Observation Of The ELL Class

teachers of ELLs and more importantly, higher outcomes for ELLs (p. 9). De Jong and Harper (2005) consider instruction that takes concern to, “explicit attention in linguistic and cultural needs of ELLs is lacking in most teacher preparation programs” (p. 101).

By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and

The class lesson focused on reading, speaking, and understanding a work of William Shakespeare, A Midsummer Nights Dream. Student desks were arranged in a horseshoe shape so that all students faced the center of the room. The ELL students were seated in three small groups throughout the horseshoe, though I’m not sure if this was by choice or by design. The teacher and students were supported by an ESL tutor. During the class students worked with a neighbor to paraphrase sections of the reading. Students, for the most, part were prepared and responsive when called on. The main focus of the class activity was reading silently and orally, passages from the play and paraphrasing individual acts and scenes as a class. Both the teacher and individual student volunteers took turns reading the parts.

Based on the observation, yes the student were aware on the language and content that was being used to access the activity. The children were asking questions and observing the examples giving to do the activity lesson; and there were assistant when they had difficulties. During the lesson there were a few children who needed more help trying to figure out what to do; because they were not getting it. The language the teacher used and the content was clear and consist of every detail, to understand what she was teaching and what she wanted them to learn.

I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors

The Vocabulary Card Match is an effective and engaging activity for the ELL parents because the students will be able to have time to learn the words rather than just completing an assignment. For instance, when the children are given the assignment to complete, they will quickly do so in class, but they will not have time to learn the words and they will easily forget. Also, research indicates that learning a new language is easier by constantly practising the newly learned vocabulary (Gutierrez, 2014). Once the parents become less supportive, the learning process becomes difficult and challenging.

Through my bibliographic search, I was able to learn the specifics of what scholars were discoursing on in regards to this topic. Current debates began with the teachers themselves. One article found that ELL teachers were generally “unwelcoming” (Reeves 2006). Reasons for this were the concern that there’s not enough time to address all the students’ needs, too much work for teachers when students are also enrolled in non-ELL classes, and feelings of unqualification to teacher ELL students (Reeves 2006). Another area of discussion is whether ELL programs should take an inclusion approach vs exclusion (from normal school curriculum) approach. Inclusion is when students are mainstreamed for most of the day, with some specific ELL classes. If only in ELL classes, students may not have access to the mainstream education needed to succeed (Reeves 2006). One article stressed the importance of education at home as well. If English is not also spoken at home, acquisition is slowed (Allen 2011). Pride also affects the rate of learning, students will often claim to understand, even though they d not, to avoid the perception of being ignorant (2011).

The second observation was during a math period. The students were reviewing subtracting three digit numbers with regrouping. The teacher used the researched based strategy of reciprocal teaching. She chose a student that is socially outspoken and proficient in math. As he was reviewing the problems on the board, he would call upon his fellow peers to share answers. On a few occasions as he scanned the room for a student, it was observed that Mrs. Yglesias encouraged him to choose an ELL student to participate. On the difficult examples, the teacher would interject and us visual hand gestures to assist students in arriving to an answer without verbally offering the solution. Also, the teacher walked around the room offering support to all her

Throughout the day, the elementary school principal provided feedback from the informal observations to the teachers. I was very impressed with her approach. For these informal observations, she uses the “three P’s”. First is purpose, she stated that the purpose of her visit. The second P is praise. Praise was given for positive student interactions and conversations between themselves. The final P stands for probe. A question is then asked to get the teacher to reflect and self-diagnose any areas of needed improvement. The principal asked, “How do you assess student understanding during the lesson”. The teacher then stated, “I am not sure how to check for understanding during the lesson, I usually check after

If one is unfamiliar with the behaviors of ELL students, they might mistake the student’s actions for behavioral problems. It can be extremely difficult for a student to adjust to a new culture, language, and school. The emotional repercussions of all those changes can be extremely taxing on students and can affect their work. One cannot assume that these behaviors are a result of a bad and careless student; the teacher needs to get to the root of the problem and figure out what is causing the student to behavior in that manner.

Some of the key factors that teachers need to consider the California EL students in order to support ELs in the classroom and help them achieve school success is the modes of communication. Three in particular and they are collaborative, interpretive and productive. Under collaborative, students express basic personal and safety needs and ideas and respond to questions on social and academic topics with gestures and words or short phrases. Under Interpretive, teachers can have students read very brief grade appropriate text with simple sentences and familiar vocabulary. The key factor of productive allows students to express ideas using visuals such as drawings, charts, or graphic organizers. (CA ELD Standards, 2012, p.

When students read fiction in their ELA class, they will connect with the characters, and lessons from the book will travel with them in the future to their jobs. Once the brain is more developed students will engage more with one of the benefits of reading fiction; meeting the characters. For example, students may start to think about characters reactions and emotions. Inferences and questions will pop up because their mind will be actively engaged with the story. When students read a book they most likely remember at least a summary or lesson from the book. When they go out to the real world they might be able to compare what they have read to what themself or friend might be experiencing. Studies from 2006 and 2009 show that “individuals

Since my time at Sparks Elementary, I have only been able to observe two routines that my mentor teacher has done with the other 3rd-grade teachers. To start off the morning, Mr.Locklear meets his class in the cafeteria to greet them before the day gets started. The teachers then instruct the student’s set their backpack’s in their designated area and take the materials needed for their first rotation of class. When the students have set they're belonging’s down, the teacher’s lineup the student's in the middle of the common area, where the students will be led to their special’s classes like Music, P.E, and Art. While the student’s part takes in special’s, Mr. Locklear takes care of any last minute assignment’s or note’s he need’s before he start’s teaching his first class. He also take’s part in a weekly meeting the 3rd-grade teacher’s conduct to go over any announcement’s or strategies. Once the student’s come back from special’s, Mr.Locklear starts off his math lesson with Mrs. Sanchez classroom. As soon as the students enter the class, they are instructed to take out their journal’s and engage with what the teacher is teaching for the first 10 minutes of class. In those first few minutes of class, Mr. Locklear introduces the topic or objective that the students will be learning and engages them to participate in the examples he places on the Promethean board. He then has the student’s break up into group’s to do their daily math station’s. While some student’s do

The students who attended the EESL program had twelve classes of English with a total of thirty-six, that was, thirty percent of their schedule. The schedule was extended over a period of nine days. The students had an English class each day, either a single period or a double period. Each period lasted seventy-five minutes. The seating plan of the class was not organized in rows as commonly seen in schools but, four tables were pushed together to form a team table. The cooperative teacher’s (CT) pedagogical approach was supported by teaching project-based activities. The activities and the lessons were planned around one theme that changed every three or four weeks. For example, the students had worked on the teenage years, superheroes, and fears just to name a few. Hence, the CT produced an array of material for each subject. Furthermore, the students used an activity book called Moving Up! and worked in a grammar book called Step 3. The CT mainly spoke English in class. However, in certain occasions, she switched to French. Speaking French was observed during a time when she had to discuss a field trip activity that the students were going to participate in. She had to explain the remaining payments that the parents had to do and she wanted to make sure the information was clearly understood by the students. Another instance when the CT spoke French with the students was just before the bell rang for class and after the bell when the class was over. The students

Sports or common activities could be a great way to introduce ELLs into phys-ed classrooms as they will most likely know how to play some sports even though they may not have a full understanding on the language yet. Working vocabulary or some conversation into the sports would help to make the student’s sport experience a fun and educational one that I personally think would work quite well for the students who enjoy sports. If I had an ELL in my phys-ed class I would make an effort to have the rules of sports on a small handout with a visual of the court or field to give a useful visual example for students that learn better that way. At the same time I