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Megan

Ryall

ITEC 7430
October 19, 2014
ELL Report
ELL
Report Template
I. Description
A. The setting of the field experience (e.g., in a classroom, at a community
organization location, etc.).
The setting for this field experience is a classroom. This particular classroom can be
described as a flipped classroom environment and this particular student is pulled
out by the ESOL teacher to work with the student one on one.
B. The student(s)use a pseudonym to maintain confidentialitywith
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)

Roger
16 years old
Classified as a 10th Grade student but he is taking my 9th grade language
arts course
According to this students assessment data he was 10 points shy of passing
the 8th grade writing test and he scored a 5.1 on last years Access Test.
These scores tell me that this student is most likely close to moving to
monitored status for the next two years before finally exiting ESOL services.
This student was recently caught with drugs and once busted clearly went
through with drawl. His rule breaking behaviors cause him to be relatively
silent among teachers. Additionally I have observed little to no interactions
among peers.

C. The days and times that you met with the student.
This student was recently moved to my team on September 26th but did not
actually arrive in class until he served a week in In School Suspension. October 6th
was his first day in class and he has been in my class ever since.
D. Ways in which you interacted/engaged with the student (including
pedagogical strategies).

The ESOL teacher and I have worked together to provide this student with a
sheltered model of instruction. This is largely due to recent discipline issues. Due to
a recent incident involving drugs we have had to remove this student from the
classroom setting. Instead he receives one on one instruction from myself and the
ESOL teacher every day.
Roger works through my online course and the ESOL teacher uses Imagine
Learning to support the acquisition of academic vocabulary. The ESOL teacher and I
get together to review the student growth reports from the Imagine Learning
software and then decide as a team how to scaffold the 9th grade literature and
composition course work. Additionally the ESOL teacher has been given answer
keys to all course work in order to better assist the student when I am not there.
So far I have been pleased with the Imagine Learning software because there
a mini lessons on topics like Main Idea that ELL students may have missed
instruction on because they were focused on acquiring English. Since the student is
older sometimes it is frustrating for the student when they realize they need basic
lessons. By using the Imagine Learning software he now has the opportunity to
watch the lesson independently and then ask questions as needed.
II. Objectives and Assessments
Write 23 learning objectives and state how you will assess each. Provide evidence
for meeting the objectives.
Objective

Assessment

(Content) Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
(Content) Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking

(Summative) Students will


be given a grammar quiz
based on the information
learned
in this
lesson.

III. Resources

(Formative) Student was


given
Slotted notes to
complete based on his
comprehension of a series
of Brain
Pop videos on
grammar.

Was the objective met?


Evidence of student
learning.
Yes. Roger earned a 90 on
the quiz and correctly
answered 9 out of 10
questions.

Roger was able to


summarize the video
material in his own words
and was successful on
grammar quiz that came
after the lesson.

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.
The main resource that we used with Roger was Imagine Learning. This
software is designed to support English language learners as well as struggling
readers. As students work through the program they become more and more
proficient in English. As this happens the softwares language support gradually
fades. By pairing Imagine Learning with the classroom content Roger was able to
learn the basic concepts through Imagine Learning and apply what he learned in
class.
A second instructional practice that I incorporated in to my classroom
instruction focused on vocabulary. Before reading our non-fiction novel I pulled a list
of ten vocabulary words that students typically stumbled over while reading. The
students were instructed to create digital flash cards on a website called Study Blue
so that they could use the website to quiz themselves later. Next they had to use
the words in a sentence and associate a picture with the word. By associating a
picture with the words definition the student is able to cement the definition in their
mind. Lastly they were given a vocabulary quiz where they had to use context clues
to decide which word worked best in the sentence.
Lastly, the third instructional practice that I incorporated was one that I use
constantly in my class. I typically have a classroom full of struggling readers and
nonreaders. As a result I make sure to provide my student with the audio version of
all reading materials. This allows students to see the word and hear it pronounced.
Since a lot of my students come from families of non-readers I find that they often
mispronounce words and being high school aged they typically do not like me
reading materials out loud to the class. After using this strategy all year my
students performed well on the standardized reading assessment at the end of the
year.