ESL_546_Field_Experience_B.docx(1) ESL-546 Field Experience B GCU: ESL-546 I did my second field experience assignment observing Mrs. Bur
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ESL_546_Field_Experience_B.docx(1) ESL-546 Field Experience B GCU: ESL-546 I did my second field experience assignment observing Mrs. Burns 1st grade EL class from Mt. View Elementary in Metro Nashville Public Schools. Before starting the lesson, we discussed the formats of her lessons weekly and she explained the strategy she uses most often being the 3Ls. She focuses on the full weekly lesson structure which she uses 3Ls (Language, Literacy, and Learning). She uses strategies within the lesson that hits listening, speaking, vocabulary, grammar, reading, and writing. She provided me with valuable PDF of the Metro Nashville Public Schools EL Supports with examples of Scopes and Sequences. Strategies within the lesson: ï‚·Listening – Varied Step Directions – this will be achieved by “Peeling the Onionâ€, a strategy in which students are slowly released to begin the activity based on language level. Level 6 students would get the least amount of support, getting the shortest directions and then will be released to begin working. This will be repeated for each level, making the group smaller and smaller as students are released until the students needing the greatest number of supports are remaining in a small group with the teacher. o Entering (Level 1) – 1 sentence at a time with visual cue for each o Beginning (Level 2) – 1-2 sentences at a time with visual cues for most o Developing (Level 3) – 2-3 se. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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