Clinical Field Experience B_ ELL Instructional Strategies
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Grand Canyon University *
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520
Subject
Linguistics
Date
Dec 6, 2023
Type
docx
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3
Uploaded by EarlCrownKookabura30
Sheondra Dotson
September 13, 2023
EDU 536
Clinical Field Experience B: ELL Instructional Strategies
Dr. Irina Irish
Part 1: Supporting ELL Students
What are some strategies you use to teach foundational reading skills (concepts
of print, phonological awareness, phonics, and fluency) to ELLs?
-
Ms. Johnson employs many ways to provide help for English Language Learner
(ELL) children in her classroom, as stated by her. Individuals have the ability to
use a diverse range of techniques in order to ensure their attainment of success.
The initial and important stage in the process involves establishing a solid
groundwork in the fundamental principles of print. In order to facilitate children's
comprehension of words and their corresponding meanings, it is imperative to
ensure that all items are appropriately labeled. Ms. Johnson uses Open Court to
facilitate her acquisition of phonetic skills. The significance of highlighting the
function of education in facilitating students' improvement in spelling and word
decoding skills cannot be overstated. Lastly, the improvement of reading fluency
is of utmost importance in the development of reading comprehension skills. In
order to enhance their proficiency in the target language, she employs the
utilization of Imagine Learning. English Language Learner (ELL) students may
experience advantages when their instructors engage in the practice of reading
aloud to them and providing opportunities for them to practice at an appropriate
pace. In the context of their written compositions, it might be beneficial to include
sentence starters as a form of scaffolding, aimed at facilitating their
comprehension of the purpose behind an open-ended question. The utilization of
word boxes in written language confers several benefits to the individuals
employing them.
What strategies do you use for vocabulary development and student practice?
-
Ms. Johnson pre teaches her tier lll group before she begins the lesson to help
students become familiar with the newly vocabulary words for the day. She
focuses mainly on the vocabulary that may seem difficult to her tier lll students.
What are some strategies you use to teach the elements of language (phonetics,
phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs?
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Ms. Johnson begins her reading lesson with phonetics. During her lesson she
uses songs and games which helps teach the English language's sounds.
Phonology covers combining sounds which helps create words that are covered
in the daily lessons. We put a lot of emphasis on teaching prefixes, suffixes, and
root words in morphology to assist students understand word construction. The
lexicon is taught through reading comprehension and vocabulary-building
exercises. Semantics is taught through discussions of word meanings and
context cues in reading passages. Syntax is taught through sentence-building
exercises and grammar drills. Finally, through engaging in realistic role-playing
activities, students learn how to use language in social contexts. Overall, these
methods have been effective in helping ELLs develop their language skills.
How do you use Response to Intervention (RTI) or Multi Tiered Systems of
Support (MTSS) in ELL instruction?
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Seating arrangements for a large gathering and a small group should be
different. Pull-out services will be provided for the children who operate less well.
Because they require additional assistance from a reading specialist, the
newcomer kids will be removed from programs.
●
At least two additional questions to discuss with the teacher.
What would a new teacher need to know when working with ELL students?
-
Understand the learner so they can understand and comprehend what you are
trying to express or teach them. You should not obstruct their development
simply because they are studying English.
How do you know if a student needs special education?
-
In order to assess their capacity for growth, Ms. Johnson will look at the tests
they took at the beginning-of-the year. She would advise testing for special
education assistance if they don't make any improvement. She also keeps track
of her students' reading progress using i-ready and
Dibels, which also offers
data.
Part 2: Plan and Reflect
Throughout my fieldwork, I observed the students I worked with and had conversations
with them about their language-learning requirements. I found the students I observed
previously
struggled with vocabulary, ELA, and expressing their ideas in writing or
speaking. I provided them with visual aids, demonstrated proper usage, and provided
opportunities for practice to aid in their language learning. What I've gained from this
experience will have a significant impact on my work because I can implement these
strategies in my classroom. Additionally, I learned that learning a language takes time
and patience because it is a slow process. To help the students gain more practical
experience, I want to include additional possibilities for real language use. They will be
able to practice using the language in authentic contexts and will feel more at ease
speaking their minds as a result. Along with helping students find ways to study alone, I
will continue to provide them with comments on the use of their language skills.
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