Daria Rohrer

ESL 1: Introduction to ESL

Teacher: Janet Pierce Teacher: Scott Urbanek Field Study Observation Report Visitation Dates: 1 1! 1" #ro$ %&11a$ 1 '" 1" #ro$ %&11a$ 1 (1 1" #ro$ %&11a$ ' ! 1" #ro$ %&11a$ ' 1" 1" #ro$ %&11a$

Section: 1 School Pro#ile

) had the opportunity to observe *s+ Debra Raudenbush+ She is an ,S- teacher in the .ocalico School District/ -ancaster .o+ P0+ *s+ Raudenbush has spent her 1hole career teachin2 children+ 3er passion is teachin2 children to read and a#ter spendin2 so$e years as a classroo$ teacher she decided to $ove on+ She beca$e a readin2 specialist and did that #or a #e1 years 4 even beca$e the #irst teacher in P0 to be2in 5readin2 recovery5 e6ercises+ She eventually 2ot her ,S- certi#icate and has been teachin2 ,--5s in the .ocalico School District ever since+ She divides her ti$e bet1een t1o ele$entary schools in the .ocalico School District7 Rea$sto1n ,le+ and 0da$sto1n ,le++ The School District is located in -ancaster .ounty and is one o# the $ost rural Districts in -ancaster .ounty+ Thou2h you 1ouldn5t think that a rural School District 1ould have very $any ,--s or any at all/ .ocalico does have a lot o# churches in the area that sponsor #a$ilies 1ho are i$$i2ratin2 to the U+S+ The School District has a nu$ber o# Russian students and a lar2e 2roup #ro$ -aos that speak *oun2+ ) have done all o# $y observation at Rea$sto1n ,le+ 1hich is 1here $y cooperatin2 teacher is in the $ornin2s/ this has only been #or the past year #or she 1as in one school #or a nu$ber o# years be#ore this split bet1een t1o schools+ ) observe her at Rea$sto1n ,le$entary School in Rea$sto1n/ P0 on Fridays #ro$ %&11a$+ The school has appro6i$ately 899 students and *s+ Raudenbush sees : students in her ti$e at Rea$sto1n ,le+ The ,S- classroo$ is the only support service 2iven to ,--s that directly pertains to their learnin2 ,n2lish+ *s+ Raudenbush used to have an evenin2 spent 1ith parents as a support to the$ but that beca$e $ore di##icult no1 that she is split bet1een t1o schools+ She also alluded to the #act that this 2roup o# students have parents that do not speak any ,n2lish and also 1ork $any ;obs so it is hard to talk to the$+

Section ' : .lassroo$ Pro#ile

*y cooperatin2 teacher5s na$e is Debra Raudenbush and she teaches <&8th 2rade ,S- students in t1o ele$entary schools+ ) observe her only in one school/ Rea$sto1n ,le$entary on #ridays #ro$ %&11a$+ She sees : students all to2ether at Rea$sto1n ,le$entary but they are broken up into 2rade level or level clusters+ The $ost students she has at one ti$e is three+ She has = boys alto2ether and ' 2irls+ *any o# the students >=? speak 3$on2 and the others >'? speak Spanish as their -1+ *ost o# the students speak li$ited to pro#icient ,n2lish+ There are no special education or 2i#ted students in any o# her classes+ *s+ Raudenbush has been teachin2 #or $any years and a nu$ber o# those 1ere as a Readin2 Specialist doin2 Readin2 Recovery+ She has so $any resources and $anipulatives as her disposal ) don5t kno1 ho1 she picks and chooses@ She does a lot o# 1ork 1ith picture books and allo1in2 the child to direct the #lo1 o# in#or$ation+ She also uses Science in a lot o# her activities to 2uide the speakin2 and 1ritin2 parts+ Ae talked so$e about ho1 she 1orks 1ith the #a$ilies o# the students and she said that be#ore she s1itched to t1o di##erent schools she 1as havin2 a $onthly parents5 ni2ht 1here parents could co$e in and see the classroo$ and talk or ask her Buestions but 1hen she $oved to t1o di##erent schools that 1as not a viable option any$ore+ She also said that a lot o# the parents this year do not speak any ,n2lish and $any o# the$ 1ork t1o ;obs and it 1ould be di##icult co$$unicatin2 1ith the$+ The only $ethods she uses to co$$unicate 1ith parents is the A)D0 testin2 parent scores and throu2h parent teacher con#erences+ There isn5t $uch co$$unication #ro$ the classroo$ teacher 1ith the ,S- teacher+ Only 1hen Buestions arise about ho$e1ork issues or ho1 to talk to the parents about a proble$+ 0pparently/ there is so$e ne2lect o# the ,S- position in the school and respect is not al1ays sho1n to everyone 1orkin2 in the buildin2+

Section (: Teacher )ntervie1

1. What are some techniques you use to help a child feel comfortable walking into your ESL classroom for the first time? My ESL classroom is ery in iting space! open" a beautiful window iew" interesting# e$citing manipulati e acti ities %a wooden & story doll house with furniture and international dolls# a &'( )' antique barn with *erman made animals# tractor# and farm figurines+# and a nature center. ,he students are in ited to e$plore the room as we get to know each other. ). What is your e$perience with the -silent period- before a child starts speaking a new language? .ery indi idual. Some students remain silent for many weeks# e en months# others begin speaking within a few weeks. &. /ow do you gain a parent-s trust? Many of my parents are ery busy working and0or don't speak much# if any# English. 1 am an ad ocate for them and their children. 1 keep things simple and e$press interest in the well2being of their families. 1 also ha e held ESL family nights that include a pot2luck international meal. 3. /ow can you help a student who feels ery o erwhelmed by the English speaking culture? Encourage classroom teachers and all in ol ed with the child to scale things down# keep things simple# and ha e the child spend e$tra time in the ESL room 4 as much time as needed. 5. /ow are children identified for the ESL program? W267, screening test. 8. 9o students like their heritage brought into the classroom? i.e.e eryone bring in a food from their home country... Most families are too with maintaining life at home to gi e much support for their child regarding school. ,he students want to :fit2in; to 6merican school culture# and really hesitate to e en speak a few words of their first language. ,hey will bring things in# if other students are# too# but may require e$tra prompting. ,hey are ery e$cited to share their heritage at our ESL family nights# where the audience is only other ESL families.

<. /a e you e er had students from another country that did not get along with another student because their countries do not get along? =e er. >. /ow does a child test out of the ESL program? ,he student must score a composite score of 5.? or abo e on the W19626ccess Language proficiency assessment# along with a erage or abo e classroom grades0performance# basic or abo e on local assessments# and basic or abo e on the 7SS6. @. /ow do you see the child-s classroom teacher as a collaborator? ,he classroom teacher is encouraged to resource the ESL teacher for curriculum and test modifications and0or any social issues the ELL may be dealing with. We re iew student progress# grades# and their writing performance at the end of each marking period. 1?. Aan a child test out then come back into the ESL program? /ow? When an ELL :e$its; from ESL lessons# the student is then monitored for ) consecuti e years. Monitoring in ol es the ESL teacher meeting with the classroom teacher at the end of e ery marking period to re iew the student's grades and performance. 1f the student is struggling and not maintaining to the a erage of the class# the student may :re2enter; ESL instruction. ,his is typically a team decision through the Btii process. 11. /ow do you make sure the students are using what they learn in your classroom throughout the day? ,his question isn't rele ant to my ESL program. Language acquisition is fluid and ongoing. ,ypically# the classroom pace and content is beyond where the ELL is functioning. 6ccommodations are made. ,he ESL content isn't something that is measured in or outside of the classroom# but supports the ELL as language is acquired and as they learn the content of the grade le el instruction. 1). /ow do you get a quiet child out of the -silent period-? 1t isn't a matter of getting a child :out of; this silent time. ,he silent period is the time when the child is processing internally the new language. 1t is appropriate and normal. E en if the child remains silent for a long time# it is relati e to that student's capacity and acquisition process. /e0she may Cust

start talking in complete sentences one day after many weeks of being silentD 1t is ery comparable to how a baby begins to talk# and Cust as indi idual. 1&. 9o you teach etiquette in the ES? Why or Why not? =ot necessaryD ,he ELLs are far more mannerly# polite# respectful and conscientious than 6merican students. 13. 9o you ha e parents that want a lot of feedback about their child? /ow do you accommodate? =o# parents are o erwhelmed by the amount of information# data# and Cargon that is presented to them at parent conferences and with what is indicated on report cards. 15. 9o classroom teachers come to you with questions about a student-s background? What do they typically ask? .ery rarely. Fnly questions about home support if the student isn't bringing back required papers and0or forms that need to be signed# and0or isn't keeping up with homework. 18. /ow does a classroom teacher-s input help you to teach in your classroom? .ery little classroom teacher input. 1 ha e my curriculum and teach from where the child is actually performing# whereas in the classroom things are mo ing along quickly# and the ELL is accommodated to that unit of study. 1<. 6re you asked to adapt curriculum for classroom teachers? What is typical? Ges# typically for science and social studies content areas. Scaling down ocab.# and test questions. Hinding books on topic that are on a basic concept le el. 1>. 6re there any other supports for families from the school? Sadly# no. 1@. What strategies0methods do you use with your students? ,his is a loaded question esp. since my background includes sp.ed. certification and e$perience# reading specialist and reading reco ery from which 1 integrate all of the abo eD Hirst# and foremost# 1 take the child from where she0he is# from what the child knows and has a foundation in. Secondly# 1 pro ide ample

time for casual con ersation# and meaningful :down time; for the ELL to :deflate; and rela$. E erything we do is :holistic; with lots of e$periential e$periences and acti ities. 1t is a classroom and learning setting where the student is truly recogniIed# known# and heard for who they are# what they bring# and the strengths each of them ha e. )?. What other support do you ha e for the students other than the ESL classroom? Beading support# math support# tutoring# peer tutoring# guidance counselor# adult buddies.

Section ": .lassroo$ Observations *s+ Deb Raudenbush uses a lot o# di##erent types o# activities to teach her students+ One o# the activities she i$ple$ents is the read aloud/ she also uses ;ournalin2 1ith each student+ 0nother i$ple$ent she uses is called Priority Spellin2 4 1hich ) 1ill e6plain in detail later in this paper+ 0ll three o# these strate2ies are a 2reat 1ay to teach the ,n2lish lan2ua2e to anyone not ;ust an ,--+ The children really e6cel 1ith all o# these strate2ies and others that $y cooperatin2 teacher uses+

The #irst strate2y ) $entioned above is the read aloud+ *y cooperatin2 teacher $eets 1ith each 2roup o# students/ so$eti$es ;ust one at a ti$e/ every day o# the 1eek #ro$ '8&(9$in+ at a ti$e+ The #irst 8& 19$in+ are a read aloud ti$e+ The teacher chooses a book #ro$ classic children5s literature selections+ She is sure to choose a book that depicts basic concepts and vocabulary+ They also are 2ood e6a$ples o# daily li#e/ basic ob;ects/ and the natural environ$ent+ The students all 2et their o1n copy o# the book to #ollo1 alon2 1hile the teacher reads aloud+ This activity is also paired 1ith the ;ournalin2 activity+ The students 1ill 1rite various responses to the literature at pro$pted ti$es+ ,6a$ples #or <&'nd 4 -ittle Cear/ Fro2 and Toad/ Dr+ Suess Ce2inner Cooks ,6a$ples #or (rd&8th 4 .harlotte5s Aeb/ The Tru$pet o# the S1an/ Ahere the Red Fern Dro1s

Journalin2 is another 2reat activity #or the ,S- classroo$+ )n *s+ Raudenbush5s roo$ each student has their o1n ;ournal+ These ;ournals are #or illustrations as 1ell as 1ritin2s #ro$ the student+ The entries $ay include but are not li$ited to: personal e6periences/ nature entries/ responses to literature/ and 1ritin2 pro$pts o# 1hich $any are related to the activities done in the classroo$+ *any o# these ;ournal entries spur the ne6t activity 1hich is Priority Spellin2+

Priority Spellin2 is the third teachin2 strate2y ) chose to talk about+ For this on2oin2 activity each child has a EPriority Aord Spellin2 Cook+F This activity is paired 1ith the student5s ;ournal because

1ords that they $isspell in their ;ournal beco$e 1ords that 1ill 2o into their EPASC+F Aith the 1ords 1ritten in their book the student $ust then read the 1ord as they have it 1ritten in their ;ournal entry+ The the child 1ill #ind the 1ord on the 1ord1all/ i# applicable+ The ne6t #e1 activities are all 1ays to help the child re$e$ber the 1ord and $aster it+ One 1ay is to $ake the 1ord 1ith play dou2h then trace the play dou2h 1ith their #in2er+ 0nother 1ay to $aster the 1ord is to 1rite it on the chalkboard three ti$es erasin2 each ti$e+ *ake the 1ord 1ith $a2netic letters7 usin2 both hands+ Finally/ a 1ritten test is 2iven #or each 1ord+ This test is $ade up by the teacher and is custo$iGed to $eet each student5s needs+

Section !: Develop$ent o# activity #or ,--s

ReBuire$ents: Title Drade -evel Sub;ect .ontent -evel P0 0cade$ic Standards

.ontent: Cald ,a2le Reco2nition Third Drade Science Science (+1+( 0 1 4 Describe characteristics o# livin2 thin2s that help to identi#y and classi#y

,n2lish -an2+ Pro#iciency Standards

,-D 4 Standard " : The -an2ua2e o# Science -evel ( 4 Developin2 >e6plain outco$es usin2 illustrations or orally? Do$ain 4 Aritin2 .o2nitive Function 4 0nalyGin2 Topic Related lan2+ & .olor/ te6ture/ 1in2 span/ talon/ diet/ Hational ,$ble$+

.an 4 do descriptors .o$$on .ore

Take notes usin2 2raphic or2aniGers ..SS ,-0 4 -iteracy A+(+' Arite in#or$ative e6planatory te6t to e6a$ine a topic or convey ideas and in#or$ation clearly+

Procedures #or activity

1+ Ahole 2roup discussion a+ pass out <A- chart >attached? b+ Ea bald ea2le is a lar2e bird that is the national e$ble$ o# the United States+F c+ -et5s #ill out the < section o# our 2raphic or2aniGer as a class+ Ahat types o# birds do you kno1 o#I Ahat do they look likeIAhat do you already kno1 about the bald ea2le 4 look at the pictures+ '+ Jou 1ill #ill out the A part o# the 1orksheet by yoursel#+ Arite at least ' Buestions you A0HT to kno1+ (+ Usin2 in#or$ation books #ro$ the library have 2roups o# '&(students look up #acts and #ill out the - section o# the 2raphic or2aniGer+ 3ave the other o# the class break up into '&( student 2roups to look up in#or$ative 1ebsites to 2ather #acts+ Then s1itch+ "+ 0#ter enou2h ti$e has passed #or the 2roups to 2ather and 1rite do1n in#or$ation/ co$e to2ether as a 2roup and brainstor$ the #acts that

the class ca$e up 1ith+ 8+ Turn the 2raphic or2aniGer over+ Dra1 #our eBual sBuares+ )n on the the sBuares dra1 your o1n picture o# a bald ea2le+ 1+ Jour ho$e1ork is to take this ho$e and alon2 1ith your parents and siblin2s #ind ( other birds and dra1 the$ in the re$ainin2 spaces+ .o$$unicative 0ctivities Ahole 2roup discussion 4 see Procedures #or #or activity K1+ This allo1s students to speak to the in#or$ation they already kno1 about+ Support #or ,--s co$$unication Ahole 2roup 1ork 4 see Procedures #or activity K"+ Ahen 1e co$e to2ether as a 2roup at the end o# the activity ) >the teacher? can $ake sure that the students 1ere #ollo1in2 the directions correctly and that they are pronouncin2 1ords and phrases appropriately+ Ae can then talk $ore about our topic related lan2ua2e to $ake sure the students have a 2ood basal understandin2+ Strate2ies that reco2niGe the -1 Ahole 2roup 1ork 4 see Procedures #or activity K1+ Luestions such as Ahat types o# birds are #a$iliar to youI 0nd Ahat else do you kno1 about birdsI 0re va2ue and leadin2+ 3ope#ully these types o# Buestions 1ill brin2 about a discussion o# the kinds birds the students re$e$ber #ro$ their country o#

ori2in+ Fa$ily )nvolve$ent 3o$e1ork assi2n$ent 4 See Procedures #or 0ctivity K8+ The ho$e1ork is to have your #a$ily help you to identi#y three di##erent types o# birds and dra1 the$ in the open spaces alon2 1ith the bald ea2le on the back+ Cecause $any o# the parents o# ,--s cannot speak ,n2lish the$selves this type o# easy assi2n$ent helps the parents #eel 2ood about bein2 able to help their child 1ith 1ork+

Name: __________________ Bald Eagle Recognition

K
What I Know

W
What I Want To Know

L
What I Learned