Reflection summarizing observations and interview with a second-grade ELL.
11150Write a 500-word reflection summarizing your observations and interview with a second-grade ELL. Use the resources and the interview below to support your reflection.
https://www.understood.org/en/articles/10-things-you-need-to-know-about-your-english-language-learners
https://www.azed.gov/sites/default/files/2020/01/Arizona%27s%20Language%20Development%20Approach_December%20State%20Board%20Meeting_2019_rev2-25.pdf?id=5e149c9e03e2b32094fa7b5c
https://www.colorincolorado.org/article/program-models-teaching-english-language-learners#h-other-program-models
Next, Include how you will support the student or group of students in additional field experiences.
Your assignment is supported with at least two cited references from the sources provided. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of your findings with a minimum of at least two scholarly resources should be presented using APA formatting guidelines. This assignment uses a Clinical Field rubric. Review the Clinical Field rubric before beginning the assignment to become familiar with the expectations for successful completion.
Interview Questions
• How do you address language form (vocabulary, grammar, and discourse specific to a particular content area) and language function (the purposes for communication/use of language in academic and social contexts) in your classroom?
Language form is used throughout the day in and out of the classroom. This helps us communicate with others, whether it is written or verbally. Language form and language function are practiced daily through written communication to the ELL students and spoken through lessons and classwork between students. Visuals, shortened directions, repeating vocabulary, and important topics are good reinforcement.
• How do you address the relationship between verbal and written expression in your classroom?
Communication is a huge tool in the classroom. One must come with the other. They are both practiced in the classroom and are needed to achieve the best learning. For an ELL, if one is better at a certain expression than the other, pull from their strengths.
• What strategies do you implement to support the various language needs of ELLs?
Lots of visuals, shortened and direct instructions, repeating vocabulary/important topics, pairing ELL students together to build their confidence, explore their culture and home language – let them share with classmates if wanting to
· How do you provide ELLs with content area instruction that meets grade-level expectations while supporting their English language development?
Lots of reinforcement and repetition of key vocabulary and concepts allow for some content to pair with or be involved with the content area, and group work allows them to practice English
• How do you collect data for your ELLs?
By creating do now, short written assessments, short quizzes, or exit tickets on specific topics and content. Also, formative/summative assessments and observation notes.
• What instructional differentiation method(s) do you use with your ELLs?
Lots of visuals, shortened instructions, highlighted keywords, and vocab, translation apps, extra time, less focus on punctuation and spelling, but grading based on ideas and effort. Also, having students verbalize written work if it is easier for them or vis versa.
• In discussing the needs of ELL students, how could I best assist you in supporting their language acquisition needs in the classroom?
Always be supportive and understanding of their mistakes, learn part of their culture while they are learning English, make them feel comfortable in the class they are in, work with other school staff who may know their language or culture, and incorporate technology if able (translation apps, etc.).
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