Trent Stapleton

ITEC 7430

ELL
Report Template

1. Description

a. The field experience took place in a small group ELL classroom. The ELL classroom was part of
a public elementary school in Roswell, Ga.

b. During the field experience I worked specifically with students from the 2nd and 3rd grades. The
chart below describes each student.

Student Age Grade English Proficiency Observed Characteristics

Level
A 7 2nd Developing Student A was not shy about
speaking in English. Student
A’s conversational language
seemed appropriate, but
struggled to read a book that
was on grade level. Student A,
while struggling to read, did
not struggle to retell their
story.
nd
B 7 2 Developing Student B appeared to be the
most confident in their
language skills. Student B
struggled to stay on task. Not
because they struggled to read,
but because they were
frequently trying to upstage
other students in the class. It
was difficult to get student B
to stay focused on their own
work, however, student B was
the only of 4 students that I
observed that did not struggle
to read on their grade level.
C 8 3rd Emerging Student C was the least
confident of the students that
were observed. Student C
paused frequently while
reading, but with little
coaching was able to read on
their grade level. Student C
 also appeared to be the most
shy when working with other
students. Student C was asked
to return to speaking in English
several times during the class,
but was quick to revert back to
their native language when not
interacting directly with the
teacher.
D 7 3rd Emerging Student D seemed like an
average 3rd grade student.
Student D did not speak very
often during class, was capable
of reading on grade level
without much struggle and was
also able to retell the story
easily in their own words.

c. I met and worked with these students on 10/31, 11/2, 11/7, and 11/9. I met with the 2nd grade
students from 9:00 AM to 9:45 AM and with the 3rd grade students from 9:50 AM to 10:35 AM.
Each work session began with 10-15 minutes of whole group instruction followed by 30 minutes
of individualized instruction with these four students.

d. With both groups of students, the focus was to increase levels of reading fluency. The goal was
to provide ways for students to actively participate in driving their own fluency instruction. Each
interaction began with approximately 10 minutes of whole group instruction on using Seesaw.
Following the initial 10 minutes, I then worked with the pairs of students on a 1:2 setting,
helping to guide them through using Seesaw and record, post, reflect and create goals for their
reading fluency.
2. Objectives and Assessments
Write 2-3 learning objectives and state how you will assess each. Provide evidence for meeting the objectives.
Objective
(Content) The student will
demonstrate the ability to
identify areas of weaknesses
in their ability.
(Language) The student will
retell a story accurately and
in their own words
(Language) The student will
show understanding of
grade appropriate site
words.
Assessment
(Formative) I will observe and ask
questions while the students are working
(Summative) Students will post a video of
themselves retelling the story in their own
words. A rubric with required components
(main character, main event(s), setting(s),
supporting character) will determine
students level of proficiency.
(Formative) I will observe students
recording themselves reading and check
for understanding as they read.
Was the objective met?
Evidence of student learning.
Yes. All students successfully uploaded
their work to their Seesaw journal and
successfully
Yes. All students successfully posted a
video of themselves retelling the story in
their own words. Students A, C, and D all
retold all required items. Student B
forgot to retell details of the settings.
Yes. All students successfully posted an
image of their short story with their
verbal annotations. All students showed
an understanding of their stories.
3. Resources
WiDA ELL Standards

Board of Regents of the University of Wisconsin (2014). 2012 Amplification of the English language
development standards. Wisconsin: Board of Regents of the University of Wisconsin System. Retrieved from
https://www.wida.us/standards/eld.aspx.

I began by identifying specific ELL standards that the students were already working with in class. It is
important to develop lessons for ELL students that have specific goals. The WiDA ELL standards help to create
these goals. I specifically chose the ELD Standard 2: The Language of Language Arts to help set goals for these
specific field experiences. By using standards, students can identify the specific goal of the activity, which allows
them to identify and develop their own goals for the future.

IRIS ELL Training Module

Retrieved from: https://iris.peabody.vanderbilt.edu/module/ell/#content

Specifically, I utilized some of the strategies shared in the Reading Comprehension section of the module. The
focus was to allow students to demonstrate their comprehension by retelling a short story. While the students were
reading their passage for the first video, students had the opportunity to ask for clarification of what words meant.
There was no assessment tied to the first recording, so students were simply using that time to ask for clarification
and make sure they had a clear understanding of what they were reading.

As a post-reading strategy, students were asked to summarize and retell the story in their own words.

Retelling as an effective reading comprehension strategy for young ESL learners

Han, J. (2005). Retelling as an effective reading comprehension strategy for young ESL learners (Unpublished
master’s thesis). Iowa State University, Ames, Iowa.

As stated in this thesis, it can be difficult to assess student growth for many levels of students learning the English
language. One valuable strategy to assess comprehension for students learning the English language is to have
them retell what they read. We used this strategy as the foundation for this activity, as the main assessment piece
was the students retelling what they read. As stated in the thesis, when students answer reading comprehension
questions they are limited to the information they can provide. But when students retell what they read, a more
thorough assessment of students’ comprehension is provided (Han, p. 7).