Sarah Imbriaco EDS 351 12/11/12 Individual Student Profile Cover Sheet and Overall Reflection Briana I.

CLASSROOM CHARACTERISTICS B. receives instruction entirely in English. She receives ELD instruction, as do all of the third graders, three times per week for 20 minutes. Out of five language classes, one being the lowest, B. is in the second. I have observed and utilized several types of instructional strategies that support English language development and content understanding. These include daily language development, building upon students interests and prior knowledge, explaining the purpose of the activity, helping students to develop learning strategies for reading, writing, thinking, and problem solving, wait time, and total physical response. I have also seen and used clear speech, repeating or rewording as necessary, defining new words or discussing unfamiliar vocabulary in meaningful context, limiting idiomatic speech, gestures and facial expressions to dramatize meaning, visuals, pictures, videos, displays, document cameras, pair work, teacher-student conferencing, performance-based assessment, and learner self-assessment. II. ASSESSMENT DATA CELDT Score (Sept. and Oct. 2012): Overall: Intermediate Listening: Early Advanced Speaking: Intermediate Reading: Early Intermediate Writing: Intermediate Express Placement Assessment Results (11/1/12): Intermediate

Other language and/or literacy assessment data: LR Observations: 11/8/12 and 12/7/12 Interview with B.s mother (11/28/12) Writing Samples (Sept. and Oct. 2012) Fluency Score (Oct.): 36 Star Reading Level (Nov.): 1.7 III. ANALYSIS AND NEXT STEPS I believe B. is at an intermediate CELDT proficiency level, as evidenced by her writing samples, her CELDT scores, the LR observations, and LR interview. Her Express Placement Assessment indicates that she is at the intermediate level, as well. B.s writing samples show that she has a basic command of the English language. She uses complete sentences and her spelling and grammar was scored Basic, while her structure was Proficient. Her writing skills seem more advanced than her speaking skills. She is less confident when speaking (as evidenced by my observation on 12/7), but this may be because she is incredibly shy. She shows excellent comprehension in class, as well as good listening skills and attentive behavior (as evidenced by my observation on 11/8). She is very fidgety when asked to speak, with long pauses and one-word answers, but it is difficult to determine whether this is a result of a lack of confidence in English or her shyness. Her mother discussed and attested to her quiet nature and shyness on November 28, 2012. She does not conjugate verbs correctly, and tends to speak in present tense. Her CELDT scores from this fall classify her as an intermediate proficiency level. Her score of intermediate in speaking is somewhat incongruous with my observations, but again, it is difficult to separate her shyness from her abilities, or to determine whether her hesitancy is a language issue or a conceptual issue. The CELDT Proficiency Level Description of the intermediate level supports my conclusion, with the exception of oral production, which should be expanding to

sentences, paragraphs, and original statements and questions. B.s abilities align with the ELD Matrix description of intermediate students in that she has good comprehension of general meaning and increasing comprehension of specific meaning and there are some errors in her speech. B.s fluency score, star reading level, and CELDT reading score each indicate that reading is the area where she needs the most support. She would benefit from reading every day at home, and being read to nightly. As her reading improves, so will her oral and writing skills. Continued support with explicit instruction and SDAIE strategies is important for her advancement and comprehension, and she should read aloud to improve her speaking skills. In addition, she needs to be encouraged to participate more in class, especially in whole group discussions. Perhaps, once she gains confidence in speaking in front of the class and in speaking English, she will participate without being urged by the teacher. Her shyness does seem to be impeding her advancement, especially in speaking. As she is silent much of the day, she cannot fully improve her speaking skills. More observations in a wide variety of settings would be useful as future assessments in order to plan further instruction. With a deeper understanding of how she operates and behaves in different scenarios, we can better address and identify her language needs. In addition, as she works through her shyness, she will likely continue to see improvements because she may feel less inhibited and become more confident in speaking in class.

Danny I. CLASSROOM CHARACTERISTICS D. receives instruction entirely in English. He receives ELD instruction, as do all of the third graders, three times per week for 20 minutes. Out of five language classes, one being the lowest, D. is in the fourth. I have observed and utilized several types of instructional strategies that support English language development and content understanding. These include daily language development, building upon students interests and prior knowledge, explaining the purpose of the activity, helping students to develop learning strategies for reading, writing, thinking, and problem solving, wait time, and total physical response. I have also seen and used clear speech, repeating or rewording as necessary, defining new words or discussing unfamiliar vocabulary in meaningful context, limiting idiomatic speech, gestures and facial expressions to dramatize meaning, visuals, pictures, videos, displays, document cameras, pair work, teacher-student conferencing, performance-based assessment, and learner self-assessment. II. ASSESSMENT DATA CELDT Score (Sept. and Oct. 2012): Overall: Early Advanced Listening: Early Advanced Speaking: Early Advanced Reading: Intermediate Writing: Early Advanced Express Placement Assessment Results (11/1/12): Early Advanced Other language and/or literacy assessment data: LR Observations: 10/30/12 and 12/7/12 Writing Samples (Sept. and Oct. 2012) Fluency Score (Oct.): 65 Star Reading Level (Nov.): 2.8

III. ANALYSIS AND NEXT STEPS I believe D. is at an early advanced CELDT proficiency level, as evidenced by his writing samples, his CELDT scores, the LR observations, and LR interview. His Express Placement Assessment indicates that he is at an early advanced proficiency level. D.s writing samples show that he has a decent vocabulary and a decent command of the English language. Though there are errors with verb tenses and plurals, his writing is coherent and was scored Proficient in September and Basic in October in both domains. His CELDT scores support my conclusion, as do my observations and interview. As evidenced during each of my observations, D. is confident and speaks often in whole class and small group settings. His comprehension is good, but he does have problems with active listening and he tends to tune out of the conversation when he feels he knows something. Because of this, he misses important information, and rushed through assignments, often doing them incorrectly. His interview shows that he does not require a great deal of prompting to speak, though his speech is not grammatically correct. D. is able to communicate orally and in writing in more elaborate discourse, as written in the CELDT Proficiency Level Descriptions for early advanced students. Orally, he interjects like frequently, but his is able to convey his thoughts clearly and fairly accurately. He does not always conjugate verbs correctly, and tends to speak in present tense. The ELD Matrix aligns with my conclusion, as D. is able to sustain conversation and respond with detail in varied sentences using extensive vocabulary. D.s CELDT scores indicate that he needs the most improvement in reading. He and his mother both mentioned that he does not like to read, and that he does not read

a lot. He prefers to play games on the computer and on the Wii. He would benefit from finding books that he is interested in and reading every day at home. This will help to improve his vocabulary and his writing skills. He should also practice reading aloud, as this will help to improve his speaking skills. D.s teacher is working with him on active listening, and this will really help him to advance in all language domains, as well as academically. As a part of this, his teacher often asks him if he is listening, and to repeat what another student said. He needs to focus on improving and fine-tuning his English skills. His speech will progress as he expands his vocabulary. Continued SDAIE strategies and explicit teaching will further improve his English language acquisition. More observations in a wide variety of settings would be useful as future assessments in order to plan further instruction. With a deeper understanding of how D. operates and behaves in different scenarios, we can better address and identify his language needs. IV. OVERALL REFLECTION In completing the Learning Record project, I learned the value and insight gained by spending a considerable amount of time assessing a single student. For instance, I learned so much about B. during this process that I would not have otherwise. Because she is very quiet and well behaved, she has the tendency to fly under the radar in class. By interacting with and observing her, I learned a great deal about her English proficiency levels in various domains and about how I can teach her and students like her more effectively. For students like B. who are perhaps uncomfortable speaking and volunteering in class, I learned that I should use various methods to ensure that they participate, such as partner talk and nonverbal cues like thumbs-up or nods.

Furthermore, the observations were helpful and I feel as though they helped me to know the children better. By noticing how they behave and speak in different situations, I was able to better address their needs as English learners. I learned that all English learners benefit from explicit teaching and SDAIE strategies, and that these should be staples in each lesson that I teach (TPE 7). I know that effective teachers differentiate instruction to their students language abilities (TPE 7). In addition, focusing on one domain of English proficiency, such as speaking, does not provide a holistic or accurate view of the childs true English proficiency level. English learners benefit from flexible grouping by proficiency level during ELD. In studying B. and D., it is clear that every child is different. They each have areas of strength and areas to improve upon. They learn in different ways and at different rates. All students benefit from wait time and partner talk, as well as effective, open-ended questioning (TPE 7). I also learned that verb conjugation and proper verb tense is especially challenging for English learners, so explicit teaching and teacher talk will be quite helpful in this area. Multiple forms of assessment are imperative to gaining a comprehensive picture of a students language proficiency, or any other academic area. One assessment alone would not have provided the same information. Teachers must use multiple forms of assessment to guide their teaching, as well as, allow for multiple entry points in their lessons.