understanding of the words. Vitalys determination to learn will be most
beneficial in helping him overcome his English weaknesses to become more proficient.

Consult with the students English as a

Second Language (ESL) teachers or
tutors(Dr. Healy) and
share ideas on how to support the students
learning in both the content classroom and
the ESL classroom

Dr. Healy was excellent with communication and reached out to us several times during the semester. She
gave us a handout at our first meeting of questions the LCI students and I could ask each other to practice
reading, listening and responding in English. A few weeks ago, Dr. Healy again emailed out more questions
as a follow up and a resource for us to use in our tutoring.

Please upload the document and complete each section after your tutoring session. You will be required to submit both templates into the Blackboard shell at the end of the semester.

You are required to meet at least 5 times with your partner per 6/29/2014.


Multiple Means of Representation: To provide students various ways

of acquiring information and knowledge

Multiple Means of Action and Expression: To

provide options for students to demonstrate what
they have learned

Multiple Means of Engagement: To tap individual learners' interests,

challenge them appropriately and motivate them
to learn


1 hr

I worked with Peter on conversational

English. He explained to me a bit about
his language and the context he was
coming from to help me understand his
relationship to English.

Occasionally in conversation, if there was a

word in conversation which Peter could not
understand that I said or he could not
remember the word he wanted to say, we
would use a translator app to help with
tricky words.



For this tutoring session, I worked jointly

with both of my students: Peter and
Vitaly. I thought as a fun and interactive
way to practice adjectives and describing
words, I would play Taboo with both of



For this short tutoring session, Peter and

I practiced more English in conversation
and context.

I brought some questions for

us to answer back and forth
together. Peter would ask me
questions about word
meanings and words
definitions in context to help
gap the language barrier.
In playing the Taboo game,
we all practiced using other
words to explain the word at
hand without using the
buzzwords on the card. This
game engages in speaking,
questioning, responding and
For Peter, he is most eager
to learn how to learn to use
words correctly in

The game is a great way to reach both

students at the same time. Peter and Vitaly
both have very different levels of
proficiency in English, but playing this game
was a way all three of us could be on the
same playing field.

Most often when we are speaking, Peter will

stop after he says something and then ask
me if he used the word or phrase or






1 hr.



I worked this session with Peter on

practicing his play lines. Every semester
the LCI students put on a play for the
rest of us to practice their English. This
semester, Peter is the stage manager
and he has several monologues to
During this long tutoring session with
Peter we practiced more of his play lines,
practicing especially the phrasing in
English. One of the most difficult things
for Peter to grasp is the English phrases.
Because there is a lot of colloquial
language in his play, often Peter can get
confused and stuck on the context of the
colloquial phrases.
For this tutoring session I worked with
Vitaly on different homework
assignments that he needed help on. He
wanted me to check one of his
homework assignments and help him
with some of the English phrases that he
was having trouble with.
I worked with Peter again with his play
lines for this tutoring session. Though he
does not have specifically as many lines
as some of the other characters, his lines
are much longer than the other
characters as it is his role to narrate the

Adapted from Ohio Department of Education, Lau Resource Center, March 2011

Working specifically on his
play lines, we worked on line
intonation, questioning in
English, phrase expressions
and word definitions.

grammar piece correctly.

We sat down reading the lines together.
Sometimes I would read the lines for the
other characters and he would act out his
lines as if he was the narrator. We also
practiced using a lot of descriptive words.

To help with memorization,

we worked on through
especially the intonation of
his play lines. His character
is supposed to be comical
and he practiced the
comedic elements he added
to his lines with me.

Another fun interactive activity we

participated in together to take a break
from the intense memorization of play lines
was learn the Rubiks Cube. One of Peters
hobbies is solving the Rubiks Cube and by
allowing Peter to teach me how to solve it,
he was practicing English in an interactive
way. The best way to learn is to teach!

Vitaly is also in the LCI play

so we read over some of his
lines together and worked on
coming up with easier
synonyms for some of the
tricky words so that he could
understand his lines better.
We read through Peters
script together and took
turns practicing the lines and
phrasing. With dramatic
lines, sometimes the hardest
part is getting the phrasing

After we looked at his lines, Vitaly asked me

to read over a PowerPoint he had made for
his theology class on Christian Marriage. We
worked through some of the tricky grammar
spots. He also wanted to practice English
greetings and questions.
One particular aspect we worked on today
with the lines was going through each line
and writing in where the correct and
appropriate pauses would be in the
sentences. As a narrator, the delivery of his
lines is key.