ELL

Report Template
1. Description
a. The setting of the field experience (e.g., in a classroom, at a community organization location,
etc.).
-The setting of this project took place in a general education classroom. The makeup of this class
is twenty students with five of the students being English Language Learners. Two of the ELL
students are monitored. One of them is a first year monitor and the other student is a third year
monitor. I worked with three of these students in a small group for this project. Another teacher
worked with the other two students in small group as well.
b. The student(s)use a pseudonym to maintain confidentialitywith whom you are working (e.g.
age, grade level, level of English Proficiency, personal characteristics based on
observations/interactions, other information that may give the reader a more in-depth description
of the student)
-Jo-Jo: Jo-Jo is a seven year old boy from Mexico. He is served in a self-contained ESOL class for
language arts. This is his first full year living in the United States. He speaks broken English and speaks
only Spanish at home. He is on a tier A for ACCESS testing and a composite score of 2.7.
-Fred: Fred is an eight year old boy from Mexico. He is served in a self-contained ESOL class for
language arts. He is color blind and wears glasses. He is on a tier B for ACCESS testing and a composite
of 4.3.
-Wilma is an eight year old girl from Mexico. She is ESOL first year monitored. She is a very bright
little girl and very social with her classmates. She is on a tier c for ACCESS testing and a composite of
5.4.
c. The days and times that you met with the student.
1. Monday, October 6, 2014: 10:30-11:00
2. Tuesday, October 7, 2014: 10:30-11:00
3. Wednesday, October 8, 2014: 10:30-11:00
4. Thursday, October 9, 2014: 10:30-11:00
5. Friday, October 10, 2014: 10:30-11:00
6. Monday, October 13, 2014: 10:30-11:00
7. Tuesday, October 14, 2014: 10:30-11:00
8. Wednesday, October 15, 2014: 10:30-11:00

9. Thursday, October 16, 2014: 10:30-11:00

10. Friday, October 17, 2014: 10:30-11:00
d. Ways in which you interacted/engaged with the student (including pedagogical strategies).
*I met with these students in a small group setting for center based teaching. The standard that was
being taught was the various ways to show numbers using base ten blocks. The students completed a
three center rotation. The first center was teacher based. In this center I taught from their student
textbook while also using base-ten blocks and student white boards to model three digit numbers. Center
two; the students were able to complete a partner activity that consisted of either a worksheet or a game
that was based on this specific standard. The third center was the iPad center. The students had access to
the app, ABCYA and Math Ninja. I taught these three students the standards by modeling the concept
with them, then allowing them to work with a partner and then finally to assess the students were
required to represent the number pairs independently.

Objectives and Assessments

Write 2-3 learning objectives and state how you will assess each. Provide evidence for meeting the
objectives.

Objective

Assessment

Was the objective met?

Evidence of student learning

I can represent three digit

numbers using base ten
blocks.-MCC2NBT.3

(Formative)

I can compare three digit

numbers by using the
greater than, less than and
equal to signs.MCC2NBT.4

Jo-Jo: Jo-Jo did not show signs of

understanding this concept. He got
I will observe the students
zero number comparisons correct.
comparing various three digit
We will continue to work to
numbers by using student
improve his understanding.
white boards. The students will Fred: Fred demonstrated
also us Apple iPads and access understanding by comparing nine
the app Math Ninja. This app
out of ten number pairs.
is also a flash card activity that Wilma: Wilma demonstrated

I will observe the student

using manipulatives to create
various three digit numbers.
The students will also use an
Apple iPad and access the
App, ABCYA. This app is a
flash card activity that
provides the students with
instant positive feedback with
opportunities to correct their
mistakes.
(Formative)

Jo-Jo: Jo-Jo is still struggling with

the concept. He only made one
correct number out of five
attempts. We will continue to
review this concept in other
various ways.
Fred: Fred demonstrated
understanding by creating 4 correct
numbers out of five attempts.
Wilma: Wilma demonstrated
understanding by creating 5 correct
numbers out of five attempts.

provides instant positive

feedback with the opportunity
for the students to correct the
ones that they got wrong.

understanding by comparing eight

out of ten number pairs.

2. Resources
You are required to use 2-3 ELL-specific resources to help inform your understanding of ELLs and
increase your pedagogical strategies to assist students who are English Language Learners (ELLs). You
may use the resources listed within the module or other resources available to you. Briefly describe how
the resources were used to assist in your experience.
1. I analyzed my students ACCESS scores by using the WIDA Can Do descriptors. Based on their Can Do
levels, I decided to implement a tactile kinesthetic assessment to assess their accuracy on three digit
numbers by using the base ten blocks instead of completing a workbook page like the rest of the class. I
also collaborated with our grade level ESOL teacher. She was able to give me insight on the ACCESS
scores and to help me with analyzing and deciphering what the scores mean since I am not a certified
ESOL teacher. She was also able to help me specific activities that would be most beneficial to my ELL
students.
2. I also visited the Colorin Colorado website to research various strategies that I could incorporate with
my small group. The website talks about using explicit modeling guided practice, peer practice and
assessment. I worked through several comparison numbers together, then they did a few comparisons
with a peer partner and then finally it was assessed individually. This is an ongoing standard that tends to
be difficult for my students so by incorporating multiple ways to present the information, I was able to
meet the needs of my students and provide the framework for them to succeed in mastering this
standard.