ELL Report Template

Ivette Redfield ITEC 7430 Spring 2022

1. Description
a. The setting of the field experience (e.g., in a classroom, at a community organization location,
etc.).
The setting of this field experience is in the ESOL Classroom during small group rotations. The
rotation centers include Teacher Table, Library Center, and Technology Center.

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)
In this lesson I will be working with my 1st grade ESOL students. This class has 7 students, 4
boys and 3 girls. 6 of the 7 students speak Spanish as their primary language and 1 student
speaks Fulani. 2 of the Spanish speaking students are below grade level, the girl is in the RTI
program and in a 12-week observation period for consideration for Special Ed, the boy is new to
our school from DeKalb County and has already been identified to begin the RTI process. 4 of
the students are high achievers and the final boy is performing slightly below grade level, with
emergent language acquisition. Based on working with these students daily, this group is an
energetic, inquisitive, and motivated group. All students are familiar with the expectations of
rotations in the classroom and are self-sufficient to work independently to complete tasks with
minimal assistance.

c. The days and times that you met with the student.
I meet with first grade at the end of the day from 1:50-2:35. The ESOL block is 45 minutes/5
days a week for a total required time of 225 minutes weekly.

d. Ways in which you interacted/engaged with the student (including pedagogical strategies).

I engage with these students with several different effective research-based strategies. These
strategies include, but are not limited to Using hand gestures when speaking, posting vocabulary
on a visible word wall that is referenced, repeating directions, hanging anchor charts, using
native language as support (in Spanish only, I am not fluent in Fulani), and pausing for
processing time.
2. Objectives and Assessments
Write 2-3 learning objectives and state how you will assess each. Provide evidence for meeting the objectives.
Objective
(Content) The student will
investigate the
characteristics of
quadrilaterals.
(Content)
* Students will be able to
identify the basic needs of
animals
(Language Reading)
*Students will be able to
read leveled text on animals
and animal needs.
*Students will be able to
adhere to the annotation
edit process to review their
reading using recording
technology.
(Language - Speaking)
*Students will be able to
communicate their animal
needs to another student.
*Students will be able to
communicate their animal
needs using Flipgrid
technology.
(Language – Listening)
*Students will be able to
listen and comprehend the
animal needs of a peer’s
research,
Assessment
Example
(Formative). I will observe and ask
questions while the student is working.
(Summative)
I will grade their Flip Grid for content
mastery
(Formative)
I will observe students reading at the
library center.
(Formative Self Evaluation)
Students will review their reading
recording to complete and annotate their
reading for errors.
(Formative)
I will listen to students as they are
speaking with a peer partner.
(Summative)
I will grade their Flip Grid for speaking
fluency.
(Summative)
I will review the Flip Grid submission for
information obtained for peer partner.
Was the objective met?
Evidence of student learning.
Yes. Maria was able to look at the
quadrilateral manipulatives and identify
(show and explain) all the
characteristics of each.
Yes – All students were able to identify
the basic needs of animals, including
food, water, and shelter.
Yes
All students, with minimal reading
pronunciation support, were able to
read the leveled books for this week’s
rotations.
No
Students were not able to annotate
their readings correctly, They were able
to listen to them and follow along, but
unable to recognize most of their own
mistakes.
Yes
Students were able to communicate and
create Flip Grids about animal needs.
Yes
Students were able to listen to peer
partners to learn about animal needs.
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.

I currently teach ELL students in K-5th at Peyton Forest Elementary School. I am the only ESOL
Teacher and service the entire caseload of 36 students. As I completed the ELL Module, the Myth that
student’s native language interferes with language acquisition stood out. In fact, “A student's first
language might support his or her understanding of a second. For example, a student who is first allowed
to read a book in his native language can reread it without having to focus on basic comprehension and
can instead pay attention to other aspects such as vocabulary and sentence structure.” (IRIS Center,
2011). This is the reasoning to support my students using the online resources Reading A-Z ELL
Edition. My students can access leveled readers in Spanish and English and they can read the same
story in both languages. As well, another online resource my students use is Fuel Education by
Middlebury Interactive. This is a Spanish Language Learning program used by all students in the school
for language credit as required by IB schools. Even though my Latino Students are fluent in Spanish,
continuing to learn to read, spell and write in their native language supports language acquisition in
English. As well, the IRIS Center Module identifies the importance of teaching vocabulary and
integrating vocabulary instructions into all content areas. (IRIS Center, 2011) I support this practice of
daily vocabulary, and in fact, devote warm-ups to cognates. I use a wonderful resource for vocabulary
online called Vocabulary Spelling City. This tool allows me to create vocabulary lists for the passages,
books and contents area units that students can access online and practice through fun and engaging
games. In fact, I am able to reuse the lists each year when we read the story or begin a content unit.
Students can work at their own pace and can access these lists during library time, breakfast time,
dismissal, class rotations and from home if they have internet access.

Citations

The IRIS Center for Training Enhancements. (2011). Teaching English Language Learners: Effective
Instructional Practices Retrieved on [October 1, 2014] from
http://iris.peabody.vanderbilt.edu/module/ell/

Middlebury Interactive: Sign In. Middlebury Interactive | Sign in. (n.d.). Retrieved April 16, 2022, from
https://languages.fueleducation.com/login