Field Experience Alternative Assignment
Video 5: ELL Strategies
Language Objectives: Based on your observations, explain what the teacher in the video
wants the students to be able to do in each aspect of language – l
...
Field Experience Alternative Assignment
Video 5: ELL Strategies
Language Objectives: Based on your observations, explain what the teacher in the video
wants the students to be able to do in each aspect of language – listening, speaking,
reading, and writing.
Listening: In Mrs. Kaplan's math class her listen objective was that in groups student
shall listen to one another’s answer from the problem. The speaking objective a group
speak to one another to find the answer or agree upon one.
Speaking: In Mrs. Kaplan's math class her listen objective was that in groups student
shall listen to one another’s answer from the problem. As for Ms. Brewers, her
objective was to quietly listen to what your peers have to say on a topic
Reading: Ms. Kaplan’s reading objective was students can read the problem and
identify components to solve it. Ms. Brewer's class the reading objective was to be
able to read materials given to apply to class discussion
Writing: Ms. Kaplan’s writing objective was, individually students must work by
themselves to write down an answer to the given problem. Then as a group, once an
answer is decided to write it on the board as your final answer. Ms. Brewer’s writing
objective was for students to answer the question in their journals from the discussion
and.
Description of activities: Describe the activities in detail.
Students are given a math problem on the board and given 30 to 60 seconds to think about
the problem. Ms. Kaplan will provide them with a sheet of loose-leaf paper to work the work
problem out, there is no specific time given to work out the problem but she will decide when
to tell the students to stop. Once she announces the students to stop working on the problem
individually, in groups students will be given one to two minutes to talk about it in their
group and come to a collective answer where they all agree on. Their final answer will be
written on a whiteboard then to lift it for everyone in the class to see. In Ms. Brewers, social
studies class the activity given to them is a discussion structure where it allows the kids to
talk about a text they are reading during the week it's an and to discuss what they were
thinking when they read the text. First expectations are given to students on what must
happen during the discussion. For the first 20 minutes she calling on students using hand
signals to talk or add to the discussion and Ms. Brewer makes sure that everyone has a
chance to speak. At the end of the discussion, she asks students questions they should be able
to answer and then they discuss it in groups of two. After they discuss groups in two they go
and discuss it as a class.Evaluation: How do you know the students in the video were (or were not) able to master
what the teacher was trying to teach? What would you recommend the teacher to do if
students were not able to master the material?
In Ms. Kaplan's classroom, I believe the students were able to master what she was trying to
teach. The reason for this because in group discussion students had with their peers, they
were actively involved and explain why they got to the answer. For a student who may no
understand at first, they have peers explain it to them why their answer may be wrong and
how to fix it. What I would recommend for Ms. Kaplan is to either have another activity with
the lesson or working one on one with the student. However, in Ms. Brewer's classroom, their
level of mastery of what they were doing was not that noticeable to me because this is
something she does a lot with her students. From what it looks like one can say they have
mastered the topic because many students can answer the questions based on the book the
read for the week. I do have any recommendation for this teacher she did a very good job and
I loved how engaged each student was.
Language-related difficulties and progress: Discuss the student’s(s’) language-related
difficulties and language-related progress. What challenges do the students show
(specifically – give examples)?
In both classrooms, there were no students who had any language-related difficult and
language-related progress from what I had seen. However, if there were to be a student who
had one of these I would say the problem would be being able to explain their answer. In the
video and part of the activity, students must share their answers so, it could be hard for an
ELL to the student to explain their answers.
Course content: How does what you observed fit (or not fit) with what we are studying in
class? What do you think about that? If it does not fit, why do you think that is the case?
How could you use what you learned in class in your field experience?
In regards to these two teachers and what was being taught, I do not it did not go in
hand with what was being taught. The reason why I think this is because there was a
lack of students who had language problems. In the video in these two women classroom
although you could not identify some of the students who were ELL students these strategies
were still incorporated into the classrooms. From what I saw in these videos I would use
them in my field experience is Think, Pair, and Share. This strategy allows students to teach
their peers while I walk around the classroom. I say this because when students get into their
groups they have their classmates explain what it is they did wrong and if they still need help
that’s when I come in as a teacher to help. So how this would be used in my classroom is I
would use this after we read a story I will give my students questions to answer on their own.
Once they have been given enough time they will discuss their answers in their groups and
then once a person from the group will raise their hand and share what answers the group has
discussed and new viewpoints they have learned.
Strategies: What additional strategies might you add? Explain your choices.
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