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Student showed a willingness to learn English based on us asking what they were interested in learning. One of the scenarios was learning how to ask other kids if they wanted to play with them. The facilitator role-played, and the student had a really positive reaction to it!

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I tried to explain instructions to students in various ways, and they still did not understand. created a block and didn't really know how to overcome that as well.

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Sometimes the lesson plans are not applicable to the level of language acquisition that our students have.

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Last week, someone in our group was reading a story about animals and the student asked them a question.

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After our first session, we all agreed that our students felt more comfortable and opened up with us. This progress made us feel more confident in our facilitation, reinforcing that our role is effectively supporting and meaningful for our ELL learners.

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Learning how to "go off" of of the lesson plan and not follow it step by step always if the lesson is moving in a different direction

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As we move through the sessions, it is becoming easier to plan ahead and anticipate what our students are able to do.

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We are proud of how we were able to build connections with our students and build on our relationship with them from Week 1 to Week 2. For example, we could incorporate some of their interests that we learned about in our first meeting with them into our second lesson. Further, we saw growth from week 1 to week 2 where some of our students required less frequent use of a translating technology or scaffolding in just a week.

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One challenge we are experiencing is getting them to rely less on the translator and build the confidence to make mistakes.

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Finding the best way to communicate with the students based on what works for them which has been difficult to do while first learning their needs.

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Developing games based on students interest - e.g., Jenga with questions for the students to answer on each block

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We are looking forward to learning more about our students and how to adapt that into the lessons

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We found that the lesson plans were not always specific enough to each individual child, causing us to have to significantly improvise in order to make it feasible for the student.