Language and Catechetical Institute Tutoring Partnership Weekly Assessment

Adapted from the Ohio Department of Education’s Strategies for Diverse Learners Using the UDL Model

Focus on English Language Learners(ELL)

Discuss the cultural background Nastya is from Russia. She has been learning English for a while and has a high level of fluency. She is also
of the student. Explain how you will use learning German now! Because she is already learning a third language, her language skills are high. She
their cultural knowledge and experiences already knows many language learning skills. Working with Nastya mostly involves helping her with small
as teaching/ learning resources (for mistakes in grammar, helping her build vocabulary, and perfecting her conversational skills.
themselves
and for other students). Agnese is from Kosovo. Although her spoken English is fairly good, she struggles a little with reading
*You may consider filling this out after a few sessions and English and has little experience with writing English. Most of her writing involves copying from already
then return to reflect upon what worked and didn’t.
written sentences or using Google Translate. It will be important to have her write for herself with some
support.

Peter is from China. Before coming to Gaming last semester, he didn’t know any English at all. Although he
can communicate in English, his fluency is low. Sometimes it is a challenge to understand him, although
generally it is not a problem. Working with Peter requires patience. Having him practice speaking and
offering corrections helps him grammatically and helps him build vocabulary. It also helps his
pronunciation. Because of the large differences between Chinese and English, pronunciation and spelling are
areas that Peter needs a lot of help in.
What is the level of students’ heritage Nastya is fluent in Russian and has a high level of skill in all four communication modes. She has acquired
(native or home) language skills in all four language learning skills which is a definite strength to build upon. Mostly, she just needs practice speaking
communication modes (listening, speaking, with and listening to English in a conversation. She also needs help building vocabulary.
reading and writing? How do you think
you will use their strengths and build upon Agnese is fluent in Albanian and has a high level of skill in all four communication modes. The Albanian
their weaknesses? alphabet is similar to English so that is to her advantage. Her listening and speaking skills in English are a
*You may consider filling this out after a few sessions and strength as well. She can communicate quite well when speaking. That being said, her spoken pronunciation
then return to reflect upon what worked and didn’t. is very good because she generally chooses words she knows well. When reading out loud, her
pronunciation is less strong. Teaching her more patterns to the English language could benefit her in
addition to hearing correct pronunciations and becoming more familiar with more words. Reading and
writing are weaknesses to build upon. In regards to reading, Agnese needs help understanding what is said
 because her vocabulary is limited. Teaching her to use context clues more effectively would be beneficial
for her. When it comes to writing, she needs practice forming her own sentences and attempting to spell
words herself instead of only copying sentences or relying on Google Translate.

Peter is fluent in Chinese and has a high level of skill in all four communication modes. However, Chinese
is very different from English and this makes learning English harder for Peter. Peter is stronger in speaking
and listening to English than he is in writing or reading English. This is because he can give or ask for
different phrasings when he is speaking or listening. Peter needs to build his vocabulary and work on simple
grammar. Peter uses mostly present tense and challenging him to use past and future tenses could be of great
benefit to him.
Consult with the students’ English as a I worked with Dr. Boury.
Second Language (ESL) teachers or
tutors(Dr. Healy) and
share ideas on how to support the students’
learning in both the content classroom and
the ESL classroom
.

Please upload the document and complete each section after your tutoring session. You will be required to submit both templates into the Blackboard shell at the end of the semester.

You are required to meet at least 5 times with your partner per 6/29/2014.

Date Time Multiple Means of Representation: To provide students various ways Multiple Means of Action and Expression: To Multiple Means of Engagement: To tap individual
of acquiring information and knowledge provide options for students to demonstrate what learners' interests, challenge them appropriately and
they have learned motivate them
to learn

2/17/17 2-4pm Today Nastya and I discussed the Iliad, which she is Nastya was able to demonstrate her Nastya is a strong English speaker, even
reading for her literature class. The discussion English abilities by communicating if she is not completely fluent. She
helped her comprehend the text better and sort to me orally during our discussion. needed to be challenged to discuss the
out her thoughts. It also allowed her to acquire She also demonstrated her Iliad in depth in English. I had to
information about the text through listening to me. command of English and her challenge her to explain her thinking in
Sometimes she needed to use Google translate to learning through the blog post that I English. I tried to get her to explain
acquire the information necessary to express her helped her write. what she meant in different words if I
thoughts to me. Before discussing the text, she didn’t understand. She was motivated
 read a brief summary in Russian. This helped her by the fact that the blog post was an
acquire the necessary information to then assignment for her class but also by the
communicate in English. fact that she had to be able to express
her thoughts to me.
3/14/17 8-9 Today Peter practiced his English by having a Peter was able to demonstrate his Peter is already very motivated to learn
conversation with Jane and I. We asked him a few learning orally. His speaking showed English. Jane is Peter’s primary tutor
questions but mostly he talked. He told us about his the vocabulary and grammar he was but he asked me to help him as well
pm life. As he spoke, we would occasionally clarify learning. Repeating our because it helps him to hear from many
what he meant or correct his pronunciation. He pronunciations showed his learning different English speakers. He is also
would repeat after us to learn the correct of the phonemes of the English motivated by his want to be friends
pronunciation. He also acquired knowledge of language. He was also able to with and communicate to others so
English vocabulary through Google translate when demonstrate his listening skills by having Jane and I both there to listen
we could not understand what he was trying to say. properly answering the questions gave him even more reason to
we asked him. communicate effectively. We were able
to engage his interests by talking about
his own life. We challenged him
appropriately by correcting him only
sometimes and providing assistance
when he couldn’t find the word he was
looking for.
4/30/17 3-3:40 Today Agnese and I worked on three different Agnese was able to demonstrate her Agnese wants to be corrected when
assignments. First, we went through a worksheet learning orally. As she spoke, she she speaks, reads, or writes English.
she had completed about comma placement. She demonstrated the correct However, she needs to be challenged
read through each sentence, allowing her to pronunciations she is learning. She to write for herself. Agnese tends to
practice reading as well as her pronunciation. was also able to demonstrate orally rely on copying or Google Translate
When she had not placed the comma in the correct her understanding of what she read, when writing. I had her write her thank
location, I told her and explained the rule behind her reading comprehension. you letter without copying or using
the correct placement for the comma. In this way, Through writing the thank you Google Translate, only offering help
she also had practice writing. She also worked on letter, Agnese was able to when she really needed it and
her vocabulary by asking me about the meaning of demonstrate her writing skills as correcting mistakes instead of writing
words she did not understand. In this way, she was well. for her. When she was done, she was
improving her reading comprehension. Then, she so proud of herself! It was wonderful to
read a passage from Huckleberry Finn out loud to see.
me, again practicing reading and pronunciation.
 She simply asked me to correct her pronunciation
when it was incorrect. Finally, we read through the
instructions for writing a thank you note together.
She read the instructions out loud and I corrected
pronunciation. She asked me once again about the
meaning of some words and phrases. Then we
wrote a thank you note for a Bible she had
received. I had her share her thoughts and what
she wanted to say, using the instructions as a guide.
I helped her form her sentences grammatically and
then had her write them herself, helping her with
spelling and grammar when necessary.
4/27/17 5-6 Emma, Emma, Jane, and I all worked with Peter Peter was able to demonstrate his Peter wanted to share his feelings and
today. We spent time talking to him. He told us skills in pronunciation and thoughts with us. This is what
about his life and the struggles he is facing. Our vocabulary through his speaking. He motivated him. He had something to
pm conversation allowed him to practice was able to demonstrate his say and needed to find a way to say it.
pronunciation, vocabulary, forming sentences, and listening skills by responding to our For Peter, this is a great challenge and
listening. Our conversation involved writing, comments and questions. He also motivator. Making his tasks authentic
drawing, and acting as well so that Peter could expressed his writing skills when he and meaningful, something necessary
convey what he wanted to say. could not find a pronunciation close to communicate a message, is very
enough for us to understand. When beneficial for Peter.
he wrote the word we knew what
he wanted to say.
5/4/17 3:30-4 Today Agnese and I practiced speaking and Agnese was able to demonstrate her Agnese enjoys talking to people and
listening. We had a conversation together. We learning orally. She formed getting to know them. She likes telling
talked about how learning English is going for her. sentences and strove to use new people about her own life. Because of
We also talked about her classes. She was happy vocabulary as I taught it to her. She these interests, having a conversation
that her Theology of the Body test was moved. As also demonstrated her learning is a good way for Agnese to practice
she talked, we worked on her vocabulary and orally by using correct her English. It is motivating as well,
pronunciation. While I talked, she practiced her pronunciation. She demonstrated because English truly becomes a tool
listening skills and also worked on vocabulary and her listening skills by responding for her and allows her to form
pronunciation by my introduction of new words appropriately to what I said. relationships with people. When there
and by hearing my correct pronunciation. is a real, concrete reason to learn
English, learning has more meaning.
Adapted from Ohio Department of Education, Lau Resource Center, March 2011