a. The setting of the field experience (e.g., in a classroom, at a community organization location, etc.). In my classroom.
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) I am working with JR, DG, and FJ. They are all 6 years old, Kindergarten level. JR is at a level 4 emerging, DG is at a level 4 emerging, and FJ is at a level 4 emerging in English Proficiency according to the WIDA can-do descriptors. JR is quick to understand new content and is at a higher reading level. JR also attended pre-school and I believe it has had a positive impact on his learning. JRs parents are bilingual. DG enjoys math and reading but struggles with writing. DG shuts down when he is asked to write something or even draw pictures. DG has older siblings who speak English but his mother only speaks Spanish. FJ needs a lot of practice with spoken English, she is hard to understand at times and doesnt speak in complete sentences when speaking about content. However, she does a great job of recognizing high frequency words in reading passages and sounds out unknown words very well. FJs mom only speaks Spanish and the only English FJ hears is at school.
c. The days and times that you met with the student. I meet with the students on Mondays, Wednesdays, and Fridays during reading group time which takes place between 8:30 and 9:30 in the morning. These students were placed together in a small group because of their similar English proficiency levels.
d. Ways in which you interacted/engaged with the student (including pedagogical strategies). I began with directive instruction by asking questions and having students respond. I then used guided discovery during the experiment and finally ended with directive instruction. During the experiment I interacted with the students by asking them probing questions about why they thought the item sank. I wanted to engage them with these questions during the experiment to make it more concrete for them. During the experiment I kept using the vocabulary terms during my interactions and encouraged the students to do the same. Example
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. (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 students will understand the vocabulary terms sink and float. (Formative). I will ask the students to verbally explain what they think it means to float and what they think it means to sink. JR was able to verbally explain his thoughts well and used the vocabulary words in his explanation. DG had a minimal explanation but it was correct. He did not use the vocabulary words in his explanation. FJ was not able to respond in a complete sentence. She responded with one word at a time describing sink and float. The students will identify items that sink or float. (Formative). I will observe the students conducting an experiment with real world items to find out if they sink or float. Students will record their findings next to the items picture with the vocabulary words sink, float. Yes. Each student was able to observe the correct action that the real world items showed. They identified the correct items that sank and the ones that floated. The students will compare and contrast the items that float and the items that sink. (Summative). I will ask questions to find out if the students can compare and contrast the items that sank to those that floated. JR was able to note the weight of the items were different and that he thought the heavier ones sank. DG was able to group the items that sank and the ones that floated but couldnt identify characteristics that made these groups true. FJ also grouped the items by sink and float and labeled the groups. FJ wasnt able to communicate why they sank or why they floated.
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 used the sheltered instruction model for this lesson. The students used real objects during their sink or float experiment and had pictures of the objects with the names of the objects underneath on the recording sheet. The students also were given vocabulary cards for the words sink and float so they could use it in their verbal and written response during the experiment. Before beginning the lesson I used WIDAs can-do descriptors in order to group my students according to their English language proficiency in speaking and listening. I didnt take into account the reading and writing content because the lesson wasnt calling for either. I also used information from the book How the ELL Brain Learns to focus on the vocabulary from the lesson because it helps build the ELLs background knowledge.