Clinical Field Experience Discussion 3

Spend time observing at least one content area classroom that services ELLs in a Title 1 setting. Let your mentors know that you are observing the implementation of SEI strategies.

In 500-750 words, summarize and reflect upon your observations within the classroom or classrooms that you observed highlighting on the SEI strategies utilized and the accommodations the instructor made during instruction for the cultural differences of the learners.

THESE SEI STRATEGIES WERE USED (DO NOT COPY AND PASTE)

1. Make lessons auditory, visual, and kinesthetic. Use visual representations to introduce new concepts and vocabulary. Find graphs, maps, photographs, drawings, and charts. Create story maps and graphic organizers to teach ELLs how to organize information. ELLs will benefit from hands-on activities. Have them learn by doing. Investigate project-based learningand Makerspaces.

5. Use cooperative learning strategies. Lecture-style teaching excludes ELLs from the learning in a classroom. We don’t want to relegate them to the fringes of the classroom, doing a separate lesson with a classroom aide or ESL teacher. Working in small groups is especially beneficial to ELLs who have an authentic reason to use academic vocabulary and real reasons to discuss key concepts. ELLs benefit from cooperative learning structures. Give students a job in a group, and monitor that they are participating.

6. Modify vocabulary instruction for ELLs. ELLs do not usually learn new vocabulary indirectly. It needs to be explicitly taught in order for them to understand texts that they are reading. ELLs need many more exposures to new words than native-English speakers. They need to learn cognates, prefixes, suffixes, and root words to enhance their ability to make sense of new vocabulary . Understanding context clues such as embedded definitions, pictures, and charts builds ELLs’ schema. They should actively engage in holistic activities to practice new vocabulary because learning words out of context is difficult for them.

ACOMODATIONS USED WERE:

aids such as text to speech software

Google translator

Picture dictionary

Modifications to choices for project to minimize confusion

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.