Posted: June 11th, 2024

Arrange the clinical field experience for this course in a K-3 school setting that includes English language

Addressing Language Needs of English Language Learners (ELLs) in K-3 Classrooms
 
Part 1: Interview and Observation
To address the language needs of ELLs in K-3 classrooms, teachers employ explicit instruction of academic vocabulary and language structures within content area contexts. This involves intentionally highlighting and explaining key terminology, grammar, and discourse patterns relevant to the subject matter (Echevarría et al., 2017). Visual aids, gestures, and real-life objects support the acquisition of new vocabulary and language forms.
Fostering the relationship between verbal and written expression is crucial. Teachers model and scaffold the process of translating between these modes through activities like think-alouds during writing and collaborative writing tasks based on verbal discussions (Gibbons, 2015). Engaging ELLs in academic discussions and presentations before writing reinforces language skills.
A range of supportive strategies assist ELLs in structuring thoughts and expressing themselves effectively. Scaffolding techniques like sentence starters, graphic organizers, and strategic questioning provide guidance (Gibbons, 2015). Collaborative learning activities, where ELLs interact with native speakers or more proficient peers, promote language development through meaningful communication.
To make grade-level content comprehensible while nurturing English proficiency, teachers adopt sheltered instruction approaches. These involve building background knowledge, using visuals and multimedia, and employing hands-on activities (Echevarría et al., 2017). Differentiation with modified texts, bilingual dictionaries, and extended time accommodates varied proficiency.
Part 2: Plan and Reflect
After observing the K-3 classroom and discussing language instruction strategies with the mentor teacher, it became evident that a group of three ELL students from diverse linguistic backgrounds would benefit from targeted support. These students, hailing from Spanish, Vietnamese, and Arabic-speaking families, represent a range of language proficiency levels, from beginner to intermediate.
In consultation with the mentor teacher, it was determined that the primary language needs of this group revolve around developing academic vocabulary, improving reading comprehension, and enhancing their ability to express themselves verbally in academic contexts (Echevarría et al., 2017). Despite their varying levels of English proficiency, they share common challenges in navigating the complex language demands of grade-level content areas.
To effectively support their language acquisition needs during future field experiences, a multi-pronged approach will be implemented. Firstly, explicit instruction in academic vocabulary will be provided, focusing on key terms and language structures specific to the content areas being studied (Gibbons, 2015). This will involve pre-teaching vocabulary, reinforcing new words through visuals and gestures, and providing opportunities for repeated exposure and practice.
Additionally, reading comprehension strategies will be emphasized, such as activating prior knowledge, making predictions, and identifying main ideas and supporting details. Collaborative reading activities, where students work together to deconstruct and discuss texts, will foster a deeper understanding of the content while simultaneously developing their verbal communication skills (Zwiers and Crawford, 2011).

To further enhance verbal expression, structured academic discussions will be incorporated, allowing students to practice using academic language in a supportive environment. Techniques such as think-pair-share, sentence starters, and question prompts will scaffold their participation and encourage them to articulate their thoughts clearly and coherently (Zwiers and Crawford, 2011).
Furthermore, differentiated instruction will be employed to cater to the individual needs of each student within the group tasks (García et al., 2017). For instance, the beginner ELL may receive more visual support and simplified language input, while the intermediate ELL may be challenged with more complex texts and language.
Throughout the additional field experiences, ongoing assessment and progress monitoring will be essential to gauge the effectiveness of the implemented strategies and make necessary adjustments. Regular collaboration with the mentor teacher will ensure alignment with classroom instruction and provide valuable insights into the students’ strengths and areas for improvement.
 
References
Echevarría, J., Vogt, M., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Pearson.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.
Zwiers, J., & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Stenhouse Publishers.
García, O., Ibarra Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon Publishing.

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Arrange the clinical field experience for this course in a K-3 school setting that includes English language learners in which you observe and collaborate with a certified teacher. Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your mentor teacher detailing these requirements and what is being requested of the mentor. This document should include the scheduling required to complete all assignments.

Allocate at least 5 hours in the field to support this field experience.

Part 1: Interview and Observation

Discuss language instruction of ELLs with your mentor teacher. You may consult other teachers at your field experience site to gather additional information if needed. Include the following in your discussion:

How do you address language form (vocabulary, grammar, and discourse specific to a particular content area) and language function (the purposes for communication/use of language in academic and social contexts) in your classroom?
How do you address the relationship between verbal and written expression in your classroom?
What strategies do you implement to support the various language needs of ELLs?
How do you provide ELLs with content area instruction that meets grade level expectations, while supporting their English language development?
At least two additional questions to discuss with the teacher.
Observe at least one Grade K-3 classroom with ELLs. Pay special attention to how the teacher includes the forms and functions of language in instruction. Take note of the language supports provided to all students and the targeted/additional supports provided to ELLs.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 2: Plan and Reflect

Following the observation, identify with your mentor teacher a student or group of students with ELL needs you are able to work with in future field experiences. You will be working with the students in two additional field experiences. Discuss the needs of the students and how you can best assist in supporting their language acquisition needs during time in the mentor’s classroom.

Write a 250-500 word reflection summarizing your observations and discussions. Include how you will support the student or group of students in additional field experiences.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

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Study Notes & Homework Samples: Arizona’s instructional program for English language learners is based on four »Effective Instructional Strategies for English Language Learners in Grades K-3 Student