Language and Catechetical Institute Tutoring Partnership Weekly Assessment

Adapted from the Ohio Department of Educations Strategies for Diverse Learners Using the UDL Model

Focus on English Language Learners(ELL)

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Discuss the cultural background
of the student. Explain how you will use
their cultural knowledge and experiences
as teaching/ learning resources (for
themselves
and for other students).
*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didnt.
What is the level of students heritage
(native or home) language skills in all four
communication modes (listening, speaking,
reading and writing? How do you think
you will use their strengths and build upon
their weaknesses?
*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didnt.
Consult with the students English as a
Second Language (ESL) teachers or
tutors(Dr. Healy) and
share ideas on how to support the students
learning in both the content classroom and
the ESL classroom
. suggested to do with him is to play Hangman.
Artsiom is from Belarus. This is his second semester here. Before he came to Gaming he lived in Poland
with his sister. I will use his cultural background by asking him to compare the places he's lived to the
different cities he travels to this semester. I also will ask him about what he does in his free time and what
kinds of activities are popular in Belarus.
Jozef is a Byzantine Seminarian from Slovakia. I will ask him about his country. During our first meeting,
Jozef mentioned things about Poland because he recognized that my last name was Polish. He seems to be
interested when discuss mathematics and the Byzantine Divine Liturgy.
Artsiom is very confident when he does his homework in his workbook. He
understands the instruction that he receives in class. Whenever he does not recognize
a word, or needs an explanation, I write it down so that he can see. He sometimes
pauses during sentences In order to think of the right words.
Jozef already speaks English well. He still needs to learn the specifics of the English
language, such as when we change the endings of words to -ed or -ing. His accent
occasionally causes him to mispronounce words, but he is determined to get it
correct. I will use his willingness and determination to work with him.
When I mentioned that I was not sure what to do with Artsiom, because I had thought
he had gotten bored talking to me, Mrs. Husurvic told me that talking is what he
needs. As time has gone on I realize that is what he needs. Dr. Healy gave us topics
for conversation. I will try to use these in conversation with him.
Dr. Healy informed me that Jozef sometimes has a difficulty spelling. One thing she
 Please upload the document and complete each section after your tutoring session. You will be required to submit both templates into the Blackboard shell at the end of the semester.

You are required to meet at least 5 times with your partner per 6/29/2014.

Date Time Multiple Means of Representation: To provide students Multiple Means of Action and Expression: To provide options Multiple Means of Engagement: To tap individual learners' interests,
various ways of acquiring information and knowledge for students to demonstrate what they have learned challenge them appropriately and motivate them
to learn

02/11/1 5:1 Jozef asked about different word We also discussed polite phrases Discussed math topics such as whether or
6 5- endings and how they change using objects in the Mensa. It depends not zero is a natural number. We tried to
5:4 when suffixes are added. Before on what you say and how you say it. find the average of all natural numbers,
5 our next meeting I will do some and found that it depended on whether or
research on the changes. not we included zero.

02/16/1 5:2 We observed a student play the Discussed Salzburg, used words and Artsiom was pleased to see that I had
6 5- piano. Artsiom seemed interested. pictures to discuss the length and brought the paragraph he had written.
5:5 Maybe I will bring sheet music to width of the river.
5 one of our meetings.

02/25/1 5:1 After our last visit I found and I asked Jozef questions about aspects We discussed the Divine Liturgy. Jozef
6 5- printed out different rules of Divine Liturgy. seemed happy that I had come to Liturgy
5:4 concerning spelling changes. Jozef today.
5 looked them over and understood
them.

03/02/1 4:1 Artsiom reminded me that had I asked Artsiom about what he had Compared Rome and Assisi to where
6 5- told him I would draw something had for lunch today. Artsiom lives.
4:4 for him.
5

03/08/1 5:3 Wrote down words and phrases Artsiom repeated the words that he Artsiom showed me pictures that he took
6 0- Artsiom didn't understand. did not understand. from the Cupula.
6:0
0
03/22/1 5:1 We discussed the different Asked Artsiom questions about his We discussed Midterms, we he had them
6 5- pictures in the workbook. workbook. and what classes.
5:4
5

04/13/1 5:2 I answered different questions I asked Artsiom about what he did on We went outside because it was a nice day
6 5- that Artsiom had about my life. 9-Day and what he will do in the and Artsiom asked to go outside. Spring is
5:5 Summer. his favorite season.
5

04/14/1 5:1 I explained how to pronounce Jozef practiced his lines for the play. We repeated darnedest and awkwardest
6 5- some troublesome words by trying and tried to explain them.
5:4 to break them down.
5

04/19/1 5:2 I asked Artsiom about the talent I asked Artsiom about the play that I asked Artsiom what hobbies are popular in
6 0- show. the LCI students had done last Belarus.
5:5 semester. He was able to explain the
0 character that he played.

05/02/1 5:0 Next time I will ask him to write When there was a slight discrepancy Jozef practiced his lines for the play during
6 2- out some of his lines so that he between what Jozef said and what the dinner. Even with this addition of food, he
5:2 may make more of a connection lines were, we understood that the said his lines practically perfectly.
2 between the letters and sounds. different phrases were equivalent.
This may help him face new words
in the future.

05/03/1 5:3 I will ask Arstiom more questions Arstiom corrected me on the I talked to Artsiom about Poland. I went
6 0- when he has more time. pronunciations of the names of the there this past weekend and was able to
5:4 Polish cities. see part of where he lives.
0
Adapted from Ohio Department of Education, Lau Resource Center, March 2011