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I chose Rahul because he represents the students in my class.  He is an EL Newcomer with a Strong First Language.  -K. Edwards

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I chose Rahul because he represents the students in my class.  He is an EL Newcomer with a Strong First Language.  -K. Edwards

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This student needs the content objective and learning targets.  He needs the vocabulary taught in isolation to include visual supports. This student needs more check in time to support understanding of the content.  Extra video/visual support is great. I would also seat them next to a strong and kind peer to support the student.   -K. Edwards

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This student needs the content objective and learning targets.  He needs the vocabulary taught in isolation to include visual supports. This student needs more check in time to support understanding of the content.  Extra video/visual support is great. I would also seat them next to a strong and kind peer to support the student.   -K. Edwards

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I would model what I teach, give extra wait time, use technology to make connections in both languages, give individual and group support          -K. Edwards

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I would model what I teach, give extra wait time, use technology to make connections in both languages, give individual and group support          -K. Edwards

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I selected Tran, I believe she best places as an EL newcomer with weak L1 due to her lack of support at home. She is also at risk in school, which is a sign of weak L1 at home.

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To best support this student, I believe she will need more one-on-one or small group time. I also think allowing her more time and specifically clarifying instructions to her will allow her a better chance to complete her work. She also sounds like she needs more praise and acknowledgement when completing work correctly.

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I would support this student through the use of technology, with translation services which would allow them to better communicate with me and other students. It also allows for further language exposure, which this student clearly needs in order to progress. I would also emphasize exposure to words in writing, communicating them orally, so the student can begin to strengthen her weak reading skills.

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I chose Tran as my student and I believe she is a EL Newcomer. Tran has minimal literacy experiences, minimal motivation, and lack of support within the home.

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I would provide this student with visual aids when introducing new concepts or familiar items within the classroom will be labeled. I would work in a small group or one on one with Tran to improve her reading skills. Lastly, I would implement games within the lesson or class schedule to encourage allow for her to have additional opportunities to engage with her peers and work on her social language.

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I would emphasize my thought process when working on new skills or generalizing skills. I would utilize wait times after asking questions or comments and expanding or clarifying on students comments or questions to help Tran's understanding.

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I chose Tran as my student from the provided scenarios. Tran presents as an EL Newcomer due to her minimal literacy skills. She has difficulty communicating with her teachers and peers and lacks motivation to learn.

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Tran would benefit from one to one support or small group so that she may feel some school success. The content could be taught using differentiation such as teaching  through the use of themes with pre teaching vocabulary or activating her back ground knowledge with the use of real objects, pictures, videos, use of her first language and or  pantomiming. Instructional strategies such a graphic organizers, sorts, partner work, thumbs up or thumbs down for providing responses and the use of games may be helpful.  Instruction should be given in a slower speech with  increased  wait time for Tran to respond.  Materials should be presented in multiple modalities with repetition of the materials presented so that Tran can work through the language barrier.

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The first thing to work on with Tran is to build a relationship with her. I would begin with finding out what are her hobbies,  information about her family and what is something she is likes to do at school.  Collaborating with Tran’s family to determine if there is a need for  connection/support to community services. Tran  may benefit from receiving some books in her home language. The classroom the skills that would be most to teach  Tran  would be routines such as how to request teacher assistance when needed, simple greetings and classroom procedures ( classroom schedule, where to put completed work, classroom rules etc).   Getting to know Tran and forming a relationship to help teach her how to interact with teachers and peers, understand school expectations and rules may help Tran feel comfortable in her educational setting so that the “real” learning can begin.

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Of the K-5 student profiles, I selected Tran.  After careful consideration I feel that she best fits in the Student with Limited or Interrupted Formal Education (SLIFE) category.
The lack of support for her family, the fact that she is one of only two Asian students in the district, and the lack of literacy experiences at home (in any language) are some of the clues that led me to place her in the SLIFE category
-L. Waddell

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·      Offer tiered activities in order to help her experience success

·      Adjust questions to meet her on her current level

·      Establish learning centers/stations with varying levels of difficulty and requiring different skillsets.

·      Find content/materials that she could keep at home to provide literacy experiences at home (books, ebooks, flashcards, etc)

·      Work with her family on establishing a reliable support system and school-home communication

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·      The educational skill I would focus on would be basic reading and fostering a more positive mindset when it comes to literacy, since it is evidently not an area of importance in her own home.  First and foremost, however, it seems more important to establish rapport with Tran, to have her feel safe and secure in her environment.  She may not be ready to access any academic material until then.

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I pick Julia because she represents many of the students backgrounds that go to my school. She is a long term EL with weak first language.

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I would really emphasize writing skills with this student as well as comprehension skills. I would first start with sentence frames for this students to get started with writing. Then I would work in small group in reading having Julia find her evidence to questions and talking through why that makes sense.

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I would start by building her academic vocabulary through daily vocabulary work and a word wall for reference. I would also ensure that Julia has dictionary skills that would allow her to access the definition to new words when working on assignments without teacher support.

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From the K-5 student profiles I selected Tran.  I would consider Tran to be an EL Newcomer as well as a Student with Limited or Interrupted Formal Education (SLIFE). The student does not have a high motivation level and lacks support at home.

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For this student I would begin by providing lots of visual supports with the classroom. I would also conduct a lot of pre-teaching content in a small group setting. Within the classroom environment I would try to create a safe space for the child so they did not feel as compelled to exhibit the negative behaviors. I would also structure activities in a way that would allow the student to interact with others and build positive social skills.

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With Tran, I would really focus on breaking down those negative behaviors. I would do this by also working on her social skills. Depending on the severity of her behavior issues I would consider seeing if the school counselors had lunch groups or other programs to help deal with the behavior.

Within academics, I would focus on improving her oral language first. This would be done by changing the product requirements of assignments to meet the needs of all learners in my classroom. I would also work with her on her reading immediately.

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I chose Tran as my student.
I would say she is an EL Newcomer with beginning L2. She doesn't have support at home and is exhibiting at risk behaviors.

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Tran will need a lot of differentiated support for her new language acquisition. She will need a lot of 1:1 and small group support. Visuals and front loading vocabulary would be good for her as well. She needs a lot of praise and encouragement. Graphic organizers and sentence stems would help her too.

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The most important thing with Tran is a relationship. She needs to feel comfortable and want to invest her efforts into learning. Once that is started, I would focus on using translating services to help her make connections and visuals to support those connections.

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I chose Julie. For her profile I would put her in the Long-Term EL, Weak First Language category. She can speak well in both languages, but is not making academic progress. She is not a good writer. She is 11 and I assume has been in the school system since she was 5.

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I teach science and math. The scaffolds I would use for Julia in science are vocabulary words and definitions printed in her home language.  She would also take down the vocabulary in English. She should have visuals for vocabulary also. In math, I would use manipulatives when appropriate.

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The scaffolds I would use are cloze notes, read aloud on tests and other graded assignments, and until her writing improves, she could dictate her answers.

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I chose Julia.  I think she is falls under the Long-term EL category on the matrix.  She is an upper elementary student enrolled in US schools for 5 years.  She has fossilized academic language, balanced bilingual skills and weaker literacy skills.

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Clues: born in US, 11, poor writing/spelling, speaks mix of English and Spanish, content knowledge, no writing structure, stagnant academic progress, risk of dropping out

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I would help Julia access content with the use of graphic organizers, chunking, sentence stems, word banks and scaffolding.  I would emphasize her writing structure and spelling the most using the scaffolds and support listed previously.

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I chose Tran, the Vietnamese third grader. She is an EL newcomer with weak L1.

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I would work to build a good relationship with Tran. I would use a picture dictionary or thesaurus with her. I would try to find pictures for the content vocabulary

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I would work with the students on letters and sounds. I would also work on writing the letters and practice writing sight words. I would use praise to improve their self-confidence and work to make them feel more comfortable in the classroom.

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I chose the scenario that listed Tran as the focus student. I think that she would be placed as an EL newcomer with a weak first language. I would say she best fits this category because of her lack of ability to communicate in the English Language and also because of the lack of exposure she has had to literacy experiences in her own home language.

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For Tran, I believe that it will be important to expose her to different sight words each week in order for her to start building her understanding of the English language. I believe that it will be super important to always define new vocabulary that will be used often in different lessons/ subject areas. Visuals like photographs and videos will also be highly beneficial to her learning especially when introducing new vocabulary. Providing sentence stems for Tran is another step that can help ease some of her frustration in getting her point across during writing assignments.

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First and foremost, I believe that it will be important to build a positive/warm relationship with the student especially because of the lack of support she has experienced at home. Through positive interactions, Tran will feel more welcomed in her classroom. Additionally, allowing the student to have a reading buddy and have those opportunities of turn and talks during lessons to express herself will also help build her oral skills and social skills as she gets to build more bonds with her classmates. Having the time to work one on one or in small groups with Tran to explore sound letters/vocabulary will also be extremely beneficial to her growth.

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I chose Julia. I think she best places in the EL newcomer, strong first language section of the matrix.

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I would provide her supports such as sentence frames, opportunities to record her thinking or respond orally, or other opportunities for her to demonstrate her knowledge of content other than a written response.

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I would use sentence frames and gradually decrease the amount of words that are provided to her in the sentences. For example she may begin with filling in the ending word of a sentence, and gradually have her increase the amount she is producing independently.

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I chose Hsaeena because she fits into the SLIFE portion of the matrix. She is a refugee with limited knowledge of content due to large gaps in schooling.

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The most important thing I can do for Hsaeena to help her access the content is to help her with basic literacy skills. I have provided her with a daily warmup packet as all other students have, and she is expected to write the warmup question by hand. This helps her become accustomed to reading and writing from left to right, which is not the method in her native language.

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Aside from writing skills, I would also emphasize numeric process skills such as deriving quantities like density by dividing mass by volume. Measuring mass and volume of a three dimensional object helps give meaning to the terms being learned. The periodic table is also a good tool to support vocabulary and concepts. Asking Hsaeena to locate and name elements by atomic number helps her practice reading and pronunciation while she learns the patterns of the periodic table.

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I chose Tran. She is a model of EL Newcomer with weak First Language. She has very little support at home and has issues in school.

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Tran would do well with 1:1 instruction or small group instruction. A lot of love and praise. Perhaps allowing more time for assignments and tests.

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Tran would benefit from having some technology aids like translators. Routines would need to be set in place and reviewed with her. The more structure the better for her. Working with the family would also be helpful for Tran. Maybe showing them how they can support Tran at home.

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I chose Tran. I would place her on the SLIFE with weak language. She doesn't have support at home and has had interrupted education.

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To help Tran, I would provided a more intensive intervention of 1:1 to 3:1 reading instruction. In this reading instruction, I would be sure to have Tran have visual support with pictures or actual videos of new concepts. I would meet with Tran to get to know her as a person. I would want to know what her life is like now and how it is different from where she used to live. I would work to teach Tran the norms for schools in the U.S. I might even give her a model buddy to help with some of the behavior issues.

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I would model expectations for Tran. I would also support getting books into Tran's home for literacy support. I would make sure to scaffold her reading and language development with visuals and audio when appropriate.

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I chose Serkan and after reading the information, I believe he would best fit in the EL Newcomer with a strong L1 group.

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To best support Serkan, I would allow for choice in process and product in class. I would allow him to work in his native language while he is adapting to the new cultural knowledge he is being exposed to. To help with his confidence in English, I would provide academic vocabulary instruction and access to resources, visuals, and anchor charts that he can refer back to when working on assignments.

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The skills I would emphasize the most would be communication skills with peers and adults and academic vocabulary using graphic organizers, translation services, modeling, and role playing.

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I chose Tran, the Vietnamese third grader. She is an EL newcomer with weak L1. I feel that she best fits in the Student with Limited or Interrupted Formal Education (SLIFE) category.

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Tran would benefit from 1:1 and small group support. Visuals and front-loading vocabulary would be good for her as well. I know graphic organizers and sentence stems are helpful to my EL students. Visual support with pictures to introduce new concepts would also be beneficial.

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With any of these students building a positive relationship is of importance. Show some interest in what Tran likes and get to know her and ask questions about her family. Sometimes all we need is that connection to ignite the learning.

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I chose Tran. From reading the description of Tran, I am thinking the student is an EL newcomer, and a level 1. I think perhaps some of the behaviors that are being observed in the classroom are due to some challenges in communication.

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For Tran, I think I would try to find literature that would spark her interest, and also send some of that literature home so she can have support there as well. It sounds like Tran needs someone who will listen to her, as she has difficulty relating to others. May a peer buddy system would not only help Tran grow in trust but also help her develop her English language/literacy skills.

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I agree with Emiley that building relationships comes first for these students. Finding a "middle ground" for these students in activities, where they can be taken out of their comfort zone just a little bit, but also topics/themes that put them more at ease I think is key to supporting these students.

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I selected Rahul and I believe he would best be categorized under the EL Newcomer profile due to his strong native language but limited English proficiency.

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I believe Rahul would benefit first from building a strong foundation in academic vocabulary using both text in his native language and visual cues. In a social studies setting, using guided notes with detailed imagery would help build that content vocabulary. Additionally, when asking him to produce work, allowing him to write short sentences as opposed to paragraphs and imagery to represent his answers. I also thin it would benefit him to be grouped with other student who speak his language to help him gain confidence and necessary social skills in the classroom.

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Since Rahul is a shy student, I would build up his social skills and build my relationship with him so that he feels welcomed and a part of the school community. I would group him with other students that share his language so they can assist him and make him more comfortable. Once he is more adjusted we would work on academic vocabulary for Social Studies

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I chose Julie because she is similar to many students at my school. I would place her as a long-term EL with weak first language.

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I would work with her one-on-one with writing support and practice using graphic organizers and modeling writing with her. For other academic activities, I would pair her in a small group with another EL student who is strong academically in both language as well as a non-EL student.

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I would focus on modeling and writing skills. I would provide sentence stems and graphic organizers to help Julie develop her writing structure and organization.

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I chose Serkan. Based on his descripition I believe that he is an EL newcomer and has a strong first language.

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Based on my current understanding of differentiation, for Serkan, I would complete work in a small group setting, accompanied with visuals to teach tier 2 and 3 vocabulary words. I would also use lots of gestures to show what words mean.

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For Serkan, I would first emphasize having him asking for help and ensure that he is a comfortable classroom environment for him. I then would scaffold my lessons by explicitly teaching all vocabulary words, and then using gestures and visuals to ensure that he is still able to pick up on content.

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I chose Luisa because she fits in a newcomer stage with the need to  practice and understand social skills that can help her succeed.

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I chose Luisa because she fits in a newcomer stage with the need to  practice and understand social skills that can help her succeed.

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I think this student need opportunity for social interactions, maybe through sentence stems and structured conversation that provide low stress moments.

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modeling, picture interpretations, annotating, and maybe hand signals if she is comfortable.

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I chose Rahul. The student best fits as EL Newcomer. 

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I chose Rahul. The student best fits as EL Newcomer. 

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I chose Rahul. The student best fits as EL Newcomer.

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I chose Rahul. The student best fits as EL Newcomer.

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For Rahul, I would use a translator to communicate. I would use anchor activities, flexible grouping, and tiered activities. I would also adjust questioning to help him access the content. Rahul is grade level in his language so I would need to help bridge the language barrier. I would translate all assignments in his language but give Rahul different resources to help navigate through the language barriers. I would also assign Typing.com as an individual assignment to help learn English letters and words.  

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For Rahul, I would use a translator to communicate. I would use anchor activities, flexible grouping, and tiered activities. I would also adjust questioning to help him access the content. Rahul is grade level in his language so I would need to help bridge the language barrier. I would translate all assignments in his language but give Rahul different resources to help navigate through the language barriers. I would also assign Typing.com as an individual assignment to help learn English letters and words.  

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I would emphasize and support learning English words through use of technology based activities such as Typing.com and anchor activities. My emphasis would be to help Rahul learn English words while still supporting his native language skills. There is a clear language barrier that needs to be addressed first, which would be my emphasis. I would also use flexible grouping to help the student to become more comfortable with social and academic language skills.  

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I would emphasize and support learning English words through use of technology based activities such as Typing.com and anchor activities. My emphasis would be to help Rahul learn English words while still supporting his native language skills. There is a clear language barrier that needs to be addressed first, which would be my emphasis. I would also use flexible grouping to help the student to become more comfortable with social and academic language skills.  

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I chose Rahul as he most closely matches the EL students that I have worked with before (though I have none this year). I think that this student most likely places as a EL Newcomer with a strong First Language

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For Rahul, I would implement visual and graphic organizers to assist with the academic language he may be struggling with. In addition, I would provide scaffolding in assignments using translations in his native language. As he has a strong motivation to learn, and has been studying English for a while but struggles to ask for assistance, I would offer one-on-one support as well as peer support, though small group work and seat placement.

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For Rahul, I would emphasize the social skills (self advocacy, interactions with peers) to build confidence with academic skills. I would offer modeling, one-on-one and peer support, as well as scaffolds such as organizers, visuals, and the use of his native language on his assignments to help bridge the gap.

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I chose Rahul because he reminds me of one of my students. He is an EL Newcomer with a Strong First Language. He recently arrived to the US and does not speak much English, but has excellent academic skills in his first language. I would try to provide him materials in his first language to help him learn the content, while incorporating him into small groups so he can practice English skills.

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I would provide Rahul with content in his first language, since he shows high academic ability in that language.

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I would encourage his growth in English by grouping him with students that he can practice conversations with.

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I chose Luisa. Luisa appears to Long-term EL. Luisa has balanced bilingual skills with weak literacy skills.

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The student needs content and language objectives to help build their literacy skills. I would use lots of non-verbal clues when speaking and encourage the student to do the same.  Vocabulary building activities that involve word walls, pictures or making drawing would also provide the student with additional support.

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Reading comprehension is essential to understand scientific processes. I would probably assign the student a reading partner. They would be able to use think-pair-share for written responses to questions. These make good formative assessments. The reading and writing activities would be scaffolded until they are not needed.

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I chose Tran and would place her as an EL new comer. She has recently came from Vietnam, and has limited speaking skills in English. Tran could also be placed as a  Student with Limited or Interrupted Formal Education (SLIFE)  because she has little to no support system, including from her parents.

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To better support a student like Tran I would provide her with one-on-one instruction to help build her vocabulary skills and have her begin using a basic level of the English language. She could also benefit from small group instruction with students at a similar level. This will allow Tran to build relationships within the classroom.

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I would explain my actions and thought process as I am working on a problem. I would work with her to build relationships within the classroom and help her create a sense of community within the school.

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I selected Tran for this module as it appears they are a newcomer, which I can connect with based on a current student in my room..  Based on the information provided Tran is an EL newcomer and SLIFE student.  Based on behaviors it seems that Tran is disengaged due to the challenge of learning a new language and lack of support at home.

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Tran would benefit from one-on-one instruction as well as being pulled to work on a collaborative project with the other student mentioned. Working to build a relationship with Tran may be instrumental in helping to curb behavior challenges and get them to engage in working hard. Utilizing Google translate could be a way to show Tran you are working to build a relationship first then this tool could be used to aid in instruction. Identifying resources in Vietnamese would also be a way for Tran to access the content in a familiar language, working to incorporate authentic English learning experiences along the way.

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Utilizing translation technologies, resources in Tran's first language, and opportunities to produce a product in a comfortable way (i.e. drawing, writing in Vietnamese, etc.). I would ensure that I start with the very basics of alphabet, letter-sound, etc.

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I chose Tran, who is a third grader from Vietnam. She is an EL newcomer and has a weak knowledge of English. She has a stronger first language which is Vietnamese. She would also fall in the category of SLIFE (Student with Limited or Interrupted Formal Education) because of the lack of support she has gotten at home and the limited literacy that she has received beforehand.

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She would benefit from small group support with other EL newcomers. This would help build her confidence in an educational setting. In the general ed classroom, there should be lots of visual aids to help her and signals she can use for basic needs and questions. Having graphic organizers or tools to help scaffold her learning. Due to her lack of English proficiency, as many visual aids as possible with lots of repetition would be beneficial to her.

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The skill I would work on most would be the negative behaviors. This could mean getting the counselor involved and coming up with a plan to help promote positive reinforcement and a positive outlook on school.

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I choose Tran as my student. I feel that Tran fits into the EL Newcomer with weak L1. I think that this is the best for her because Tran is a non reader in English and her family is not able to provide her with literacy experiences in either her L1 or L2.

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I would give Tran a picture dictionary in English. I would also make sure that the any work is modeled and scaffolded with answer choices that are pictures. I would also start her in a one on one reading group with identifying letters and numbers.

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I would take a step back before jumping into learning, I would want to build a connection with Tran. She has had a lot of negative experiences, she may not be paying attention because she is bored and is not friends with anyone.

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The student I selected was Julia. Julia seems to best represent a student who is a long term el with a weak first language. Spanish is listed as her first language but she also speaks English. It states she has not made progress in either.

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I chose Tran because I have had a few students with similar experiences to hers over the years. I believe she would be considered to be a newcomer. I think this because of the lack of home literacy exposure, the acting out, and the limited positive interactions. Most of my newcomers experienced the same things.

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Tran would benefit from having visuals when learning new vocabulary. It would also be helpful having the vocabulary in both languages to compare the two, and give it to her in a variety of contexts in subjects that most relate to her. Repetitive exposure. Working in small groups with students that have similar needs and one-on-one daily would help build confidence, skills, and give her an opportunity for social skills as well. Providing resources and supports to her family to work on together at home would not only benefit her but also her family

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I would put an emphasis on thinking out loud and explaining their thought processes. Giving Tran adequate time to think about responses and next moves would allow her to not feel pressured and give her more confidence in responding. It would also be important to start by forming a relationship with her before diving into content. Exposing her to positive interactions between classmates would also be a main focus when starting out.

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I believe Julie would benefit from the use of spelling aids, writing sentence stems, picture prompts as well as word banks when she is writing. Having these accommodations along with a structures small group to address her reading and writing needs will benefit her.

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I would emphasize support in the area of written expression. She is able to write conveying content knowledge, converse well in both English and Spanish but she has no structure to her sentences or paragraphs when she writes. She also might need the support of an occupational therapist to strengthen her handwriting to make her writing legible. After that, more structured support in paragraph writing.