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I have observed both of my mentor teachers group their EL students together; they have an aid/translator who helps them with the activities and coursework. The EL students also communicate with each other and are able to help one another (they all speak the same language) because they are all at different levels and the more advanced students understand much more of the lessons and communicate to the less advanced students on what it is they need to be doing.

My mentor teachers also use a lot of visual aids/guides to demonstrate what it is they are asking the students to do and they model the activities so all of the students are able to follow along.

I am unsure of any collaboration that has occurred between the EL students former teachers and my mentor teachers. I assume that the aid/translator that assists them acts as the primary point of contact for these students and has acted as the middleperson for past and present teachers.

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Ironically, my school's ELD program is very small and my MT doesn't have any EL students, but I have been exposed to many different practices and strategies to support EL students that overlap with IEP students. For instance, an effective practice would be strategic grouping. The way that the classroom is structured consists of tables of three students per table where my MT and I stress the value of collaboration in the classroom. Students are given opportunities to work together throughout the class period and are strategically placed in their table groups where high achieving students are able to assist in the students who many need extra support.

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During my English placement observations, I unfortunately did not see any of these practices being used in the classroom. This was heartbreaking, being that the school was predominantly hispanic with many native spanish speakers. Many were reclassified ELs but it was apparent that these students still needed EL support. I did however volunteer to assist the ELD classes during my observations, and some of these practices were practiced but the teacher was often overwhelmed with the range of EL students. I found out that the  entire school only had one ELD teacher who only had two class periods. These periods were for newly arrived ELs students as well as long term ELs. This range of levels in these classes made it difficult for the teacher to adequately support all her students. The ELs in these classes were Spanish speakers, with the exception of one student who was a native Chinese speaker. The teacher modeled her curriculum to support her Spanish speakers, but not for her Chinese speaker. The teacher would have me assist Li and during these times I often tried to incorporate his home language as we reviewed the English vocabulary. I would model the vocabulary words along with pictures and would ask him, “how do you say this in Chinese” with the hopes of creating connections between the two languages. I am not aware of any type of collaboration with the ELD instructor at my placement.

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Daisy Saucedo Mondragon: Principle 4 activity

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Daisy Saucedo Mondragon: Principle 4 activity

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An effective practice I have seen put into place to accommodate the needs of EL students with different levels of ability by my MT is that my MT always makes sure, when she's writing an activity or quiz/test, she incorporates language her EL students will understand. Then, during the activity, she is constantly walking around the class, checking in with them, and checking for understanding.
I am not aware of any collaboration that has taken place between my MT and the former teachers of the EL students. However, since enrolling in these EDSC sources, I have picked up some EL strategies, presented them to my MT and got the go ahead to implement them into the class. So I'm sure my MT wouldn't mind if I checked the classes my students did well in, went over and asked what strategies they incorporate into their class to make it a constructive learning environment.

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In my placement school, I have seen my MT group EL with other students that speak the same language. This way whenever there is group work, the EL students asks her classmates questions in her native language. With that said, other than giving them extra time for homework, my MT lacks accommodations. Once I take over the classroom, I want to provide whatever text will be focused on in their native language. Moreover, I will allow students to use translanguaging (use English and Spanish to communicate). If a student wants to submit their assignments in Spanish, for example, or share their thoughts, I will allow it. In all, I find that having group activities more often benefits everyone so I will try to create more opportunities for that.

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I have not observed any practices or any of the indicators present in this presentation in my mentor teacher’s instruction. This is unfortunate, because inter-departmental/grade collaboration is indeed an important support for EL students. Teachers are able to get a better illustrated profile and outline of their ELs’ learning needs. Moreover, teachers can better understand ELs’ history and get an idea of the types of strategies and activities that have had historical success with their current body of ELs.  My MT does not engage in these kinds of connections outside of the classroom. Students are lacking in the social capital that comes with inter-departmental/grade collaboration. One could argue that music does not warrant such collaboration, but I do not agree. For example, kinesthetic activities and teacher modeling can easily be implemented in a music classroom to supplement verbal instruction. And how a teacher goes about that can best be informed by collaboration with ELD teachers, for example. At the very best, there seems to be some collaboration with the school and the local colleges between the counselors, but I have not directly observed that.

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Looking back on my observations in EDSC 310, a teacher that I observed did elbow buddy discussions at the beginning of the period. Elbow buddies was a time for students to discuss what they did the day before and why it was important. This was a way for the teacher to make sure that her students know the purpose of why they are learning the material, and it also serves as a guiding point to make sure her students are paying attention in class. It is also a way to support any level of EL's and other struggling students as they are able to discuss with a partner their thoughts and feelings before names are called to answer the question. Students are able to have an answer to the question on hand as they discussed with a partner.

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I am currently placed at an intermediate school located in Eastvale, Ca. My Mentor Teacher for Physical Education often utilizes visual teaching strategies within her lessons. For example, if students are learning how to throw a football, she should print out cartoon drawings that show step by step how to throw a football with the correct form. The cartoons in the examples have no gender or race, there are no words on these sheets, and the only text are the number “1,2,3...” to indicate the steps of the activity. These sheets are thoughtfully implemented as they EL students can easily become confused or distracted when too much information is given at one time. These example sheets are also utilized  the entire class in case anyone is confused or becomes stuck within the task.

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In the classrooms that I am observing, there are at least two students who are considered ELLs and at least four students who are below their grade level for reading and writing. The ways in which my MT assists these students is mainly by scaffolding the content. For example, she will sometimes play the audio version of a reading as students follow along with the text, or will engage in a whole-class read-aloud and pause between sections to summarize the reading and make sense of aspects of it. For activities using graphic organizers, she will model parts of the assignment so that students have an idea of what is expected in their work. Although these are great strategies, I do wish that students had more opportunities for practicing language by doing group work or pair-share activities.

As far as I know, there has been no collaboration between my MT and any of the students' former teachers. My MT does, however, occasionally meet with current teachers to get a sense of how the students are progressing in other subject areas.

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I am currently a teacher candidate here at CSUF working towards attaining my social science credential. In the 4 class periods that I observe/teach, an average of 4 ELL students are in each class. My MT uses videos frequently during his lessons (almost daily), which closed captioning is always on. I have noticed that ELs and students without this classification rely on CC to better understand the video. These videos are posted prior to the class for these ELs and available after class for all students to rewatch if needed. Extra time is given for EL students if they request it, or if they are falling behind (time-wise). My MT scaffolds these students along with his IEP/504 students to ensure they are understanding the material and can make meaning behind WHY we are discussing a topic.

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Due to COVID, our observation was different than traditionally conducted. Instead of observing a teacher for 45 hours, we were exempted from it and were provided videos for our reports. I was able to find a video we watched during this class and rewatched it. I found that the teacher provided scaffolding and group work during her lesson. Before starting her lesson, she recapped what happened in yesterday's class. She provided the students with guided annotations to look for and bring to class the next day. The students had to look for five words that they thought were most important, three important sentences, any shifts in the text, and three dominant strategies. When in groups, students worked together to create a theme. If a got student is stuck, the teacher guided them to the correct answer. By doing this, the teacher is able to teach her students skills that could be applied to their other classes as well.

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My mentor teacher gives extra time for all EL's to complete assignments and allows the use of Google translate on exams. Additionally, she provides a Spanish translation of the text and Spanish glossary. I think the most effective practice I've witnessed is the acceptance of revisions. In science, one of the important practices is writing whether in the form of an expository text or defending a position. It is imperative to allow for multiple attempts for EL's to support them in their learning. For those in the emerging levels, my MT provides graphic organizers in with sentence starters and distinct sections to structure the essay. For those more advanced, my MT allows the students to work in groups to submit the assignment together.