ELL Module Report

Description/Objectives and Assessments/Resources

7430 Digital Tools for Learning

Dr. Walt Justice

1. Description

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

The setting is a general education fourth-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)

Students were referred due to lower mid-year district assessment reading scores: Student J-57%

(Developing), Student E-48% (Beginning), and Student N-57% (Developing). All students are

monitored only and do not receive pull-out services. I am ESOL endorsed and provide support

when and where needed.

Student J -10 years old, fourth grade, Fountas and Pinnell Reading Level-O
 Student E-10 years old, fourth grade, Fountas and Pinnell Reading Level-P

Student N-10 years old, fourth grade, Fountas and Pinnell Reading Level-M

Access Score Analysis-Each student has a higher listening proficiency score, but below grade level

reading scores. My focus is to close the gap between daily assignment and test scores using reading

content AKS. We will work in a small group to practice literary skills, analyze information, and apply

strategies to formative and summative assessments.

c. The days and times that you met with the students.

9:00-9:15 March 3, 2022 9:00-9:15 March 21, 2022

9:00-9:15 March 7, 2022 9:00-9:15 March 23, 2022

9:00-9:15 March 9, 2022 9:00-9:15 March 25, 2022

9:00-9:15 March 11, 2022 9:00-9:15 March 28, 2022

9:00-9:15 March 14, 2022 9:00-9:15 March 30, 2022

 9:00-9:15 March 16, 2022 9:00-9:15 April 1, 2022

9:00-9:15 March 18, 2022 9:00-9:15 April 7, 2022

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

Students worked in small group with me to identify misconceptions on assignments/tests.

Because the tests are often given online, I chose to print copies of previously read texts,

assignments and tests so that students could highlight, chunk, and provide information in the

margins of the paper. We discussed how using scratch paper could assist us when taking an

online test. We reviewed the tools available to use when taking tests online. Each session, we

worked on comprehension strategies that would assist us in meeting our three goals. We worked

to predict the meaning of a text; determine the purpose of a text; activate prior knowledge in

order to connect experiences to the text, decode unknown words, summarize information, and

question the text. Each session included a graphic organizer to assist in recording notes. Sentence

stems provided opportunities for students to better understand what steps were needed to

complete the assignments. I continue to use multiple modalities and appropriate supports.

Teacher modeling continues to be part of our small group’s mini-lesson.

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
investigate the
characteristics of
quadrilaterals.
Example
(Formative). I will observe and ask
questions while the student is working.
Yes. Maria was able to look at the
quadrilateral manipulatives and identify
(show and explain) all the
characteristics of each.
 4LA.A.6: I can compare (Formative). I will provide a graphic
and contrast the points organizer in which students will use text
evidence to record key information.
of view from which
different stories are (Formative). Students will write a one
narrated and explain paragraph response using information
the impact of the point from the graphic organizer.
of view on the story (Formative). I will provide a test type
Fiction question to practice identifying key words
to explain meanings.
Yes, 2/3 of the students were able to
compare and contrast points of view
within a text 70 percent of the time.
No, 1/3 of the students was able to
identify the point of view 50 % of the
time. Each student increased his/her
scores.

4LA.B.12: I can analyze (Formative). I will converse with students Yes, 1/3 met the goal for analyzing
events, procedures, in small group in order to identify information in nonfiction text as
students’ ability to analyze text. performed on the third quarter district
ideas, or concepts in a assessment and unit test.
historical, scientific, or (Formative). I will provide test type
technical text, including questions for students to practice No, 2/3 of the students will continue to
what happened and analyzing nonfiction text. work with me to analyze their own
selected response choices.
why, using evidence (Summative). Students will complete the
from the text to justify Language Arts Unit test.
the explanation
Nonfiction District Assessment

4LA.B.15: I can analyze (Formative). I will observe students’ work No, the objective was not met.
firsthand and on identifying key details that determine 0/3 students were able to meet the goal
first and secondhand accounts. on unit test or district assessment;
secondhand accounts of however,
the same event or topic (Formative). In a small group, we will Yes, the objective was met.
and use evidence from work to sort text into first or secondhand 3/3 were able to successfully
the text to describe the accounts identifying the primary and share information in small group. We
secondary sources. will continue to work on this objective
similarities and throughout the year.
differences in focus and
the information
provided Previous
Grade Level Expectation
Nonfiction
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.

After participating in the Iris Center module, I had a greater understanding how to teach reading and

support English Language Learners. The strategies I used in my small group lessons included prereading

tasks that involved discussions about visuals) included in the text, establish vocabulary/perspectives

within the text, and asking and answering questions about the text to build confidence and interest (IRIS,

2015). Next, I read the text while the students read silently. We then answered questions using graphic

organizers to guide us. Students worked on summarizing information learned after rereading the text

silently. Students were working toward advanced leveled literary skills as determined by Access scores

and WIDA descriptors. I also chose to incorporate several of Jennifer Serravallo’s reading strategies on

first and secondhand account and summarizing (2015). The students created an anchor chart that

provided pictures of firsthand and secondhand accounts on the Gold Rush. Students identified primary

and secondary sources within the text, and applied them to the anchor chart. Effective feedback was

given to improve on the task at hand (Blaha, 2022).

The student-led conversations demonstrated understanding of many of the objectives. We continue to

work on test taking skills and questions.

 Reference

Access for Ells Interpretive guide for score reports - wida. (n.d.).
https://wida.wisc.edu/sites/default/files/resource/Interpretive-Guide.pdf

Access for ells scores and reports. WIDA. (n.d.). https://wida.wisc.edu/assess/access/scores-reports

Blaha, K. (2022, February 10). Foundations of culturally and linguistically responsive teaching.
Edutopia. https://www.edutopia.org/article/foundations-culturally-and-linguistically-responsive-teaching

Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers.
Heinemann.

The IRIS Center for Training Enhancements. (2011). Teaching english language learners: effective
instructional practices. https://iris.peabody.vanderbilt.edu/module/ell/#content

Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers.
Heinemann.