Danielle Remy

When trying to teach the lesson in Spanish to the class, one problem that we came
across was how we would assess the knowledge of the class on the colors of the
rainbow. Since we assumed the class didnt speak Spanish fluently, so they would not
understand the questions we asked. They would not really understand anything we
were saying because it was in a different language.
To overcome these challenges, our group wanted to use many visual aids so that the
students could connect the name of a color to the actual color. As for the formative
assessment, we knew that the students wouldnt understand the question we were
asking, so we used our bodies and gestures to make it apparent what we were asking
the students to do.
This activity simulated instruction to an ELL student because the student that does not
know English would not understand the language that the teacher was using, but they
would find it easier to understand visual aids as well as gestures, which we used in our
lesson. It shows how difficult it is to teach a student who speaks a different language.
This experience connects to an ELL student because they really have no idea what you
are saying if it is not in their language. As the student listening to other lessons, it was
very difficult to follow along with lessons without visual aids.
I think the purpose of this activity was to show us how ELL students feel in the
classroom when they hear English and how hard it is for classroom teachers to instruct
these students as well