Leslie Keith

ITEC 7430

English Language Learners Module

Initial Thoughts

My initial thoughts about English Language Learners contain the basic ideals and

understandings from what I have learned through teaching several ELL students. To me,

teachers should most importantly be able to identify the ELL students in the classroom and know

and understand the accommodations they require as it is the law. Teachers should get to know

their students and engage in creating a strong relationship with them. This will help gain trust

and develop a strong foundation when questions arise in the future. For ELL students, teachers

should know the native language the student speaks and where the student has moved to the

states from. This will help them learn the mannerisms as well as gain an understanding for

things they do in their culture. Oftentimes, socially acceptable mannerisms or words in one

culture do not translate universally; meaning, while bowing is necessary in some Asian cultures,

Americans tend to not take to this trend. In America, a bow is normally suggesting an end to

some type of performance, not a greeting. Also, many English words contain multiple meanings.

This often creates a struggle when learning new words and gaining the necessary understanding

since they contain many meanings. A great example of this is the word plane. Plane can mean

the aircraft that flies in the skies, it can also mean the flat plane in geometry, or it can mean

having dignity and character. Trying to teach one word with multiple meanings causes

confusion and oftentimes a struggle for ELL students.

Many instructional practices are necessary for teachers to help their ELL students in the

classroom setting. Some of the most helpful tools for ELL students are visual clues and

manipulatives. If students can see, touch, and feel what they are talking about, they will often

gain a much stronger understanding or even realize they know and understand it from their

culture and native language. Another very important practice is being patient. It may take some

time for students to begin to understand and certainly master material. Extra practice and

practice time are both great ways to help students in the classroom. Expressing the importance

of attendance is necessary for your ELL students, as they gain a stronger understanding of the

culture and language around them. Providing ELL students with at least one resource class also

helps them gain a strong understanding of new content material. Classes such as Social Studies

and Science contain hundreds of new vocabulary words which require much study time. These

types of classes as a resource class would benefit ELL students as they could contain fewer

students in a class, spend the extra time needed on various topics of study, and gain more

information from the teacher due to the low teacher to student ratio. Lastly, teachers can pair

these students with strong students in the classroom. If there are monitored or bilingual students,

they can also provide the student a great tool. By creating this pair, a strong bond between

students can form as well as a language bond to help the ELL student succeed in the classroom.

When teachers test ELL students, many factors should be taken into consideration. Teachers

should offer visual clues on the test if possible. This helps the student to be reminded of what

they are discussing in the test question. Also, extra time should certainly be given to these

students. They may know the materials, but it may take longer for them to process the meaning

of the questions and answer choices. Express to the student to remain calm during the test and

try to alleviate any test anxiety. Avoid unnecessary words and word phrases on tests. Try to

keep the questions short, simple, and direct to avoid confusion. Simple sentences with the noun

being repeated often help ELL students, while items such as idioms cause problems and

confusion. Another great tool for students is to read the test aloud to them. While this is not

always an option, it allows the students to hear the word instead of merely seeing it. If it is a

topic you have discussed at great lengths in class, they most likely can at least attempt to answer.

Sometimes, allowing the student to answer verbally will also help them succeed. Overall, be

patient, willing to offer help, and encourage ELL students to take their time. I have found that

oftentimes, they know much more than they can indicate on paper!

ELL Report 1. Description

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

location, etc.).

This field experience occurred in my classroom setting. It is a co-taught

classroom with me, the general education teacher, one special education teacher,

as well as one paraprofessional. It occurred in the second block of the day from

10:00 am to 11:00 am.

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 student whom I worked with during the activity was a girl named Abby. During the activity, she was 12 years old in the sixth grade. Her level of

English proficiency is progressing and she currently has the ACCESS

composite score of 2.4. Her highest portion on the test was a 2.7 in Reading and

Literacy. Her lowest score was a 1.9 in Speaking/Oral Language. She is a

Korean student who has been in the US for roughly two years. She did not

speak much during her fourth and fifth grade years. At the beginning of sixth

grade, she barely spoke at all and now, she interacts with her peers constantly.

She struggled with the English language much past the basics (including letters,

site words, colors, numbers, etc) at the beginning of the year, but she has greatly

shown improvement. In science, she has worked so diligently, she actually

made an “A” in class.

Example

c) The days and times that you met with the student.

I met with the student for a full week for one hour a day. This included March 13, 14, 17, 18, and 20 from 10:00 am to 11:00 am during that week.

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

strategies).

I interacted with Abby in each class several ways. Some days I used the same

strategies; however, new ones were also implemented. One of the biggest

strategies I used with Abby was visual clues. Abby and I made flashcards

together for her to learn the moon phases. I provided an answer key in

addition to a copy to cut and paste onto index cards. Abby create flashcards

that she studied by herself, with me, and with peers in the classroom setting.

She was also introduced to the website Quizlet. Abby used this tool

frequently to help her study the vocabulary, as it read the words to her and

allowed her to learn the terms using words and pictures. She also was

provided visuals for all vocabulary words, including rotation and revolution,

as well as pictures with the words on the word wall. She was provided with

differentiated instruction for her formative and summative assessments, too.

These included verbal answers, illustrations, and read-aloud tests. We even

used snip-its from the Quizlet account to help during testing. Also, she was allowed to draw picture clues on her tests and discuss verbally with the

teacher questions and answer choices. Another strategy used was the hands

on activity of the lab. She was able to view her cards, discuss with the teacher

and peers, and actually create the moon phases utilizing Oreo cookies. This

included manipulative style tasks. She had peer and teacher assistance in each

class period, as she does on a daily basis, in addition to additional practice

time for the topic of moon phases and astronomy. Lastly, another important

strategy used was the ability to learn due to flexible grouping. She was pulled

out in a smaller group for testing as well as to have extra practice time.

Through the process of working on Quizlet as well as Word Hippo, she was

able to increase her vocabulary as well as improve her test scores. She

worked more closely with the teacher and sat close by in proximity to ensure

all questions were quickly met.

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.

(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.

The student will explain the moon phases. (content)

I will observe and ask questions while the student is working. I will have the student complete a moon phases lab depicting the phases of the moon and then illustrating each phase. (Summative)

Yes, Abby was able to correctly complete the moon phases lab. She was able to create each phase using an Oreo cooking and then illustrate them on her lab sheet. She explained each of these phases to me as she worked and even helped her peers.

The student will explain the alignment of the sun, moon, and earth during a lunar and solar eclipse. (content)

I will observe the student illustrate and explain the alignment of the required celestial bodies during class. (Formative) (Summative): portion on the quiz over eclipses

Yes, Abby was able to illustrate each of the eclipses on her paper. She sketched the details perfectly and was able to explain the umbra and penumbra’s location to me as well as her peers. She scored 100% on the portion on eclipses on her

The student will define the science terms rotation and revolution in class. (Language)

I will observe the student as she defines the terms for rotation and revolution. After her definition, she will be able to illustrate these motions using her body. (I.e.: the student will rotate in a circle and then around another student).

Yes, Abby could define the words for both rotation and revolution. She explained by definition each term and illustrated her terms to me.

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.

The major ELL strategies I use in my classroom daily and for this module, as well as with

Abby are the following: concentrate on vocabulary using visuals, differentiate instruction, and

extra practice opportunities with peers and teacher. Abby was able to concentrate on vocabulary

with visuals during the Oreo Moon Phases lab. Abby used the printed moon phases pictures to

help her be able to identify and create her model using the Oreo cookies. She had studied and

learned the phases by creating note cards from the picture/word visuals that I provided to her as

well as worked with Quizlet. She had practiced with flashcards and Quizlet to help her learn the

phases more fluently. I had her work with me and her peers with these cards, too. She was able

to quickly identify each picture to the correct corresponding text. Often, Abby gets extra

practice time for activities. This helped her create and complete the lab in the classroom. As she

completed the lab, she was able to quickly surpass her peers due to the amount of time and work

she had put into studying the flashcards and Quizlet games on moon phases.

To help Abby work on a daily basis in the classroom, differentiation is provided. This

was the major strategy provided for her on her second content objective: the student will explain

the alignment of the sun, moon, and earth during a lunar and solar eclipse. With this objective,

she was required to illustrate and explain the alignment of the sun, moon, and earth during both

types of eclipses. Other students had to verbally explain it in addition to writing it down in

narrative style. Abby was required to illustrate this as well as verbally explain it, because I know

her illustrations would help her verbally speak to me about it as well as be a thorough

explanation in itself. She was also provided differentiation on her summative assessment. All

questions on the test were read aloud as well as answer choices. Repeated questions and answers

were read when necessary as well as illustrations being used. We also used the Quizlet

illustrations to help her remember the visuals to the vocabulary terms. I also drew several

pictures to help explain the topics as well as allowed her to draw illustrations to explain her

answers. This allowed her to complete the exam in a timely manner and score well, making an

“A.”

For the last task, Abby was required to explain the definitions of two important science

vocabulary terms. She was able to explain them after much individual practice, peer help, and

teacher assistance. The extra practice time she received allowed her to be successful when her

formative assessment came about. For her formative assessment, she was able correctly explain

the definitions and extra information about both the word rotation and revolution. She also drew

a detailed illustration helping her as she explained both terms.

ELL Post Reflection

English Language Learners are students who do not speak English as their original native

language. They are becoming more prevalent in the classroom, as our country is a melting pot of

ethnicities and cultures. It seems that many teachers are often intimidated about working these

students, as they feel they will not know how to teach them due to their own lack of speaking a

second language. In the classroom, a teacher must know and understand they are teaching their

English skills to the students and not another language. It is the job of the teacher to teach

English, just as it is the job of regular classroom English teacher. They are merely teaching it to

students who originally speak a different language. In the Iris module, they shared a video of a

lesson being taught in Spanish. This was a great example for how an ELL student often feels in

the classroom. While I took Spanish in high school, I still did not understand the entire lesson.

The visual clues, such as the Ammonia bottle, helped me to figure out bits and pieces of what

was being taught in the class. This is why teachers should know and understand the importance

of teaching with visuals. I realized as I worked with Abby, the importance of this. She really

took to using her moon phase flashcards to help her learn and identify the various phases of the

moon. It was apparent as she completed her Moon Phase lab when she pulled them out to help

her place the cookies in order of the phases just how important they were to her.

Teachers also need to know the backgrounds of their ELL students and the native

language they speak, as it will help them guide them through mannerisms and customs of the

English language. It is important that teachers do not “label” them with any type of stereotype or

deficiency, as most likely it is merely a language barrier. The Iris module discussed how

oftentimes, teachers assume and generalize about the lack of knowledge and understanding. It

also discussed how not all ELL students are born outside of the US. Many are brought up in a

different native language household. All teachers should be able to identify their ELL students,

as they must receive the legal accommodations via WIDA in the classroom setting. They must

also know they are legally required to complete paperwork on them every quarter notating their

progress which also indicates their actual ACCESS scores of where they fall. As I worked with

Abby during this module, I came to understand the importance of these requirements for the

teacher. I had to take into the fact that Abby was a Korean student. She taught me about several

vocabulary words that translated into her language as well as indicated which ones did not. She

explained a bit about her culture and school, too. I had to read her ACCESS test scores and see

all of her updated accommodations. These accommodations helped drive my time spent with

her. On her Moon Phases Quiz, she received extended time, read to testing, as well as writing on

the test using her visual aids.

There are many instructional practices that are important when working with ELL

students. I found that with Abby, visuals were probably the most important. She tended to be

shy and did not want to speak, as I have often found with my ELL students. I feel they are afraid

to mess up something in class. She really latched on to the pictures, specifically of the moon

phases, and was able to learn in class as well as on her own. The flashcards we created help her

master the content. Also, she was able to create a detailed illustration of the eclipses, based on

my illustration on the board. It showed me that a picture is not only worth a thousand words; it

also is universally accepted. The moon and eclipses do not change around the world, so she was

able to learn based on the pictures. I also taught Abby to learn her vocabulary words with

images and movement. She caught on quickly and was able to remember the important

information for her quiz. Just as the Iris module discussed, it is important to have vocabulary

words provided in a variety of contexts. Another very important practice is flexible grouping

and differentiation. I was quick to discover that when I pulled Abby into a small group and

helped her or changed her assignment, she worked more quickly, asked more questions, and felt

more confident. Sometimes, we overlook our ELL students in the classroom, forgetting they are

timid and shy. One more very important item when discussing instructional practice is just

that…practice. ELL students need additional practice time to learn the material. Having

students peer help, review vocabulary, work with flashcards, or attend tutoring are all great ways

to help students who struggle. Abby used the strategies of peer review, teacher review, as well

as her flashcards to help guide her learning of moon phases.

When testing ELL students, teachers must make sure they measure performance. The

IRIS module discussed how it is important to measure performance with informal or formative

assessments as well as summative, which also include standardized. Teachers should constantly

monitor formative assessments of vocabulary as well as everyday learning of concepts. They

should also have any non-standardized test broken down or chunked, as I do with all ELL

students. This helps them to focus and look at only part of the whole. Many students respond

well to having tests read aloud to them or being allowed to verbally respond, too. This is how

Abby completed her test in class. It was read aloud to her as well as she was allowed to write

and draw all over it. When needed, I also allow my ELL students to use a dictionary to translate

any words they may not know. It is important to know that when standardized test scores are

received, they often do not express the students’ actual knowledge of the concept. Most times,

students are allowed extended time or shortened/abbreviated questions. This is not true with

many standardized tests; therefore, often scores are skewed.

Overall, it is important to be able to identify and get to know your ELL students. They

will respond much more effectively if you get to know and understand them and their customs.

Working with them, as well as an ELL teacher will help guide a general education classroom

teacher in the best direction. Like me, I do not have an ELL teacher in the room; however, I

often go and discuss Abby with her. She has offered me great insight into best practices and

additional strategies to try. Abby is an extremely hard worker who has made fantastic strides

this year alone. Having come to me at the beginning of sixth grade barely speaking at all, she is

now quite the chatty student. It was a pleasure to work with her and see her blossom right in

front of me. My biggest question now is how do continue to make these types of strides in a

classroom of 36 students to see these significant gains? Also, what is the best practice for

working with large ELL classes at various levels in addition to the on-level, advanced, and

students with disability students? Is there a best practice?