Professional Documents
Culture Documents
Field Study
Field Study
Megan Tunon
11/9/14
Time-log Page
1 /1
Date
Time
Location
Activity
10/14/14
2:00pm3:00pm
Ross Elementary
School
Sight words
10/21/14
2:00pm3:00pm
Ross Elementary
School
Sight words
10/28/14
8:00am12:00 pm
McIntyre Elementary
School
Kindergarten
Letters, dates, colors, shapes, numbers, weather,
clothing
The Letter D
Making inferences lesson
10/28/14
12:00 pm4:00 pm
Andy
Mekarius
Varis
Jessica
Suprit
Cultural Backgrounds:
o
o
o
Chinese
Indian
Pakastani
Grades: 4-5
1) How do you determine the needs of your ELLs in different subject areas?
I collaborate with each of their general ed. teachers once/week to make sure that they are doing
okay. If needed, I help with making accommodations and modifications in the classroom.
3) Do you have a favorite or most effective type of formative assessment that you use often?
I feel that our unit assessments are very thorough and give me a clear picture as to what needs
to be retaught. These are done twice during each unit (one in the middle and one at the end).
4) What are some of the assessment instruments (i.e. rubrics, checklists, quizzes, essays) that you
find most effective?
For speaking and listening, I use a simple 5 point rubric that is easy to just check off. It ensures
that each child is looking, listening, and actively engaged (asked a question). It also makes sure
that each student uses acceptable tone, voice, eye contact, and enunciation.
5) Do you incorporate a tool that helps to track your ELLs progress over time?
I create a portfolio of each students work every year. I also keep a separate folder for each
childs unit assessments to make sure that there is growth. For fluency, there are 4 checks
throughout each unit and I use these to ensure that there
Understand
Speak
Read
Write
1. English
2.
3.
4.
Indicate how much you use English in the following situations by circling 1 for not at all, 2 for
less than half of the time, 3 for half of the time, 4 for more than half of the time, and 5 for all of
the time
Talking to my parents
Parents talking to me
Reading/writing at home
Reading/writing at school
Thinking/Dreaming
When reading out loud, I often get stuck on words that I do not recognize
1
2. When reading out loud, I sometimes repeat the same word more than twice before I move on
1
3. When reading out loud, I sometimes say the wrong word because I do not recognize the correct
word.
1
4. When reading out loud, I sometimes skip over words because I am trying to read quickly.
1
5. When reading out loud, I take a long time and have long pauses between each word.
1
6. When I read, I often know every word on the page or in the passage.
1
7. I can usually guess the meaning of a word based on the other words in the sentence or
paragraph.
1
8. When I read a new passage, I recognize the vocabulary words I have already learned.
When I re-read a passage, I remember the meanings of words I didnt know the first time.
9. Often I cannot understand a passage because too many of the words are unfamiliar to me.
1
10. When I am reading, I take a lot of time sounding out the words.
1
12. When my teacher tells me to sound it out it only makes me more frustrated.
1
14. Sometimes I cant understand what a story is about because I take too much time sounding the
words out.
1
17. I can identify the beginning, middle and end of a story or passage.
1
18. I can describe the plot events (introduction, conflict, rising action, climax, falling action,
resolution) or a story or passage.
1
20. I can relay characters names and describe them after reading
1
My Learning Style
Answer the following questions about how you like to learn by circling ture if it applies to you or
false if it does not apply to you.
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
TRUE
FALSE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
Fluency
Vocabulary
Instructional Goal
Increase Words-Per-Minute
Decoding
Comprehension
Improved comprehension
10:00-10:40:
Monday 6
Tuesday 7
Wednesday 8
Thursday 9
Friday 10
Objectives
-SWBAT demonstrate an
understanding of the
organization and basic
features of a sentence.
-SWBAT read 2 sentences
with intonation.
Objectives
-SWBAT demonstrate an
understanding of the
organization and basic
features of a sentence.
Objectives
--SWBAT demonstrate an
understanding of the
organization and basic
features of a sentence.
-SWBAT listen and ask
questions; stay on topic
while speaking at the right
pace.
Objectives
-SWBAT demonstrate
an understanding of
the organization and
basic features of a
sentence.
-SWBAT demonstrate
mastery of unit 1
concepts: vocabulary,
nouns (common,
proper, plural,
singular), and setting.
Objectives
-SWBAT demonstrate an
understanding of the
organization and basic
features of a sentence.
ELP Standards:
(Standard, Grade, Domain,
Proficiency Level)
1 Social/Instructional; 2
Language Arts; 3 Math; 4
Science; 5 Social Studies
2.R/W/L/S.1-2.1/2
ELP Standards:
(Standard, Grade, Domain,
Proficiency Level)
1 Social/Instructional; 2
Language Arts; 3 Math; 4
Science; 5 Social Studies
2.R/W/L/S.1-2.1/2
CC.1.1.1.B
CC.1.1.1.B
CC.1.5.1.D
ELP Standards:
(Standard, Grade, Domain,
Proficiency Level)
1 Social/Instructional; 2
Language Arts; 3 Math; 4
Science; 5 Social Studies
2.R/W/L/S.1-2.1/2
CC.1.1.1.B
CC.1.5.1.D
ELP Standards:
(Standard, Grade, Domain,
Proficiency Level)
1 Social/Instructional; 2
Language Arts; 3 Math; 4
Science; 5 Social Studies
2.R/W/L/S.1-2.1/2
ELP Standards:
(Standard, Grade,
Domain, Proficiency
Level)
1 Social/Instructional; 2
Language Arts; 3 Math; 4
Science; 5 Social Studies
CC.1.1.1.B
2.R/W/L/S.1-2.1/2
CC.1.1.1.B
Materials
-Reach reading book
-Practice Book
-Journal
Materials
--Reach reading book
-Practice Book
-Journal
Materials
- Reach reading book
-Practice Book
-Journal
Materials
- Reach reading book
-Practice Book
-Journal
Materials
- Reach reading book
-Practice Book
-Journal
Procedures
-9:50-10:00: Complete
DLP on Eno Board
together
-10:00-11:40:
-All Star words list 7
-Phonics: PM 1.18
Lang. of the Day: T55a
-PM 1.15 vocabulary bingo
-Reread Papa and Me and
have students summarize
story verbally.
-PM 1.16 together on
board setting chart
-Talk about it questions
aloud on SB page 54
-Students will read guided
reading books about
family and complete
Procedures
-9:50-10:00: Complete
DLP on Eno Board
together
-10:00-11:00:
-All Star words take list 7
as grade
-Phonics: PM 1.19
Lang. of the Day: T 56a
Review nouns SB page
56
-Preview the postcard on
SB page 57
-Show students pictures
of real postcards
-Read Postcard to
Grandpa and answer
comprehension
questions as we read
Procedures
-9:50-10:00: Complete
DLP on Eno Board
together
-10:00-11:40:
-All Star words list 7
-Phonics: PM 1.20
Lang. of the Day: T61a
-compare genres SB page
60 and complete PM 1.18
together on board
-review popper/common
nouns on SB page 61
-PM 1.19 together on
board
-Role play Papa and Me in
small groups and
demonstrate in front of
peers.
Procedures
-9:50-10:00: Complete
DLP on Eno Board
together
-10:00-11:00:
-All Star words list 7
-Phonics: PM 1.21
-Review all concepts in
this unit so far: nouns,
plural nouns,
common/proper
nouns, vocabulary,
setting
-take Unit 1 Test
-Daily Writing: Write 1
thing you learned in
unit 1.
Procedures
-9:50-10:00: Complete DLP
on Eno Board together
-10:00-11:00:
-All Star words take list 7 as
grade
-Phonics: PM 1.22
-Unit 2 launch: watch video
clip and build background,
discuss big question
-Share what you know SB
page 67: act out something
that is alive and students
will guess
-draw a picture of
something that is alive
PM 2.1 (concept Map)
-preview and read big
book: Zina, the Wooden
Assessment:
through
-Daily Writing Project:
students will be given
cardstock to resemble a
postcard. We will all
work together to write at
least 2 sentences to
someone that lives far
away. Students will put a
sticker on it when
finished to resemble a
stamp.
Assessment:
-Writing Project (W)
10 points
Puppet, answer
comprehension questions
as we read
-Daily Writing : What is
living? A ____ is living.
Assessment:
-Daily Writing (W)
5 points
Little ones at first, yellow and red frogs splotched with black polka dots, and then big ones, bullfrogs and
warty toads that skipped out of her mouth and tumbled onto the floor.
I stared at Sarah without blinking. Hundreds of frogs had fallen out of her mouth and onto the floor.
Then, suddenly, Emma snapped her fingers and all of the frogs disappeared.
Whatd you do to me? Sarah asked fearfully.
Nothing, Emma shrugged.
What are you talking about, Sarah? I giggled. I didnt see anything.
Sarah went home from school early that day. She told Mr. Stephens she didnt feel well.
The next day, she came to school wearing a tutu, a red cape, and swim goggles. She turned to Emma
with a smirk. Youre not the only one with tricks up your sleeves, she said.
Some things never change, I whispered to Emma. She smiled. I had a feeling this was going to be a
great year.
1
1 vocabulary word
was used
2
Two vocabulary
words were used
3
3 vocabulary
words were used
4
4 vocabulary
words were used
Address has 2
correct lines
Address has 3
correct lines
Less than 1
sentence or
unclear content
1 complete
sentence
2 complete
sentences
Letter was
unreadable due to
sloppiness
Letter was
printed in neat
and readable
writing
Language is so dynamic and fluid and so many different factors go into learning it, that it is no wonder
that different students have success and struggles with languages different aspects. This is why
formative assessments are so integral to an effective ESL program. Teachers must consistently monitor
student progress and address areas that need to be improved, and this will be different for each ELL.
Teachers must adapt instruction to fit the individual needs of each student.
Culture plays an important role in the instruction of ELLs in the classroom. Because different cultures
place emphasis on different aspects of life: education, family, etc., it is important that teachers
understand these differences and adapt instruction to fit student needs. When it comes to assessment,
cultural differences also need to be taken into account. If the assessment tool assumes that students
have knowledge of a particular cultural event, such as Halloween, and the student is unfamiliar with this,
then the assessment will not be valuable.
Assessment is probably one of the most important and effective tools that we have as ESL teachers. .
Without formative assessments, we would not be able to identify the areas that ELLs need to work on,
and we would have no record of their progress. In language development, if we do not correct errors
and build on prior learning, then ELLs will not every full acquire the language skills they need to be fully
integrated into our schools and our society.
Professionalism is fundamental when it comes to being an effective teacher. One part of
professionalism is understanding the most effective tools for assessment and how to adapt these
assessments to fit the individual needs and learning profiles of each ELL. If we do not incorporate
authentic assessments or differentiate our assessments, then we are not exemplifying true
professionalism
Section 11: Reflection
Language is so dynamic and fluid and so many different factors go into learning it, that it is no wonder
that different students have success and struggles with languages different aspects. This is why
formative assessments are so integral to an effective ESL program. Teachers must consistently monitor
student progress and address areas that need to be improved, and this will be different for each ELL.
Teachers must adapt instruction to fit the individual needs of each student.
Culture plays an important role in the instruction of ELLs in the classroom. Because different cultures
place emphasis on different aspects of life: education, family, etc., it is important that teachers
understand these differences and adapt instruction to fit student needs. When it comes to assessment,
cultural differences also need to be taken into account. If the assessment tool assumes that students
have knowledge of a particular cultural event, such as Halloween, and the student is unfamiliar with this,
then the assessment will not be valuable.
Assessment is probably one of the most important and effective tools that we have as ESL teachers. .
Without formative assessments, we would not be able to identify the areas that ELLs need to work on,
and we would have no record of their progress. In language development, if we do not correct errors
and build on prior learning, then ELLs will not every full acquire the language skills they need to be fully
integrated into our schools and our society.
Professionalism is fundamental when it comes to being an effective teacher. One part of
professionalism is understanding the most effective tools for assessment and how to adapt these
assessments to fit the individual needs and learning profiles of each ELL. If we do not incorporate
authentic assessments or differentiate our assessments, then we are not exemplifying true
professionalism