Developing content knowledge

Since ELLs are tasked with not only developing content knowledge but also acquiring
proficiency in English, teachers must implement effective instructional strategies to address all
the learning needs of an ELL.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Supporting ELL Students
Use students from your field experience classroom and the “ELL Case Studies ” to discuss ELL
instructional strategies with your mentor teacher. When you are discussing the case studies,
assume each student is joining your mentor teacher’s classroom. You may consult other
teachers at your field experience site to gather additional information or work with multiple
teachers if needed. Include the following in your discussion:
What are some strategies you use to teach foundational reading skills (concepts of print,
phonological awareness, phonics, and fluency) to ELLs?
What strategies do you use for vocabulary development and student practice?
What are some strategies you use to teach the elements of language (phonetics, phonology,
morphology, lexicon, semantics, syntax, and pragmatics) to ELLs?
How do you use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in
ELL instruction?
At least two additional questions to discuss with the teacher.
Observe at least one classroom in a K-8 or 9-12 school setting with ELLs. Work with an
individual student or small group of students identified with your mentor teacher during Clinical
Field Experience A. If possible, focus on instructional or support activities related to the
discussion with your mentor. Examples of activities include conducting a reading mini-lesson
targeting a foundational reading skill; providing vocabulary instruction and practice within a
content area; creating a targeted lesson based on student data to address a discrete element of
language; and administering an assessment as a part of progress monitoring.
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, discuss with your mentor teacher the progress made and next steps
for working with the student or group of students. Plan how you will continue to support the
students during the next field experience. Collaborate on how you can respect and promote the
linguistic and cultural differences of the individual learners you are working with.
Write a 250-500 word reflection summarizing your observations and discussion. Include a
reflection of how you supported the language acquisition needs of the students you worked with.
Address how what you have learned will affect your future professional practice. Include how
you will support the student or group of students in additional field experiences