Chipola College

TSL 4081- TESOL Issues and Practices

Task Number: CC5D

Task Name: Teaching Students of Second Language – Practicum

Educator Accomplished Practices Indicators: 2.4, 2.8, 3.2, 3.6

Task Description

The student teacher will assist in a classroom with English Language Learners (ELLs) at the Quincy Migrant Education Summer Program for 15 hours during 3 days. Students will be required to complete one activity with an individual student, small group or whole group. Students will select and define ESOL strategies appropriate for use with the ELL.

What to submit?

Submit ananonymous description of an ELL including specific background information and an overall description of the student’s learning needs. Also include a typed anecdotal record about your daily experience with your ELL. Your record should include learning strategies that you observed that were successful or non-successful, characteristics of the students, your role(s) in the classroom, and an analysis of the student response to instruction regarding both cognitive and social skills. You will need to include a summary of the activity making sure to note areas of strength and weakness your student displayed during the activity.

Part I: Background Information

  1. In your description, include the following information about your ELL.
  2. General Background Information (grade level, age, etc.)
  3. Cultural Background (include Family Background, Country, etc.)
  4. Level of English Proficiency (include number of years of English Instruction)
  5. Current Educational Situation (Services received, tutors, etc.)
  6. Emotional, Linguistic, or Academic difficulties
  7. Social VS Academic language (Do you notice a difference)

Part II: Participate in the Classroom (Journal)

  1. Keep journals of the daily activity occurring in the classroom.
  • Observe teaching strategies used in the classroom
  • Monitor the students' interactions with the teacher.
  • If the teacher permits, take an active role in working with students.
  • Keep anecdotal records focused on student(s)’ behavior. You may look for such behaviors as:
  • Level of English language acquisition
  • Ability to communicate in English
  • How do the students react with each other
  • Their attentiveness in class (are they engaged or not)
  • Keep anecdotal records on the teacher’s behavior. You may look for such behaviors as
  • Teaching strategies that met the need of the ESOL student(s)
  • Were adaptations made if student(s) were displaying lack of understanding
  • Did the teacher display positive/negative feedback to the student(s)

Part II: Lesson/Activity

You will conduct one activity with your ELL student. This activity can include, but is not limited to, the following.

  • Read Aloud
  • Writing Activity
  • Sight Words
  • Math Manipulative
  • Reading Comprehension
  • KWL chart/graphic organizer
  • Art
  • Music
  • Science experiment
  • Map study

Include in this summary:

  • Activity Chosen
  • How many students
  • Adaptations in activity made for ELL student
  • Using Bloom’s Taxonomy include higher order questioning used with your ELL.
  • A strategy you taught your ELL student during the activity.

Part III: ESOL strategies

  1. What strategies did you noticed being used in the classroom? Did they work/not work?
  2. What strategies would you suggest using with your ELL student?

Task CC5D: TSL 4081 Practicum

Student Name: ______

Submission #:______

Supervising Teacher’s Name ______

Decision for F.E.A.P on this Task (check one):
Demonstrated: / 7 or more ratings are acceptable; none are unacceptable.
Partially Demonstrated: / 2 to 6 ratings are marginal; none are unacceptable.
Not Demonstrated: / 1 or more ratings are unacceptable.

Rating Scale Key: A = acceptable; M = marginal; U = unacceptable

Element / Criteria for "acceptable" rating / Rating
Part I:
Background
Information / 2.4 / Background information includes student’s culture, emotional, academic and linguistic issues, academic and social language, and family background. / __ A __ M __ U
Part II: Participate in the classroom and lesson/activity / Journal is detailed and contains specific activities and content as well as evidence that the observer recognizes progress and needs of the student. / __ A __ M __ U
2.8 / Adaptations were made during the lesson to accommodate the student’s level of proficiency. / __ A __ M __ U
3.2 / An ESOL strategy is listed that helps the student understand the subject matter. / __ A __ M __ U
3.6 / Lesson displays evidence of higher order questioning for ELL in order to show use of comprehensible input. / __ A __ M __ U
Part III: ESOL strategies / Strategies relate to classroom discussions on use of ESOL strategies. / __ A __ M __ U
Documentation of Hours / Documentation of required 15 hours is complete. / __ A __ U
Formal Reflection / __ A __ M __ U

Task Reflection

  1. Task Number: CC5D
  1. Task Name: Teaching Students of Second Language – Practicum
  2. Indicator(s) Met by this task for Accomplished Practice # ‘s:
  3. – Respects students’ cultural, linguistic and family background.

2.8 – Adapts the learning environment to accommodate the differing needs and diversity of students.

3.2 – Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.

3.6 – Employ higher-order questioning techniques

  1. Briefly summarize this task:

The student teacher will assist in a classroom with English Language Learners (ELLs) at the Quincy Migrant Education Summer Program for 15 hours during 3 days. Students will be required to complete one activity with an individual student, small group or whole group. Students will select and define ESOL strategies appropriate for use with the ELL.

  1. How does this task demonstrate your competency for this Accomplished Practice?