CLD Endorsement Field Log

Name: Layne Statezny School: Montezuma-Cortez Your position: 4th Grade

Name of Support Teacher: Trina Lee Position of Support Teacher: ELL District Coordinator Date: 04/30/17

Please log the hours and activity spent working in CLD contexts throughout the semester.

To fulfill your hours for your student teaching grade, you must complete 45 hours of activity per credit hour. So, by the end of each semester, you
must log at least 135 hours working in CLD contexts. Entries in your log will be by activity, not by date. Therefore, for one activity you may have
numerous dates and hours listed.

• Specific hour requirements:

o Minimum 119 hours – Observing, analyzing teaching of, interacting with ELL students

o Minimum 8 hours – Meeting, discussing, planning with Support Teacher

o Minimum 8 hours – Preparing/Uploading Field Log, reflections on process and learning

• Expectations for review:

o You will upload your Field Log to Blackboard every month (due dates will be provided by your course instructor)

o Your entries must show how chosen activities address CLD Educator Preparation Standards and Colorado Academic Standards
combined with Colorado English Language Proficiency standards.

o Please see sample entries below for guidance

I would first like to say that all of these are being completed in a whole class situation. I am changing and supplementing materials for my CLD
students. I have 4 Spanish speaking students in my homeroom. We have departmentalized reading in which the student goes to their assigned reading
level. We also level math into 3 different classes. I have my homeroom students for Social Studies/Science/Writing/Spelling with totals about 2 hours
a day. The other 4 hours they could be in any given classroom. I do have a list of my CLD students for each class and it varies from 2-5 CLD varied
EP level students in any of my classes.

Brief Push-in Students: Date(s)&hrs you Brief reflection: how did this activity assist Colorado CLD Educator
Description or Pull- Number, Particip-ated in you to be a more effective CLD teacher? Academic Preparation
of the out EP (tier)* Activity Standards Standards
Activity
1st Lang. (content area(s) (8.22)
CELP)
Grade
Poetry Push-In
Creating patriotic
haikus for poetry
contest.
Learning through
visual media and
hands on learning.
4th; 3, 4, and 03/06/17-03/10/17 The students were able to discuss together as a group Writing and 8.22(2)(a)
5 levels of what a good government does for this. I asked the Composition
5 sessions at 1 hour=5 students to imagine if there was no town there, what demonstrate
Spanish hours would you do for your people that want to live here. I proficiency in, and
displayed an image of an empty meadow, trying to effectively instruct
Write poems that students about the
show what Cortez looked like before people settled
express ideas or functions,
here. This was able to give the students a visual
feelings using structures, and use
representation of what I was looking for from them.
imagery, figurative of the English
We then charted as a class the ideas that they came up
language, and sensory language, including
with in your groups. I encourage total engagement, in
details. reading, writing,
the sense that any student may have the possibility to
be called on to report out. and oral
communication
We then discussed the Preamble of the United States skills.
Produce clear and
Constitution. I printed out images, as well as, coherent writing in
projected them as we went through the meaning of the which the 8.22(2)(c)
Preamble as a class. Once we discussed the general development and implement effective
meaning of Preamble, I laid out long pieces of paper organization are teaching strategies
for the students to demonstrate their understanding appropriate to task, which include a
through images on the paper. purpose, and wide variety of
audience. (CCSS: W. linguistic
We then brainstormed words that demonstrated what
4.4) b.With guidance experiences for
we have learned about our government and certain
and support from second-language
words we feel about our nation. For example.
peers and adults, students.
freedom, money, building, citizens, states, president…
develop and
etc. We used these words to create our Patriotic Haiku
strengthen writing as 8.22 (3) the
Poems. The students were able to create feeling
needed by planning, educator of
through poetry, showing their understanding of what
revising, and editing. linguistically
patriotism means and represents.
(CCSS: W.4.5) c.With diverse students is
some guidance and knowledgeable
support from adults, about language
use technology, teaching
including the Internet, methodology and
to produce and instructional
publish writing as techniques for
well as to interact and teaching a wide
collaborate with range of
others; demonstrate linguistically
sufficient command diverse students,
of keyboarding skills k-12, founded on
to type a minimum of scientifically-based
one page in a single research and proven
sitting. (CCSS: W. applications; content
Writing Push-In Same as 03/27-03/30/2017 This activity allowed the students to be able to Oral Expression and 8.22 (3) the
Above discover their favorite ocean creature out of the text Listening educator of
Descriptive/ 3 sessions @ 90 and an ocean creature that was not in our current text. linguistically
Research Essay minute = 4 ½ hours They were to look back at their graphic organizers diverse students is
that were completed through the entirety of their knowledgeable
Oceans (CCSS: SL.4.4)
reading. They were to choose their favorite sea about language
creature. The students first were to rough draw their teaching
Report on a topic or
creature. I feel like this sparks information they methodology and
text, tell a story, or
already know about the creature. They then state what recount an experience instructional
facts they already know about their creature. The techniques for
in an organized
students then start pulling information from their text teaching a wide
manner, using
about their creature. It makes the student feel range of
appropriate facts and
important by using information they have already linguistically
relevant, descriptive
learned and gives them more of an idea of what to details to support diverse students,
search for on the internet. I gave my ELL students a k-12, founded on
main ideas or themes;
quick list with an image of what to search for on the scientifically-based
speak clearly at an
internet. The purpose of the students writing was one research and proven
understandable pace.
of creating an essay for someone who knows nothing applications; content
of your creature. I have them do a rough copy first, (CCSS: RL.4.7) based strategies;
then they were to reread their essay orally. Providing identification,
ELL students with the option of a rough draft, assists c. Use Integration of selection,
them in processing their thoughts and ideas before Knowledge and Ideas evaluation, design
having to put a final copy down. They had to go to: i. Make and adaptation of
through the writing process. They were to provide a connections between appropriate
rough draft, edit independently, have a friend edit, get the text of a story or instructional
a teacher check, then write their final copy. They then drama and a visual or materials; child and
projected their essays on the board and shared out oral presentation of adolescent literature
orally with the class after given time to orally practice the text, identifying from various
their essay. where each version cultures, and is able
reflects specific to:
descriptions and
directions in the text. 8.22(3)(a)
teach the functions
iii.Summarize text by of the English
identifying important language effectively
ideas and sequence to second language
and by providing learners, in support
supporting details, of their
while maintaining development of
sequence. basic interpersonal
communication and
cognitive academic
language skills.
Math Push-In Same as 10 lessons @ 1 hour This is not just to understand the concept of number Number Sense, 8.22 (2) the
Above per lesson from sense or operations, but to have the ability of using Properties, educator of
03/06-03/17/17= 10 the academic rich vocabulary that is needed during Operations linguistically
hours team and class discussion. I have been able to create diverse students is
Spanish/English Worksheets. I have also created Different models and knowledgeable
visuals for students to embed success and the use of representations can be about the
resources to their advantage. The use of manipulatives used to compare foundations of the
also comes in handy. The students love using them fractional parts English language
and also assists in the growth of academic standards. and the principles of
The use of these materials has given me better insight a. Use ideas of English language
into the different types of learners that we have and fraction equivalence acquisition,
how each student needs a variety of materials to learn and ordering to: including, but not
and grow at their best. (CCSS: 4.NF) limited to:
i. Explain linguistics,
I have provided new evidence showing the Spanish/ equivalence of psycholinguistics,
English Worksheets and help sheets. fractions using and sociolinguistics,
drawings and models. and is able to
I also used fraction manipulatives to help in the 4 ii. Use the principle contrast the features
understanding of equivalent fractions. of fraction and styles of
equivalence to English and other
We continued this push up to Spring Break using our
district curriculum, continuing with help sheets and recognize and languages, and is
generate equivalent able to:
manipulatives.
fractions.
(CCSS: 4.NF.1) 8.22(2)(a)
iii. Compare two demonstrate
fractions with proficiency in, and
different numerators effectively instruct
and different students about the
denominators, and functions,
justify the structures, and use
conclusions. of the English
(CCSS: 4.NF.2) language, including
b. Build fractions reading, writing,
from unit fractions by and oral
applying communication
understandings of skills.
operations on whole
8.22(2)(c)
numbers. (CCSS:
implement effective
4.NF)
teaching strategies
i. Apply previous
which include a
understandings of
wide variety of
addition and
linguistic
subtraction to add and
experiences for
Reading-SFA Push-In Same as M-F I have been creating a variety of teaching strategies to Reading, Writing, 8.22 (3) the
Success for All Above focus on our cycle vocabulary teams. Students are Communicating educator of
Reading Program Starting given the opportunity to draw, research, create linguistically
03/06-03/17/17; meaningful sentences, create puzzles. I have given Oral Expression diverse students is
Oceans- 1 Cycle 03/31-4/27 students menus to choose how they want to show how knowledgeable
Engage effectively in
they know that certain vocabulary words. I have also about language
Amazing Animals-1 31 sessions @ 90 a range of
had the students act out their vocabulary terms like teaching
Cycle Minutes per session= collaborative
charades. methodology and
46 ½ Hours discussions (one-on-
A Cricket in Times instructional
I use a variety of strategies and visuals to help the one, in groups, and techniques for
Square-2 Cycles students get their perspectives across without feeling teacher-led) with teaching a wide
inadequate compared to their peers. The visuals and diverse partners on range of
extra print outs are for my ELL and ESS students who grade 4 topics and linguistically
need extra assistance with understanding the text and texts, building on diverse students,
questions being asked about their comprehension of others’ ideas and k-12, founded on
the text. expressing their own scientifically-based
clearly. (CCSS: SL. research and proven
The students are given both a print out of the 4.1) applications; content
questions that are being asked and project onto the based strategies;
board. Before having the students answer the i. Come to
identification,
question, we discuss the brick and mortar words that discussions prepared,
having read or selection,
are being presented in their team talk question. This evaluation, design
way, each student has the same understanding of the studied required
and adaptation of
question. The students are given an appropriate material; explicitly
appropriate
amount of time to process the question individually draw on that
instructional
and to jot down some quick notes. After they jot their preparation and other
information known materials; child and
notes, they work within a partnership to discuss the adolescent literature
pair of notes. They are to use the question stem that is about the topic to from various
already provided to them when discussing their explore ideas under
cultures, and is able
answers. After the partnerships discuss their notes, discussion. (CCSS:
to:
they come up with a formal answer together. This SL.4.1a) ii. Follow
provides the student with several facets to come up agreed-upon rules for
8.22(3)(a)
with a clear and confident answer before being called discussions and carry teach the functions
on to present the answer. out assigned roles. of the English
(CCSS: SL.4.1b) language effectively
I have continued this process throughout my reading to second language
cycles. The students are more engaged and always iii. Pose and respond
learners, in support
ready to share out with their partners. to specific questions
of their
to clarify or follow up
on information, and development of
basic interpersonal
make comments that
communication and
contribute to the
cognitive academic
discussion and link to
language skills.
the remarks of others.
SEED Meetings N/A Same as Every Wednesday for Every Wednesday, every grade level team sits down to QS 3b 8.22 (4) the
Above 90 Minutes @ 7 discuss the most current data and what interventions educator of
meetings from 03/08, need to be made to show appropriate growth the Teachers plan linguistically
03/15, 03/29, 04/05, current year. We create a 90-day strategic plan in learning diverse students
04/12, 04/19 and which we are to show improvement in the standards experiences is
04/26/17 = 10 ½ hours that need the most attention. We create 3 90-day plans appropriate for
throughout the year and implement them, in which we knowledgeable
their students. about
hope to see the growth in the next assessment or Teachers assessment; its
interim. collaborate with practices within
We also look at the growth of our ELL students and their colleagues and applications
discuss what strategies we have been using to assist and use a variety to the
the students in their grade-level curriculum. We use of data sources to instructional
district interims, STAR, Dream Box, Moby Max, guide short- and process; and is
formative and summative assessments, observations, long-term able to:
and rubrics to discover what the student is in need of planning.
and how we can improve that skill. We work to Teachers use 8.22(4)(a)
incorporate small groups when need to fill in any gaps
appropriate utilize a variety
of students learning. We look at new data every week
and see if growth is being met in the standards that we resources and of formal and
found gaps in. If these standards are not showing strategies to informal
growth, we look for a new plan to start to see growth. adapt to the assessment
Like change up groupings, asking ourselves what learning needs of instruments and
resources we can provide to the student, see where we groups and tools, consistent
can double dip and use paraprofessionals to the best individual with
of our abilities. students. instructional
Teachers engage strategies and
Trina sat in on two of our PLC meetings to discuss
students as standards, to
current progress on Lexia and how we can support
those students who are working with that program. partners in the measure second
She provided us with print out activities, growth learning process language
through the program, and what the students is by utilizing acquisition and
currently struggling in. The second meeting, we parent and proficiency.
discussed her observations and what impact I am student feedback
currently having on my students. She discussed what to make the 8.22(4)(b)
best practices she has observed and what else I can curriculum utilize
implement in my classroom to create even more responsive, assessment data
engagement and understanding. She stated she like all to determine
relevant and
of the resources that I have provided to my students to the effect of
accessible to
aide in success, such as, visuals, printouts, English language
Chromebook, and differentiation strategies. students of
different cultures instruction on
or with individual student
learning needs. performance in
Social Studies Push In Same As 3 Sessions @ 1 hour Please see lesson plan in evidence for more Standard 4
Above per session = 3 hours understanding.
Branches Of Civics
Governments- The students were able to discuss what are local
Focusing on Local government does for us through discussion. The Explain the origins,
Government students were able to follow along with the academic structure, and
vocabulary, being provided visuals and extra print out functions of the three
support. They were able to read and understand new branches of the state
academic vocabulary, find information on our local government and the
government, and create a brochure of the information relationships among
about local government. them (DOK 1-2) b.
Identify and explain a
variety of roles
leaders, citizens, and
others play in state
government (DOK
1-2) c. Identify and
explain the services
state government
provides and how
those services are
funded (DOK 1-2) d.
Explain the historical
foundation and the
events that led to the
formation of the
Colorado government
(DOK 1-2) e.
Describe how the
decisions of the state
government affect
local government and
interact with federal
law (DOK 1-3)

Total Hours =

See Below

Current Hours:
Teaching Hours: 65 ½ Hours
Support Teachers/Grade Level Team: 10 ½ Hours
Log Completion: 3 Hours

RUNNING TOTAL:

Teaching Hours: 148 Hours

Support Teachers/Grade Level Team: 19 ½ Hours
Log Completion:9 Hours

Total Hours: 176 Hours