Since ELLs must acquire English language and develop content knowledge simultaneously, effective instructional practices result in ELLs making gains in both.
Arrange the clinical field experience for this course in an inclusive K-8 school setting that services at least one ELL in which you can collaborate with a certified teacher mentor.
Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your teacher mentor detailing these requirements and what is being requested of the teacher mentor. This document should include the scheduling required to complete all assignments.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Observations and Interview
Observe your mentor for at least two hours or two class periods. Focus your observations on how your mentor delivers grade level content area instruction while addressing the language needs of the ELL students in the classroom. Following your observations, discuss the lessons you observed with your mentor and ask follow-up questions about English language and content area instruction. Include the following questions in your interview:
What research-based best practices do you apply in your teaching of ELLs?
How do you support ELLs in their language development and mastery of content area standards at the same time?
How do you use content and language objectives to guide instruction for ELLs?
What scaffolds and differentiation do you use during instruction to support your ELLs?
How do you differentiate assessments for ELLs?
How do you evaluate materials and resources to ensure they are appropriate for ELLs, including considerations of multicultural curricula?
How or when do you adapt or modify materials and resources for ELLs in your classroom?
What strategies do you implement in your classroom to engage ELLs?
Part 2: Planning and Discussion for Student Observation
Collaborate with your mentor to identify an ELL student who would benefit from one-on-one instructional support. With your mentor, plan an observation time for Topic 3 Clinical Field Experience B to observe the student receiving targeted ELD instruction, also known as Designated/Dedicated ELD or ESL/ESOL instruction, where language objectives are the primary focus of the lesson and instruction is delivered by a teacher endorsed in English language teaching (e.g., SEI, ESL/ESOL, or bilingual endorsement). If your mentor has such an endorsement, you may plan to observe a specific time when the mentor works with the ELL student to deliver ELD instruction apart from native English speakers in the classroom.
In addition to your planning, ask your mentor to review with you the ELL student’s assessment data, work samples, and other evidence of learning. Request to see any score reports of English language proficiency assessments (e.g., AZELLA or ACCESS score reports) and discuss how to read the reports and interpret the information.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 3: Reflection
Write a 250-500 word reflection on how to support ELLs in the development of both English language skills and content area knowledge in the general education classroom. Using a pseudonym for the student, include a summary of the data you discussed with your mentor and describe how you would specifically provide support for the student in the development of language and content knowledge.
Ensure you reference findings from your observations, interview, and discussion explicitly within your reflection.
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