ELL Reflection Paper

The data recorded after the summative assessment on fossils showed that the students below level reading and ELLs that speak only Spanish at home both received a failing average. Students who are below reading level had an average of 65% and the ELLs that speak only Spanish at home received an average of 69%. This showed that these students did not know the vocabulary given or did not fully understand what was taught because of their low reading levels, lack of academic vocabulary and comprehension skills. The Non-ELLs students received an average of 87% which shows that they understood the concept on fossils but they had a few misunderstandings of the topic taught. The on level readers average scores were 92%, this showed an understanding of the concept taught along with information given.

b. What are three different interventions you could use to provide equitable science learning for the ELLs in your class?

To provide equitable science learning for the ELL students, I would incorporate anticipation guides into small groups before teaching the lesson. The anticipation guides will have statements that will help to ascertain the students misconception on the topic; the students will read and respond inorder to help activate prior knowledge on the topic. This will help ELL students to get some knowledge on the topic and helps …show more content…
It would help them to answer “ what would a scientist do in this situation?” Another advantage of this type of learning would be that students are able to examine things from different perspective with a variety of resources, which will keep students interested. It also allows students to collaborate with other students and to practice generic and professional skills which would help their problem solving