ELL Report

1. Description
Field Experience Setting
For the purposes of this field experience, I will be working with four students that are classified as ESL
students from my school. The students range from 3rd to 5th grade. I will be working with these students
in my technology lab two times a day for an hour each session. We will have access to technology such
as computers, iPads, and any other resource that my school has that I deem necessary. These students
were chosen for me to work with by my ESL director because of their lack of familiarity with English.
This is the first year in the United States for these students, and therefore their fluency in English is very
limited.
Student Bios
Maria, a third grade student, has almost no English background knowledge. She has difficulty carrying
on basic conversations, and I find it necessary to use any Spanish skills that I have to communicate with
her. Maria has a very congenial personality and is very sweet and extroverted despite her difficulty
communicating.
Marco, a fourth grade student, also has almost no English experience. He cannot carry on a basic
conversation in English, and is very shy because of this language barrier. Marco, is shy and prefers not
to participate in group conversations and activities. Marco has an older sister, Sarah, in the group as
well.
Sarah, a third grade student, has almost no English speaking skills. Sarah is a friend of Marias, therefore
she feels more comfortable in the group than some of the other students. Sarah, like Marco, has almost
no English background, however her openness to trying to communicate and participate makes her learn
skills faster than her brother.
Vanessa, a fourth grade student, has little English skills. Vanessa is shy but willing to participate. Her
teacher referred Vanessa because of her inability to speak English. Her teacher was afraid that Vanessa
was not learning any content in class because she could not understand English.
Schedule
The students came to my technology lab at 9:00 and stayed until 10:00 for our first session together.
Students came back at the end of the day, 1:00 2:00, for a second group session. We followed this
schedule for Monday and Wednesday, and the students only came for one hour the following Friday.
Interaction/Engagement
Engagement and interaction with the students was initially difficult due to the language barrier. I was
able to, however, recruit the help of one of the front desk secretaries to help me with the group activities.
As I developed the lessons, the secretary would help me implement them and explain concepts to the
student that I could not. She was bilingual and able to communicate with the students in Spanish.

After I tried to explain the concepts to the students, the secretary would clear up any confusion and
make sure that the students were ready to begin before leaving them with me for the remainder of the
session. Although communication was difficult, we were able to muddle through it and complete the
tasks that I had planned.

2. Objectives and Assessments

Objective
Language and Verbal
Skills

Assessment

Was the objective met? Evidence

of student learning.

Formative

The objective was met.

I will listen, interact, and observe the

students as they participate in the
card game, Go Fish.
The students will practice their
conversation skills and I will help
and correct them as needed. We will
play for a long time so that students
are able to practice and master their
skills.

Although some students took a

long time to warm up to the
activity, all of the students were
able to correctly identify the cards
that they needed, correctly
pronounce the words and phrases
to ask for the card, and respond
appropriately.

Formative

The objective was met.

The students will be able

to choose Science/Social
Studies topics, research
the topics, and carry on
a conversation about the
topic.

I will help the students do simple

research on ESLBrainPop and
participate in the conversations. I
will judge the students on their
ability to communicate the idea that
they researched and communicate
their own ideas about the topic.

Language and Verbal

Skills

Formative

The students have very limited

conversational skills, however, I
was impressed with how much
they could communicate when
they would talk about things that
they were interested in. The
students looked up topics like,
babies, war, and domesticated
animals (cats and dogs).
The students used these topics to
talk about their families and home
life.
The objective was met.

The student will be able

to correctly identify and
name the card that
he/she desires.
The student will be able
to correctly ask for the
desired card.
The student will be able
to answer the questions
correctly, in English,
according to his/her
hand of cards.
Content

I will travel with the group around

The students will be able the school as the students use the
to use the World Lens
app to translate text around the
App to explore and
school.
discover the meanings of
The students will be judged on their
posters, signs and texts
ability to seek out new text and use
around the school.
the app to decode the message.

The students did a great job of

becoming comfortable using the
augmented reality to change the
text to their native language. It was
fun to watch them begin to
understand text and signs that they
had not understood before.

3. Resources
1)

www.brainpopesl.com/
Gainesville City School System Account
This resource was used to find topics for the students to explore and discuss.

2)

http://iris.peabody.vanderbilt.edu/ell/chalcycle.htm
Module Content
This resource was used to learn about the needs of ELL students. This resource provided me with
strategies to interact with and interact with the students.

3)

http://oedb.org/ilibrarian/50_essential_resources_for_esl_students/
Online Resource
This resource helped me explore potential ways to make learning easier for my students and how
I could used a variety of different methods to meet the needs of me ESL students.