ELL

Report Template
Caitlin Lyons
1. Description

a. The setting of the field experience (e.g., in a classroom, at a community organization location,
etc.).
4th Grade classroom

b. The student(s)—use a pseudonym to maintain confidentiality—with 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)
My student, S, is a 4th grade student who is in a general education classroom. She is on the
Reaching path for English Proficiency and is receiving consult ESOL services. S is a diligent
worker and enjoys many aspects of school. Her favorite subject is reading, but struggles with
math. S has many friends in the class and likes socializing with them.

c. The days and times that you met with the student.
I met with the student on Tuesdays for a lunch-bunch for 30 minutes and on Thursday mornings
for 30 minutes to check-in with her and provide interventions (March 2 – April 1).

d. Ways in which you interacted/engaged with the student (including pedagogical strategies).
- Lunch-bunch
- Morning check-in
- Dialogue Journal
- Problem solving interventions (math)
2. 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.
(Content) The student will (Formative). I will observe and ask Yes. Maria was able to look at the
investigate the
characteristics of
quadrilaterals.

The student will be able to

Example
questions while the student is working.

Student will correctly identify 8 out of 10

quadrilateral manipulatives and identify
(show and explain) all the
characteristics of each.

Yes – S scored 100% on the

identify operation key operation key words and their function. assessment.
words and their function in
a multi-step word problem.

The student will be able to The student will solve 5 two-step word Yes – S correctly solved 4 out of the 5
use problem solving problems involving addition, subtraction, word problems, scoring an 80%.
strategies to correctly solve multiplication, and/or division, scoring at
a word problem. least 80%.

The student will be able to The student will correctly solve at least 4 Yes – S correctly solved 4 out of 5
use an area model to solve out of 5 multi-digit multiplication multi-digit multiplication problems
multi-digit multiplication problems using an area model. with an area model, scoring an 80%.
problems.
3. 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. SIOP (Sheltered Instruction Observation Protocol) Strategies: I use “activating prior knowledge” to
help my student make connections between operation key words and multiplication strategies. We
discussed repeated addition and expanded form to lead up to multiplication with an area model. We
also talked about key words in common situations and applied our knowledge to multi-step word
problems.
2. Dialogue Journal: S and I wrote to each other in a notebook that we passed back and forth. We
discussed favorite things, family, friends, and culture. This was a great way for her to not only
practice writing skills, but also build a relationship.