Jasmyne Burns ITEC 7430 Internet Tools in Classroom

ELL
Report Template

1. Description

a. The setting of the field experience (e.g., in a classroom, at a community organization

location, etc.).

The field experience took place in a 2nd grade classroom at Feldwood Elementary.

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)

Carmen is a 7 year old, 2nd grader with a Developing level of English Proficiency. Carmen is a
well-mannered young lady with an outgoing spirit even though she may come across as quiet.
She interacts positively with her peers. She embraces her weaknesses and works hard to
strengthen those areas. Carmen strives extremely hard to reach her goals in progressing to speak
as well as her native English speaking peers. She tends to retain information better when she
receives self-paced assignments. She is more engaged in her learning when assignments are
relative and integrated with technology.

c. The days and times that you met with the student.

-Monday, October 16, 2017 10:00-11:15 a.m. (Adverbs: Nearpod for ELL Lesson)

-Wednesday, October 18, 2017 10:00-11:15 a.m. (Adjectives: Nearpod for ELL Lesson)

-Friday, October 20, 2017 10:00-11:15 a.m. (A Dangerous Landslide: Nearpod for ELL
Lesson)

d. Ways in which you interacted/engaged with the student (including pedagogical strategies).

 Academic Language Development was acknowledged in the activities.

 Activated prior knowledge with hook activities, polls, videos, images, discussion prompts
and content review.
 Modeled concepts for student
 Provided extended discussion and verbal language practice
Jasmyne Burns ITEC 7430 Internet Tools in Classroom
o Think, Pair, Share
o Discussion prompts
 Provided multiple modalities of input and output
o Drawings
o Writing
o Video
o Audio
 Purposeful Grouping
o Paired Learning Activities
o Group Learning

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?

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

The student will
demonstrate command of
the conventions of
standard English
grammar and usage by
understanding and using
adverbs.
The student will
demonstrate command of
the conventions of
standard English
grammar and usage by
understanding and using
adjectives.
The student will
accurately answer
comprehension
questions about the text
using text-to-self, text-
to-text, and text-to-
world connections.
The student will answer questions
embedded within the lesson. I will
observe and analyze answers as the
student progresses through the
lessons.
The student will complete activities
such has underlining adjectives in
sentences associated with pictures,
fill in the blanks while describing
pictures and completing sentences
provided reference pictures.
The student will complete a quiz
embedded into the lesson and related
to the passage, A Dangerous
Landslide (retrieved from
ReadWorks.com).
Yes. Carmen was able to
demonstrate her understanding of
adverbs by proper usage in
sentences within the lesson and
those that were provided by myself
as follow up practice. She was also
able to identify adverbs in a
constructed sentence.
Yes. Carmen was able to
demonstrated her understanding of
adjectives by successfully
completing activities in the lesson.
She was also able to verbally
identify adjectives in sentences I
spoke to her.
Yes. Carmen was able to explain
text-to-self, text-to-text and text-
to-world connections. She also
demonstrated her ability to
successfully comprehend the text
by accurately answering 4 of 5
questions on the embedded quiz in
the lesson.
Jasmyne Burns ITEC 7430 Internet Tools in Classroom
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.

I chose Nearpod for ELL to conduct lessons because I wanted to use a tool that would provoke student
engagement, allow me to use and/or embedded the strategies and resources that would directly assist
Carmen in being successful. With the information given in the module and by the teacher, I was able to
find appropriate lessons that aligned to her academic abilities as well as with the standards being
covered. I was also able to prepare additional activities outside the Nearpod lesson to drive the
instructional approach before and after our lessons. Below are the resources taken from the module and
brief descriptions of how they were used in the lessons.

Activating Background Knowledge by:

 Asking students to brainstorm about what they already know about a topic
 Teaching new vocabulary words by making connections to students’ background knowledge
 Developing learning activities that are relevant to students’ cultural experiences

Teaching vocabulary to ELLs so they are able to make sense of English and to understand what they are reading
and hearing in instruction. This can be done by:

 Showing pictures, diagrams, illustrations, and real objects to teach vocabulary

 Using graphic organizers to help students learn new vocabulary terms, learn the relationships among
different words, and make connections with previous knowledge
 Helping students connect the words to their own lives and experiences

Teaching comprehension strategies so that ELLs are able to understand concepts across content areas. This can
be done by:

 Previewing words from passages, using visuals whenever possible. Check for student comprehension by
asking the student questions and actively listening to the students’ responses. (Pre-Reading)
 Teaching the students strategies to use context clues and knowledge of word parts to determine the
meaning of unknown words. (During Reading)
 Asking students to summarize or retell what they read. (After Reading)

Providing opportunities for practicing academic skills and the use of the English language. This can be done by:

 Allowing ELLs to use instructional supports such as translated word lists.

 Allowing ELLs to work in pairs or in small groups (Purposeful Grouping).
 Encourage students to discuss what they are learning (Student Reflections).