English as a Second Language
I began college with an interest in English literature, but research and experiences inspired me to explore an additional endorsement in English as a Second Language.
I have had several opportunities to work and learn in this field.
Student teaching at Lincoln High School
ELL level 3-4 Spring 2018
For the first eight weeks of my professional semester, I taught four sections of literary studies to level three and four ELL students. The demographic of these students was incredibly diverse: over 17 languages represented in the ELL department alone. During my time with these classes, I integrated lesson plans on academic conversations, introductions to literature circles, and tiered novel units. These lessons relied on a collaborative learning style, self-guided inquiry, group debates, peer sharing of ideas, and technology such as Kahoot quizzes, Google Forms, and Google classroom. In addition, I proctored the English Language Proficiency Assessment (ELPA) exam and participated in PLC opportunities within the school and district, including FLEX strategy sessions.
Field Experience at Seward High School
One to One Fall 2017
I had the opportunity to work in two ESL settings. The first was a one-on-one instruction with a senior high school student. His first language was Spanish. Unfortunately, this student had passed through the education system without much attention to his individualized education plan and needs. I met with him twice a week during the semester and offered explicit instruction of grammar rules and basic reading and vocabulary strategies.
Field experience at Lincoln High School
ELL level 2 Fall 2017
I observed and implemented a lesson plan in an all ELL classroom. This class was made up of 15 students placed into the level two program. In the language department of this high school, there were more than 17 first languages represented. With a vast diversity of linguistic background, I had the opportunity to observe how an ELL classroom looks similar and different to a typical class setting. I was able to see what specific strategies worked well or could be tailored to better meet the needs of the students. Also, I had to combat the challenge of finding high-interest/low readability texts to engage students. For my lesson plan, I spent two class periods working through literacy stations with the students. They were grouped by ability and cycled through vocabulary strategy, guided reading, current event/reading strategy, and journal stations.
In 2016, I spent four weeks in China working at an English summer camp. For all students, English was not their first language. While I worked with students from kindergarten to seventh grade level, my home room class was comprised of 12 kindergarteners who had never been to school before, much less in an English speaking classroom. This experience required me to think creatively and intentionally about how to best implement lesson plans and address the many needs in the classroom. By the end of the three week camp, students were reciting the ABC's, counting to 25, and using some basic phrases and vocabulary (colors, feelings, parts of the body) in English.