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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 the classroom and computer lab with in our school.
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)
I was able to work with two students during my experience. One student, Miguel, was a
kindergarten student from Mexico. He was in the Stage 3 (Speech Emergence) area of English
language development, and he was capable of using short phrases and simple sentences, but had
difficulty expressing his ideas effectively. Miguel is a kind-hearted child, who loves superheroes
and loves to learn new things. During our time together, Miguel often shared with me the
dynamic of his family with he having three older siblings.
The second student I was able to work with, Isabel, who is a 3rd grade student from China. She
was currently in Stage 4 (Intermediate Language Proficiency) area of English language
development. Isabel was able to formulate more complex sentences as well as request
clarification on unknown information, but she still required a large amount of scaffolding to help
her fully understand the content to be learned. Dancing is Isabel’s favorite thing and she often
would explain to me about the structure of her dance classes that she attends on a regular basis.
Isabel enjoys school immensely even though much of the content material that is covered is a
challenge for her.
c. The days and times that you met with the student.
I was able to meet on numerous occasions with these two students, which included weekly
meeting in both the classroom and the computer lab. We met for four weeks for about an hour to
build on the lessons we needed to complete. Our last meeting focused on completely the task
using the skills and strategies learned.

d. Ways in which you interacted/engaged with the student (including pedagogical strategies).
Two of the four meeting times I was able to meet with just the two students. Our last meeting
allowed for me to work with each student in the classroom setting while working in the computer

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 (Formative). I will observe and ask Yes. Maria was able to look at the
investigate the questions while the student is working. quadrilateral manipulatives and identify
characteristics of (show and explain) all the
quadrilaterals. characteristics of each.

The students will acquire I will observe the students will they are Yes, both Isabel and Miguel were able
knowledge on inserting working and ask questions to check for to complete the task assigned.
images into a PowerPoint understanding.

The students will be able to I will engage in conversation with each Yes, both Miguel and Isabel were able
express orally the steps student as they retell the information on to describe for me the steps needed to
needed to complete a task. how to insert an image in a PowerPoint complete the task.

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.
Teach Vocabulary:
After reading this section of the ELL module, it was apparent to me that both Isabel and Miguel
would need extensive support with understanding the needed vocabulary to complete the task. Since
vocabulary was a weakness for both students, and each student was in a different grade-level, I had to
determine the best strategies to assist with both levels of understanding. According to the Iris ELL
Module, using graphic organizers is a great strategy to use to build on prior knowledge. Since neither of
my students had knowledge of PowerPoint, I had to be creative in developing a graphic organizer that
they would understand. With this being said, I decided to incorporate Google Draw as a way to build a
graphic organizer together utilizing the iPad. Google Draw is basic enough to allow for the
Kindergarten student to feel successful and the 3rd grade student to not think it was “babyish.” We
began making a list of needed vocabulary to understand the assignment (PowerPoint, slide, insert,
image, right-click, double-click, text, etc.) We put the word “PowerPoint” into the center and branched
out with the remaining vocabulary from there. For each word, we connected an image that we were able
to use through Flickr. This built a resource for my students to access when it was time to complete the
task of creating a PowerPoint slide and insert an image.
Provide Opportunities to Practice:
According to the Iris ELL Module, it is imperative that students of all ELL levels are allowed
adequate time to practice their newly acquired skills. In working on our PowerPoint assignment, this
was very true for Isabel and Miguel. Now that both students had an understanding of the needed
vocabulary, we had to create opportunities for independent practice, but we need to make a step-by-step
chart. During our time together before we were creating our PowerPoint we discussed what we thought
we would need to do to be successful in completing the task. Together we created a five step instruction
guide to help us when we got stuck trying to figure out what to do next. After completing our
instruction sheet, we next spent some time practicing our instructions and identifying when we needed to
make an adjustment.
Providing these opportunities of conversation and practice of new knowledge proved to be
essential for Isabel and Miguel. As we created the instructional chart, I was able to provide feedback on
the content they were learning rather than the language difficulties they may have shown. Ensuring
feedback is related to content was crucial for Miguel and Isabel to feel confident. Since Miguel was a
younger student with minimal about of experience in a school setting, I had to be be every sure that he
was receiving feedback that allowed him to feel successful. In ensuring this, Miguel truly enjoyed this

Teaching English Language Learners: Effective Instructional Practices. (n.d.). Retrieved from