Week 12 Assignment #3

Here is a link to my Prezi

Week 12 Assignment #2

Reflection:

The more technology that we can introduce into our students lives the better. Most students see technology and know how to use it for one or two things. We need to be able to expand their knowledge of technology to go beyond social media.We need to teach them how to create digital books, digital brochures, design class webpages, etc. The more technological tools we provide them with now, the more equipped they will be further in their education. 

Candidate’s Name: Kylie Hubbard

Grade Level: 3rd Grade

Title of the lesson: Creating a Digital Story

Length of the lesson: 3- 45 minutes sessions

Central focus: Students will create their own family story using a digital storybook. Knowledge of students: Students will use their knowledge of their family and writing about them.

Key questions: Why is family important? Is there only one “type” of family? What are some of the different types? What is a digital story?

Common Core State Standards Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Fluency: CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.3.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Support literacy development through language Vocabulary ●      Digital storybook, Create, Design, Move, Adjust, Text, Illustrations, Size.  Sentence Level ●       Sentence structure will include: a subject, verb, and object. Discourse ●     Students will work to create their own family storybook

Learning objectives Students will be able to create their own digital storybook based on their family. Students will be able to use zoo characters from the CultureStreet to represent their family. Students will be able to share their storybooks with the class

Formal and Informal assessment Were students able to navigate the digital storybook? Were students able to use all the editing options on the site? Were students able to share their storybooks?

Instructional procedure: Day 1: The teacher will start the lesson by reviewing the key questions. The teacher will provide an example to the class.        https://www.emaze.com/@AFQZFLCC/Surrealism-H&K If you need a code, please enter the following: 9045 The teacher will then inform the class that they too get to make their very own digital storybook. The teacher will demonstrate all the editing features. Adding characters, adding backgrounds, adding additional images, adding text, and how to adjust the text and images. Also, how to move an image to a desired location. Together, as a class, the students and the teachers will create a book together for their classroom family. The teacher will provide the website to the students via the Smart Board. Students will be instructed to familiarize themselves with the site, but not to create anything. Day 2: 1.     As a class, we will review the previous days activities. 2.     Students will be instructed to access the website. 3.     Students will be instructed to begin their story: select the character you liked most from yesterday. Start adding text: using full sentences. Place images and text where it seems most fitting. 4.     When students are finished. The teacher will demonstrate how to save and print their storybooks on the Smart Board. Day 3: 1.     As a class, we will review the previous two days activities. 2.     Students will be instructed to make final touches on their storybooks. 3.     Students will then print their final copies to turn in. 4.     Students will also share their storybook on the Smart Board

Materials: ·       https://www.emaze.com/@AFQZFLCC/Surrealism-H&K ·       Computer ·       Internet ·       Smart Board ·       Projector

Reflection Were students able to create a digital storybook? Were the students able to complete sentences? Were students able to share their storybooks with class?

ENL Case Study

Kylie Hubbard

EDLI 636

Spring 2017

Dr. Hsu

ENL Case Study

Background

I completed my field observation at an elementary school in the Hudson Valley, with a male student in the second grade. The elementary school, Cornwall-On-Hudson is one of three elementary schools in the Cornwall Central School District with an overall population of 3,184 students. The elementary school has a population of 145, with 15% of their population being Hispanic or Latino. Mrs. McCarthy is currently completing her last year of teaching, as she is retiring after teaching for numerous years.

The student I observed in Mrs. McCarthy’s 2^nd grade classroom is 1 of 23 students. I will refer to the student as “D,” he was born in America along with his three brothers, however his parents emigrated to the United States at an unknown date. His parents speak little English as his families primary language is Spanish. His oldest brother, who is in his second year of college, is the essentially the families translator and assists all of his brothers ranging in age from 7-16.

After speaking with the ENL teacher, Mrs. Reiss, who works with D and other students in the building; I have learned and observed many aspects of an ENL teacher. I have also concluded that D’s parents are concerned with their children’s education, but do not play an active role in communicating with teachers or attending meetings even when the school provides a translator. The ENL teacher reviewed the various types of activities that she works on with ENL students; D in particular has come a long way since the beginning of the year. At first, when Mrs. Reiss worked with D she would scribe what D was saying into his journal. As time and practice progressed, D started writing his own words and stories. D also actively reads and is improving; he started at a Kindergarten level and is now at a high 1^st grade level.

While I was observing the contents/materials of the ENL room, I noticed a lot of board games that have been mentioned throughout our course. I asked Mrs. Reiss if D enjoyed playing them, her response was, “D would rather read and write about what he reads. Sometimes, he will play a board game if he is tired, but he really enjoys AliStair books by Marilyn Sadler.”  I then asked about online games, her response was, “He does enjoy the online games more than the board games, but reading is his favorite.”

SOLOM Matrix

I completed a SOLOM – Student Oral Language Observation Matrix, which evaluated a student’s comprehension, fluency, vocabulary, pronunciation, and grammar on a scale of 1-5, five being the highest and 1 being the lowest. The completed SOLOM with D is below, and one can see that D scored 5 in each of the categories. After completion, I spoke again with Mrs. Reiss and she agreed that a score of 5 in each category would be accurate with D at this time of the year. As previously mentioned, D struggled but with practice has greatly improved.

            In addition to the SOLOM evolution, I preformed ENL Observation rubric with D, which focuses on reading, listening, speaking, and writing levels. Based on the evaluation, D received the following scoring:

Reading: Overall intermediate low with a few strengths in mid

Listening: Intermediate high

Speaking: Intermediate high, with the exception of “grammar and pronunciation errors are relatively frequent, but rarely impede communication.”

Writing: Overall intermediate low, with a few strengths in mid

Candidate’s Name: Kylie Hubbard

Grade Level: 2^nd Grade

Title of the lesson: Super Hero Writing 

Length of the lesson: 1 - 50 minutes sessions

Central focus: Students will practice writing in their journals. Students will be given a specific topic to reflect on. Knowledge of students: Students will have an understanding of prompted writing.

Key questions: Who can remind me what needs to be included in a proper sentence? How do we space out our words in a sentence? Who can tell me what a “super power” is? Are they real? Can we pretend to have “super powers?” Many students have experiences writing in and out of school. They should be familiar with the how to write a proper sentence.

Common Core State Standards Conventions of Standard English: CCSS.ELA-LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language: CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.2.3.A Compare formal and informal uses of English

Support literacy development through language This lesson will help to reinforce the types of nouns and identifying them in text. Vocabulary ●      Beginning, Middle, and End of sentences, “Super Powers,” story structure, and Access ●      Sentence structure will include: a subject, verb, and object. Discourse ●     Students will work to strengthen their sentence and story structure.

Learning objectives Students will be able to write a responsive story to the prompt: “If you could have one “super power,” what would it be, how did you get it, how did you find out you had it, and how do you access the power?” Students will be able share their responses with the class.

Formal and Informal assessment Were students able to completely answer the prompt? Were students able to provide unique details for their power? Were students able to share their stories with the class?

Instructional procedure: The teacher will start the lesson by reviewing the key questions. The teacher will then provide the students with the question they are to respond to in their journals. The teacher will also write the prompt/question on the board for students to refer to. “If you could have one “super power,” what would it be, how did you get it, how did you find out you had it, and how do you access the power?” The teacher will then provide a verbal example of what her “super power” would be, how she acquired it, how she found out she had the power, and how she accessed it. The students will be instructed to brainstorm their own ideas for roughly 5 minutes. Then they are to write them in their journals. Students will then be instructed to complete their writing in their journals. Students will be notified when they have 15 minutes left. At the end, students will be selected to share their journal entries.

Materials: ·      Journals ·      Pencil ·      Paper ·      Smart Board

Reflection Were students able to answer the prompt/question completely? Were the students able to provide details of their power? Were students willing to share their responses?

 

Interview

I was able to interview the ENL teacher, Mrs. Reiss; below you will find the responses to the questions provided by Dr. Hsu.

Interview 1: Pre Writing Assignment

1)   Please describe your ELL teaching experience.

a)    I was retired for a few years and didn’t enjoy it. I went back SUNY New Paltz to complete my certification. I started out in Goshen elementary and then went to Goshen middle school. Both times I had a great mentor. I was with Goshen for about 11 years.

2)   What is your perception on ELLs in terms of their learning motivation and performance (especially in reading and writing)? What learning difficulties do ELLs usually encounter in schools? What is the role of family and community in helping ELLs’ learning?

a)    Learning has to be fun for students, it’s important to select the right level of books for students to read and to have a wide selection. It’s also important to have supportive classroom teachers, which I do, that help you along the way. It’s also important to make the connection with the family. It doesn’t always go as planned with the family, but we try our best.

3)   In your opinion, how do classroom teachers resolve ELLs’ learning difficulties? What strategies do you adopt? Are they effective or not? Do you participate in on-going professional training for teaching ELLs? What is your experience in terms of working students from diverse cultural and linguistic backgrounds? How do you make sure that your teaching is culturally responsive? How do you go about reaching out to the family and the community?

a)    Yes, I am continually participating in professional training.  I believe in making as many family connections as possible; however sometimes the parents do not make the connections back. Sometimes they are worried about immigration status or not fully understanding what is being communicated to them; even when the school provides a translator. I make sure that I am being culturally diverse by educating myself in various cultures. For example, I once was working with a student of Asian decent, so I purchased more books to read up on the Asian culture.

4)   If you have an ELL in your class whose culture you are not familiar with at all, how do you go about teaching the child?

a)    As I mentioned, I will educate myself on a student’s culture if needed. It helps to make the connection with the student and to the student feel at ease.

Interview 2: Post Writing Assignment

1.    Please describe the ELL’s performance (in terms of learning motivation and writing skills) after participating in this project.

a.     The student enjoys writing, it’s clear that we need to work with him on his grammar. But it will all come in time.

2.    In your opinion, how did this partnership affect the ELL’s learning performance and motivation?

a.     D likes to share his writing, he’s very personable, I feel that he enjoyed working on it.

3.    What did you learn from this school-university partnership model?

a.     Something I have also said, connecting with the student. However, I didn’t realize how interested D was in super powers.

4.    What difficulties did you encounter in this school-university partnership model?

a.     There were no problems.

5. What would you suggest to improve the school-university partnership model?
1. Perhaps to have the students build their stories together; have more students working on this assignment.

Summary and Reflection of Observation

Overall, during this experience I was able to observe an ENL student in general education class, as well as a portion of his ENL class. During each time I was able to observe D read aloud to the class his reflections. I did notice that often times D would have trouble identifying what he wrote in his journal, but would sound it out or wait for clarification from a teacher. He was eager to volunteer his thoughts and reflections.  When listening to him read, I noticed he would either read his sentences as run-ons or with long pauses in between sentences. I also indicated a small stutter as he read. It could be due to still becoming comfortable with the language. When asked if he preferred to read stories of play educational games online, he preferred to read silently and aloud. Overall, D is a student that is eager to please, would like to be successful, and enjoys writing. It was clear that he works on his skills at home either by himself or with a sibling.

I enjoyed spending time in Mrs. McCarthy’s classroom and seeing her interact with all the students. It was clear she was a veteran teacher and could adjust situations to fit each of the students learning abilities. It was also beneficial to be able to spend time with Mrs. Reiss, she also goes above and beyond for her students. Overall, the experience showed me various strategies that could be implements in a general education classroom, as well as with an ENL classroom/push in.