ELL
Report Template
1. Description
a. The setting of the field experience (e.g., in a classroom, at a community organization location,
etc.).
The field experience took place in my classroom before school and during Academic
Opportunity periods (study hall) two days a week with the student.
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)
Jane is a Korean student who moved to the use over 5 years ago. She had some English
instruction prior to moving to the US. She is listed as a Level 4 “Expanding” student according
to Cobb County’s ELL program. Jane is almost totally fluent in conversational English. Her
Basic Interpersonal Communicative Skills are essentially completely developed. However,
Cognitive Academic Language Proficiency is still growing. If you were not her teacher, you
would assume that she never struggles as an ELL student. She has great relationships with other
teachers and students and has many friends at school that learned English as their primary
language.
c. The days and times that you met with the student.
I met with Jane for one week before school for about 30 minutes on Monday, Wednesday, and
Friday of both weeks as well as the during 2 Academic Opportunity (AO) periods on Tuesday
and Thursday of that same week.
d. Ways in which you interacted/engaged with the student (including pedagogical strategies).
The student took my class last semester, so I met with her to help her prepare for the AP
Microeconomics exam next month. I met one on one with the student on the first morning to
discuss words she was having trouble with in Economics and get a better sense of what she
needed support on. I found that she was not struggling with the economics terms we went over as
a class. Instead, she was struggling with words that were parts of AP questions that were not
defined by me as part of discussions on content. These included words or phrases like “allocate”,
“in comparison to”, “in reference to”, “related to”. She understood what the words meant in
conversations and in other classes, but was having a hard time with them when she saw them on
Econ tests.
I had her look at an old AP exam and highlight the words or phrases she was struggling with. I
noticed that most were typical phases and words that commonly show up on the AP exam.
First, I directed her to a flashcard website that might help her learn some of the terms.
http://www.flashcardexchange.com/
The site has flashcards that are already made for all sorts of subjects. The website allows
students to build their own flashcard sets of terms or concepts. They can also add images. There
are also sets already made for economics. I asked Jane to make a set using the terms and phrases
she highlighted. The next day in AO, I checked to see if all of her definitions were correct and
edited any that needed to be changed.
Next I directed her to a site called Lyrics Training.
http://www.lyricstraining.com/index.php
This is just a fun website that could help her pick up English skills by filling in lyrics to songs
through context clues and music videos. I thought this might help her at picking up terms I
context. Wednesday, we went over practice AP exam questions and I answered any questions she
had about terms in context of the questions.
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.
Student will learn the terms
impose, beyond, mutual,
allocate, in comparison to,
related to, and in reference to
in the context of the multiple
choice portion of the AP
Microeconomics exam.
Formative: I will go over these terms with
the student and check to see
understanding on the flashcards.
Yes. Jane got 18 of the 20 questions
correct and she was able to understand
her mistakes on the two she missed after
we covered them.
Student will be able to define
the terms on their own
outside of the context of the
AP exam.
Summative: I will give the student a
practice AP Exam multiple choice quiz of
twenty questions include these terms and
phrases as part of answer choices and
questions.
Formative: I will go over these terms with
the student and check to see
understanding on the flashcards.
Summative: Before she takes the multiple
choice quiz, I will give her a short answer
quiz asking her to define the terms.
Yes. Jane was easily able to define all of
the terms.
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.
http://iris.peabody.vanderbilt.edu/ell/chalcycle.htm
I used the Iris Center to give me some ideas for sheltered instruction.
http://www.flashcardexchange.com/
I used Flashcard Exchange to help Jane produce digital flashcards to study.
http://www.lyricstraining.com/index.php
I used this site so Jane could have some practice figuring out phrases and words using context
clues.