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Adapted from the Ohio Department of Educations Strategies for Diverse Learners Using the UDL Model
Focus on English Language Learners (ELL)
Please save the document and type your responses in the boxes below. Please use as much space as you feel is necessary to explain your experience.
*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didnt.
I was lucky enough to tutor two students this semester, Kakha and Veronica. Kakha is from a country
called Georgia and did not learn English until coming to Gaming as part of the LCI program. When I first
met with him, he had very good command of the English language and primarily needs help in learning new
vocabulary and correcting his grammar mistakes. He has mentioned that he wants to continue that during the
summer he helps his father. I plan on using this information to help him learn new vocabulary words that he
will actually use when he returns to Georgia.
The second student I got to tutor is Veronica. Veronica is from Belarus and graduated from college with a
degree in English. She was actually working as an English teacher before she joined the LCI program. While
she was in Belarus she mentioned how she would teach different age groups and to any student, whether
they were children just learning English or high school or college students who needed help refining and
practicing their English. For this reason when I plan to meet with her, I focus more on fine-tuning her
English speaking skills by focusing on her grammar and punctuation when it comes to written assignments.
Kakha is getting used to hearing native English speakers talk to him, especially since we talk a lot faster
than he is used to. Sometimes he asks you to repeat the question or say it again, but for the most part he is
doing very well at being able to listen. His speaking and writing skills need some more practice, he has a
good command of simple vocabulary, but sometimes he uses the wrong word to describe things. His reading
skills are probably his best; he just needs a little help with pronunciation.
Veronica is amazing when it comes to all four-communication modes, but then again she learned English
in school. Her listening, speaking and reading skills are very strong and well developed. She is able to
understand me, especially when I talk fast. She can speak and read English very well and uses the proper
vocabulary or describing words. One can tell that she speaks slow and chooses her words carefully, however
she is still one of the most advanced of the LCI students. Her writing is good; she only needs a little help
with punctuation and spelling.
Whenever I spoke to Dr. Healy or Prof. Scofield about how to help my two students, they always
mentioned that I should help them in whatever way they asked or needed. So for example, with Kakha he
wanted to practice speaking more, since that was his weakest mode of communication. Dr. Healy also
mentioned that if Kakha ever asked for help with the homework, that I should not do the homework for him,
and if anything explain the directions and give examples as to how to complete it. When it also came time
for the LCI students to perform the play, Dr. Healy suggested that I help Veronica learn her lines by going
over them with her. It was also suggested to me that I should have conversations with her and proofread her
written assignments to look for any small errors, in order to help fine tune her English.
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
Feb.
55:30
10
Feb.
5-
24
5:30
Mar.
5-
10
5:30
Mar.
5-6
24
Mar.
5-
31
5:30
Apr. 7
5-6
May
6-7
6-7
11
May
13
Adapted from Ohio Department of Education, Lau Resource Center, March 2011