ELL

Report Template

1. Description
a. The setting of the field experience (e.g., in a classroom, at a community organization
location, etc.).
i. The setting of this field experience will be conducted in a small group inside the
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)

The follow group of students are all 8 year olds in the second grade. Each students had been
identified ESOL and has shown little to no progress throughout the school year.

i. “Jake”.- F&P level E: Hispanic with Spanish as his primary language. His Spanish
level is higher that his English level. He is very communicative and social. His Math
skills are higher than his peers, but use to make careless mistakes because is
easily distracted.
ii. “Edwin”.- F&P level H: His primary language at home is Spanish. He is not
showing much progress in reading.

c. The days and times that you met with the student.
i. March 4th 12:45-1:15 pm
ii. March 11th 12:45-1:15 pm
iii. March 23rd 12:45-1:15 pm
iv. March 31st 12:45-1:15 pm
v. April 7th 12:45-1:15 pm
vi. April 15th 8:00-8:30 am

d. Ways in which you interacted/engaged with the student (including pedagogical strategies).
i. On the first day I met with both boys. I used this first day to get to know them. Their
teacher had mentioned they both had some attention and focusing issues so I also used
this time to see how well they could engage. I had both boys read a book both at their
specified level and then had them answer some comprehension questions. We also took a
walk outside, we just walked around our track, and they both shared things they liked to
do. I loved this time because I was truly able to see their personalities shine through and
got a feel for whom they are. While we were walking, I was also able to get a feel for
their listening and speaking skills.
 For the remaining sessions, I chose to focus on reading, listening and speaking skills.
During these sessions I would take the first 5 minutes to either do a read aloud or play a
quick vocabulary building game with them. I chose to do this every session because it
allowed us to build a stronger relationship and just was a time for them to transition into
the small group.

After that I would split them up to do some one-on-one strategies. Each one-on-one
session would last about 10 minutes. Normally one would work independently on RAZ-
kids completing a reading assignment. During this assignment, they would listen to a
story being read to them and then they would record themselves reading the same story.
Using the repetitive reading strategy, I would ask them to record themselves reading the
story twice. This would help them to gain fluency. Once they finished recording they
would have 5-comprehension question to answer. I would also have them working on
Moby Max completing a vocabulary building assignment. I would assign them an
assignment and the program walks them step by step through each part of the lesson. I
had them use headphones so they could listen to the information.

While one was working on the independent activity, I would complete various types of
interventions with the other. One intervention I used was fluency phrases. I would model
how to read a sentence and then I would have them repeat. Towards the end I would have
them read the sentences on their own multiple times. Another intervention we worked on
was monitoring while we read. This idea came from the IRIS as it says “Teach students
to monitor their understanding as they read (e.g., develop metacognitive awareness).” I
used a strategy from Jennifer Serrevallo called “read, cover, retell.” I would have the
student read a page in a book. After they read I would ask them to cover the page with
their hand and retell what happened on the page. As they retold the page, I wrote it down
on a sticky note. At the end of the story, we put the sticky notes in order and I had the
student read off the sticky notes. I would also send them back to class with sticky notes
and encouraged them to do this when they read in class. I even told them that if they
could write the words to draw a picture to help them remember.

The last 5 minutes of our session we would do various things depending on how they
were feeling and how their attention was. Sometimes we would play a game of Blooket o
the computer or I would do another read aloud. If they were more active towards the end
I would take them outside and I would just encourage them to talk about how their day
was going of if they had anything fun coming up in their life. If they incorrectly said
something I would model how to correctly say it in English. Both boys would speak in
translation and would often have nouns and adjectives out of order. While this is common
in Spanish I wanted to model how it would sound in English. They would say things like
“I go to the party of my cousin.” I would then say “You’re going to your cousins party?”

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.
The student will increase
their fluency level when
reading books on their
reading level
Student will begin to speak
using the proper English
sentence structure
Students will increase their
comprehension scores in
reading.
Summative- Have the student complete a
RAZ- kids reading assessment the end of
each week.
Formative- During those times of the boys
sharing about their day or what they have
coming up I will make notes about any
errors I had to correct.
Summative: Using the same Raz-kids
assessment from above I will
Edwin- Yes, Jake was able to increase his
fluency level.
Benchmark- 30 words per minute
1st: 37 words per minute
2nd: 35 words per minute
3rd: 40 words per minute
4th: 43 words per minute
5th: 45 words per minute
Jake: While he improved from his
benchmark score to his final score, he
was inconsistent in between. I would say
this was not successful. I want to see a
bit more consistency. During the
assessments, he would get distracted
and would want to talk about the story
or he would make comments
throughout.
Benchmark: 26 words per minute
1st: 20 words per minute
2nd: 30 words per minute
3rd-25 words per minute
4th- 25 words per minute
5th- 27 words per minute
6th- 30 words per minute
Edwin: While he still makes errors in his
speaking I can tell that he is more
consciences of it and he has begun to
correct himself. For example he was
telling me he went to the store with his
parents and he said “We go to the store
of the Walmart” he then stopped himself
and said “We went to the Walmart
store” So while it’s not perfect it is an
improvement from were he started.
Jake: Unfortunately, I am still hearing
him make mistakes in his speaking.
Edwin: Made progress with his
comprehension scores
Benchmark: 20%
1st: 20%
2nd: 60%
3rd: 40%
4th: 60%
5th: 80%
Jake: Made progress with his
comprehension scores.
Benchmark: 0%
1st: 20%
2nd:20%
3rd: 60&
4th: 40%
5th: 60%
 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.

During the independent time I chose to have students conduct repeated reading after researching various ways
to increase an ESOL students fluency levels. In the study “The Effects of Combining Timed Reading, Repeated
Oral Reading, and Extensive Reading” it states, “oral re-reading may inspire learners’ confidence in their
spoken English, enhance reading comprehension, and attune learners to the stress-timed nature of English”
(Shimono, 2018 as cited in Milliner, 2021).

While reading the IRIS module it suggested that to increase an ESOL students reading comprehension they first
need to have metacognition awareness. I chose to use the Jennifer Serrevallo strategy “read, cover, remember,
retell” this strategy has students read the page of a book and then cover it with their hand. Students can either
orally retell the page or write it down on paper. Students will then repeat this throughout the entire book. By the
end students should be able to retell the story. I chose to use this strategy because I have seen its success with
students on tier 2 RTI plans.

To increase the students speaking skills I choose to use the modeling strategy after reading “Five Tips to
Getting ESL Students Talking.” After reading this article it was suggested to model correct ways of speaking as
well as speaking at a slower rate. (Anderson, 2013) Anderson also says “Develop a strong, open and caring
relationship toward each of your students, and in return they will strive to be the best student possible.”(para. 6)

References

Anderson, M. (2013, July 18). Five tips for getting the esl student talking. Edutopia.

https://www.edutopia.org/blog/getting-the-ESL-student-talking-marc-anderson#:~:text=Speak

%20slowly%20and%20clearly%20so,modalities%20heightens%20understanding%20and%20learning.

Milliner, B. (2021). The Effects of Combining Timed Reading, Repeated Oral Reading, and Extensive Reading.

Reading in a Foreign Language, 33(2), 191–211. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?

vid=9&sid=2bf067eb-dbaf-4bdc-bf27-b925a2095501%40redis

Serravallo, J. (2015). The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers.

Heinemann Educational Books.

The IRIS Center. (2022). Teaching english language learners: Effective instructional practices. Retrieved from

https://iris.peabody.vanderbilt.edu/module/ell/cresource/#content