Clinical Field Experience A: Using ELL Student Data
Order Instructions
ON HOLD
Assessment Description
Teachers must understand the importance of collecting data on ELLs in their classrooms. Student background information supplies teachers with a starting point in identifying specific needs and assets of their ELLs. With that knowledge, teachers can provide scaffolded and differentiated instruction and through the continued gathering of assessment data, can monitor and respond to the linguistic and academic learning of their ELLs.
Arrange the clinical field experience for this course in an inclusive K-8 school setting that services at least one ELL student in which you can collaborate with a certified teacher mentor.
Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your teacher mentor detailing these requirements and what is being requested of the teacher mentor. This document should include the scheduling required to complete all assignments.
Allocate at least 3 hours in the field to support this field experience.
Part 1: Classroom Observation and Mentor Interview
Observe one content area lesson in a K-8 classroom with ELL students. Focus your observations on the assessment strategies utilized by your mentor teacher. After the lesson, spend at least one hour interviewing your mentor about the assessment of ELLs, including the type of data that is collected, how it is used, and the use of assessments in the classroom. Include the following questions in your mentor interview:
How does your school identify ELLs and determine their placement into programs that support English language development? How is the Home Language Survey collected and used in your school?
How are English language proficiency assessment results used for identification, placement, and reclassification?
How do you use the data regarding your ELLs’ English language proficiency levels to plan your lessons and group configurations?
How do you track your ELLs’ English language proficiency progress?
What are some examples of authentic or alternative assessments you use in your classroom and how do you improve the validity and reliability of the data collected on ELLs at any English language proficiency level?
How do you manage the collection of assessment data and use it to guide future instruction of ELLs?
Do you use biography cards or other types of records to gather and keep data about your ELLs? If so, how do you use them?
Use Part 1 of the “ELL Student Data” template to take notes during your observation and interview.
Part 2: ELL Student Biography Card and Student Observation
Collaborate with your mentor teacher to identify one ELL student who would benefit from intervention support and for whom data can be collected regarding language and academic progress. With your mentor, complete the ELL Student Biography Card in Part 2 of the “ELL Student Data” template. Gather valuable data and information on the student’s background, ELP levels, accommodations, and any other academic considerations. Use a pseudonym to protect the student’s identity.
In Topic 6, implement an intervention with the ELL student based on formative assessment data. Begin planning with your mentor on which content area the intervention will support and upcoming instruction and formative assessments that can be used to inform possible intervention.
Spend time observing the ELL student in the classroom and focus observations on the student’s strengths and opportunities for growth. Record your observations using the Student Observations Notes section of the “ELL Student Data” template.
Use any remaining field experience hours to assist your mentor teacher in providing instruction and support to the class.
APA format is not required, but solid academic writing is expected.
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