Clinical Field Experience B: Small Group RTI
Following my observation in Mr. Chávez’s 11
th
grade English literature class, this class is
a mix of English-speaking students and a few mainly Spanish speaking ESL learners.
Furthermore, a portion of these students enrolled at different points throughout the year. A small
group of students and I met; some had performed exceptionally terribly, while others had
performed poorly but not the worst. Upon speaking with the students, I discovered that they
encountered difficulties comprehending the material for a variety of reasons. For instance, the
material appeared to be unfamiliar to them, as they had only been enrolled in the course for a few
months; the material was difficult to grasp and failed to register with them; or they were
preoccupied with socializing with their peers rather than actively attending. There were no
indications of prejudice in the assessment material they were evaluated on; it consisted of a
picture-illustrated word match and vocabulary examination.
Resources and Strategies
Mr. Chavez makes many classroom tools available to the students, such as a word bank,
an alphabet chart. Students who need more help with the content can consult with paraeducators
who speak Spanish. Everything I've seen teachers use in class, from warm-ups to reference
materials for homework and tests, is used every single period Students have the potential to
improve their exam performance by utilizing accommodations that are available to them. Mr
Chavez does his best by providing a ESL certified paraprofessional that (interpreters in the
classroom to assist with vocabulary or passage comprehension) furthermore even extended time
on exams , Additionally another method by acquainting themselves with the test environment
and the permitted resources (e.g., open-book materials, flashcards, or notes).
