Since ELLs are tasked with not only developing content knowledge but also acquiring proficiency in English, teachers must implement effective instructional strategies to address all the learning needs of an ELL.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Supporting ELL Students
Use students from your field experience classroom and the -ELL Case Studies- to discuss ELL instructional strategies with your mentor teacher. When you are discussing the case studies, assume each student is joining your mentor teacher’s classroom. You may consult other teachers at your field experience site to gather additional information or work with multiple teachers if needed. Include the following in your discussion:
What are some strategies you use to teach foundational reading skills (concepts of print, phonological awareness, phonics, and fluency) to ELLs?
What strategies do you use for vocabulary development and student practice?
What are some strategies you use to teach the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs?
How do you use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in ELL instruction?
At least two additional questions to discuss with the teacher.
Observe at least one Grade K-8 classroom. The classroom must have English language learners. Work with an individual student or small group of students identified with your mentor teacher during Clinical Field Experience A. If possible, focus on instructional or support activities related to the discussion with your mentor. Examples of activities include conducting a reading mini-lesson targeting a foundational reading skill; providing vocabulary instruction and practice within a content area; creating a targeted lesson based on student data to address a discrete element of language; and administering an assessment as a part of progress monitoring.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 2: Plan and Reflect
Following the observation, discuss with your mentor teacher the progress made and next steps for working with the student or group of students. Plan how you will continue to support the students during the next field experience. Collaborate on how you can respect and promote the linguistic and cultural differences of the individual learners you are working with.
Write a 250-500 word reflection summarizing your observations and discussion. Include a reflection of how you supported the language acquisition needs of the students you worked with. Address how what you have learned will affect your future professional practice. Include how you will support the student or group of students in additional field experiences.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Because ELLs are expected to develop not only content knowledge but also English proficiency, teachers must employ effective instructional strategies to meet all of an ELL’s learning needs.
Allow for at least 5 hours of field time to support this field experience.
Part One: Assisting ELL Students
Discuss ELL instructional strategies with your mentor teacher using students from your field experience classroom and the -ELL Case Studies-. As you discuss the case studies, imagine that each student is entering your mentor teacher’s classroom. To acquire extra information, you may consult with other teachers at your field experience site, or you may collaborate with multiple teachers if necessary. Include the following topics in your conversation:
What are some of the tactics you employ to teach fundamental reading skills (concepts)?