Clinical Field Experience B: Reading, Writing, and Grammar Strategies
Allocate at least 5 hours in the field to support this field experience.
Observe at least one grade 6-12 classroom with ELLs. Focus your observations on the strategies utilized to develop reading, writing, and grammar. Discuss with your mentor teacher strategies they employ to differentiate instruction and assessment to meet the learning needs of all students.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Write a 275 word reflection regarding your observations. Your reflection should include an example of the effective use of a strategy within each of the following domains:
Reading
Writing
Grammar
How could these strategies be differentiated to accommodate ELLs at various levels of English language proficiency?
Clinical Field Experience (Reading, Writing, and Grammar)
Student's Name
Institutional Affiliation
Course Name and Number
Instructor's Name
Assignment Due Date
Clinical Field Experience (Reading, Writing, and Grammar)
Tutoring English is not a simple job, mainly when your classroom is full of a variety of diverse ability-level scholars. I believe tutors require to devise effective strategies to differentiate direction and evaluation that will permit every scholar to learn the substantial being taught and fulfill all learners' learning requirements.
In this observation, doctor Caleron delivers policies that will assist teachers in reading, writing, and grammar to their ELL scholars. She pays attention to the steps of choosing terminologies for reading, pre-tutoring vocabulary, and demonstrating comprehension policies such as ping-pong, associate reading, and finally, perfectly round to assist with reading, writing, and grammar (Caleron, 2012). Vocabulary is vital in tutoring reading phonologic cautiousness and all the descriptions of fluency. They are reliant on term knowledge that will help the scholar penetrate learning and reading to understand the text.