ELL

Report Template

1. Description

a. The setting of the field experience (e.g., in a classroom, at a community organization location,
etc.).
The setting of this field experience is in a classroom.

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)

Leo is 6 years old and in first grade. He is in Stage 3 – Speech Emergence of English
Proficiency. He usually only speaks to his classmates. He rarely raises his hand to answer
questions in whole group. His confidence is higher during small group instruction and in
his ESOL class.

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

3/11/21 –11:00-11:30 (30 minutes)

3/15/21 – 2:30-3:30 (1 hour)

3/18/21 – 2:30-3:00 (30 minutes)

3/22/21 – 2:30-3:00 (1 hour)

3/24/21 – 2:30-3:00 (30 minutes)

3/26/21 – 2:30-3:00 (30 minutes)

3/29/21 – 2:30-3:00 (30 minutes)

4/12/21 – 2:30-3:00 (30 minutes)

4/15/21 – 2:30-3:00 (30 minutes)

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

Anchor charts – with pictures

Tiered vocabulary list

Translated lesson parts into Spanish using iReady and Microsoft Translator
 Relating to real life/ every day things.

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

The student will investigate I will observe the student while he is Yes, Leo was able to accurately identify
the attributes of basic 2-D working and ask them questions relating all of the 2-D shapes and name their
shapes. to shape attributes. attributes.

The student will identify I will observe the student while he is Yes, Leo was able to accurately identify
and create basic 2-D shapes. working. I will use his work as an and create basic 2-D shapes.
assessment.

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.

During this lesson, I used Microsoft Translator to help translate things for Leo. I used this when talking about shapes. I
told him the shape in English and then used Microsoft Translator to say the shapes in Spanish. I used background
knowledge with Leo. We took basic 2-D shapes and linked them to objects he already knew. For example, a rectangle
is the shape of a door. We then labeled the door with the word rectangle. We walked around the classroom and
identified different objects. Leo also identified objects at his house and labeled them with his mom! His mom is not
fluent in English, so she used the Microsoft Translator app on her phone to help him! I also used anchor charts to help
Leo. The anchor chart hung in his classroom. I made a “tiny” version of this anchor chart so he can use it at his desk
and at home.