ELL

Report Template
Elizabeth Record Huffaker
1. Description
a. The setting of the field experience (e.g., in a classroom, at a community organization location, etc.).

This field experience took place on a daily basis for one hour in my science classroom for 12 weeks.

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 A: 13 year old male, 8th grade

Bobby is a social student. He is very polite, accepting of others and interested in doing well academically.
Bobby does not visually display any signs of being an English Language Learner. He is of average height and
build with red hair and freckles. Bobby’s native language is Bulgarian, but he does not have an accent. He
says that his future goal is to move back to Bulgaria and be a successful businessman.

 Student B: 14 year old male, 8th grade

Fernando is a Hispanic student with shaved cuts into his eyebrows. At one point of the school year, he wore a
superglued on eyebrow ring. He wears red and black every day, has a long hairstyle and frequently uses the
restroom. Fernando’s native language is Spanish, but he seems to speak and understand English well.
Fernando goes to extremes to hide his actual capabilities, especially in reading. Fernando can be a behavior
problem at times. He has a strong influence over the other students.
c. The days and times that you met with the student.

Bobby and Fernando are not in the same science class, but I see them both every day for 55 minutes in a
regular 8th grade science class setting.

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

I interacted with Bobby and Fernando in a typical teacher to student fashion. I also frequently would work one
on one with each of the students to verify that they knew what was expected and to help them if they needed it.
Bobby was always much more receptive to help than Fernando. For both students, I would modify the
assignments to accommodate their needs. Many times this would be incorporating graphics and/or videos. I
offered Spanish versions of assignments to Fernando, but he always refused them.

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.
Comprehend how energy Students made a FlipGrid video explaining Student A: Yes, the FlipGrid video that
transfers. an example of energy transformation. Bobby made clearly showed me that he
understood energy transformation.

Student B: No, Fernando did not do the

Investigate speed,
acceleration and
momentum.
Explore
balanced/unbalanced forces
and their affects on motion.
Students created a roller coaster out of
foam tubing, tape and a marble. Students
had to time the marble’s trip three
different times, calculate speed and
momentum.
Students will complete the PHET lab tug of
war simulation and answer
comprehension questions with a partner
when done.
assignment at all.
Student A: No, Bobby was given Out of
School Suspension (OSS) so he was
unable to complete the lab.
Student B: No, Fernando was removed
from the lab setting due to horseplay
and had to complete an alternative
assignment which he did not do.
Student A: Yes, Bobby completed the
simulation with some assistance. He
was able to answer higher order
thinking questions about the concepts.

Student B: No, Fernando did not do the

assignment at all.

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.

Vanderbilt University. (2016). Teaching English Language Learners: Effective Instructional Practices. Retrieved April,
2016, from http://iris.peabody.vanderbilt.edu/module/ell/#content
I completed the suggested Course Module for ELL instruction. I was surprised at much of the information that
I learned. In the beginning of the module, I performed very poorly on the Fact vs Myth assessment. Many of
my preconceived notions about ELL were wrong. This was slightly embarrassing as I have been teaching for
twelve years! For example, I felt confident that children learn a second language better than adults. I was
surprised to find out the opposite, but it does make sense. I had also never heard of the BICS vs CALP abilities
scale. I did correctly identify the young girl’s level in the example video. Many of the suggested strategies are
things that I have always done, such as: incorporating graphics and videos, focus on vocabulary, pair with
specific students (i.e. other students who speak the same native language and English) and familiarize myself
with the students’ SES and educational background.

National Education Association. (2002-2019). English Language Learners. Retrieved from

http://www.nea.org/home/32346.htm.

I found the National Education Associations’ English Language Learners section robust in information about
teaching ELL students as well as the history of ELL students in the USA. I explored a module that the NEA
offers for ELL on their website. The module focused on closing the achievement gaps by incorporating the
families of ELL into school and the community. It also promoted student centered learning and utilizing
student strengths.

Knutson, Jeff. (September, 2018). Common Sense Education, How to Use Technology to Support ELLS in
Your Classroom. Retrieved from https://www.commonsense.org/education/articles/how-to-use-technology-to-
support-ells-in-your-classroom

I found this article particularly interesting as it incorporates technological suggestions and support for ELL.
As a science/STEM teacher, the features that stuck with me was Brainpop ESL. I frequently use Brainpop, but
was unaware of this feature. Something else that struck a chord was the following quote: “As time goes on,
we're bound to see more edtech solutions specifically  for  ELLs. It will be interesting to see what the future holds in this
space.” I find it shocking that in 2019, there is still a lack of resources for anything!