It is important that teachers reteach and provide small group instruction for students who have not demonstrated mastery in the skills and concepts associated with language learnin

Part 1: Mentor Interview

Interview your mentor about planning, implementing, and managing English language development and content instruction. Using Part 1 of the “Reteaching for ELLs ” template, record your mentor’s responses to the following interview questions:

· What is the demographic background information of each ELL student in your class, including languages spoken and ELP levels? What current language and content assessment data have you collected on your students? How do you use data to guide your instruction? Note : Be sure to record the student data provided by your mentor as you will use it when completing the Topic 5 Benchmark assignment.

· How do you ensure your instructional practices are standards-based? Which ELP/ELD standards do you use (WIDA or other state-specific) and how do you address them in your lessons?

· How do you determine which language skills to integrate into content instruction? How do you strategically plan to support the receptive language skills of listening and reading and the productive skills of speaking and writing?

· Which differentiated instructional strategies do you utilize for ELLs at different ELP levels? Which bilingual instructional strategies or practice activities do you utilize for ELLs?

· How do you differentiate student practice activities for ELLs at different ELP levels?

· What types of formative assessments or assessment strategies do you use and how do you differentiate them for ELLs at different ELP levels?

· How do you organize and manage your classroom to facilitate language and content learning for ELLs?

· How do you select appropriate classroom materials and resources to support the instruction of ELLs? What criteria do you use to determine if classroom resources must be modified or adapted for students?

Part 2: Mentor Lesson Observation and Reteaching

Observe a lesson taught by your mentor, then in collaboration with your mentor, plan and deliver a mini-lesson for reteaching the skills/concepts to a small group of ELLs that did not demonstrate mastery from the initial lesson. In collaboration with your mentor, complete Part 2 of the “Reteaching for ELLs” template to describe your mentor’s initial lesson and your mini-lesson for reteaching skills/concepts.

Include the following in describing the initial mentor lesson:

· Grade level content standard(s)

· ELP/ELD standard(s)

· Research-based instructional strategy or strategies utilized

· Research-based student practice activity or activities completed

· Formative assessment utilized

· Additional observation notes

Include the following in describing your mini-lesson for reteaching skills/concepts:

· Research-based interactive instructional strategies utilized

· Research-based interactive student practice activity completed

· Formative assessment to determine if students mastered the skills/concepts from the mini-lesson

· A list of culturally relevant resources and/or materials utilized

After planning and delivering your mini-lesson to students, discuss your reteaching experience with your mentor and take notes on any feedback from your mentor.

Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.

Part 3: Reflection

In 250-500 words, reflect on planning, implementing, and managing instruction for ELLs. Include the following in your reflection:

· Why did you and your mentor select the research-based interactive instructional strategies and student practice activity for your mini-lesson? What type of research-based differentiated reteaching and additional practice did you utilize for students who did not demonstrate mastery of the skills and concepts from grade-level content and/or ELP standards?

· Were students engaged during your instruction and interactive practice activity? If so, how do you know? If not, what would you change to ensure students were engaged?

· What were the assessment results? How many students in the small group demonstrated mastery of the skills and concepts from the grade level content and/or ELP standards?

· Which standards-based practices and strategies related to planning, implementing, and managing English language development and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources, will you apply to your future professional practice?

APA format is not required, but solid academic writing is expected.

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