I don’t understand Part B number 4, “Explain specific ELL strategies used in relation to a recognized instructional theory” For Part B, what ELL strategies did you use during the lesson that are in line with ELL theories?
Explain specific ELL strategies used in relation to a recognized instructional theory
Part A The Documentation Form for Task 2 is confusing
Here is a complete rundown. Please contact a course mentor if you need help with this:
● For all of your 30 field experience teaching hours, you need to use the Field Experience Log. Just the one form will do. It’s best to keep it on the computer and type into it, because it will get very long, and you will need to submit it when you are done. Use the version in Assessments, under the Task 2 directions.
● You need to log all 30 hours on this form and you need to give ELL/ELD (etc) Standards for each lesson.
● In addition, you will need to choose any 5 of these same teaching hours to also write a separate analysis for. For that part you will type it out, narrative style, in a separate document, not using a form. Please read the directions (Task Requirement) in Assessments for Parts B and C before you begin your field experience to make sure you will have everything you need for this!
Parts B & C
For Parts B and C of this task, you need to choose any 5 of the lessons you taught to write a brief analysis that goes beyond the Documentation Form. Read ahead to make sure you know what needs to be included in these 5 lessons. Keep in mind that the requirements from Part B need to be included in your analysis for all 5 lessons, while the requirements for Part C just need to be represented at least once somewhere in those 5 lessons as a group (so these things don’t need to happen in all 5 lessons).
I don’t understand Part B number 4, “Explain specific ELL strategies used in relation to a recognized instructional theory”
For Part B, what ELL strategies did you use during the lesson that are in line with ELL theories? Did you use any TPR, from James Asher, or do anything to lower the students’ affective filter from Krashen’s Monitor Model, or did you link concepts to students’ background per the SIOP model, etc.? You may also have used increased wait time, gestures, etc., as strategies to aid student comprehension.
I don’t understand section C?
Ideally, you will read ahead and be planning for this requirement as you write part B. Make sure these elements are included in the lessons you chose to analyze. Here is a more specific breakdown:
C.1. Refers to an assessment that you create yourself for your ELL students, it can be either formative or summative.
C.2. Refers to an assessment that may or may not have been created for ELL students (such as an assessment that came with the textbook you are using)
Describe the adaptations you made for your ELL students. Such as writing a “glossary” of possibly unknown words used in the directions. Further, putting it up on the board or printing it out for those students. Or perhaps just giving them more time on the test.
C.3. Refers to resources/materials you selected to use in the lesson that were intended specifically to support/help ELL students with English and content
(did you show pictures to aid comprehension of content vocabulary?)
C.4. Refers to resources/materials you developed, or created, for the same purposes as C.3.
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