The middle school that I currently work in, has several students that are English learners. It was not easy not knowing choosing a student to work with, since many students need the help. After talking to Mrs. Kline the intervention facilitator she directed me to a 6th grade teacher, Mr. Tate. Mr. Tate teaches language arts to the students who have problems with literacy in learning. The students are both English learners and students who are new to the United States. After talking to Mr. Tate he directed to a student who has only been in the United States for six months. The name of my tutee is Brandon Chavez, who came from Honduras. Brandon is in the 6th grade and is eleven years old. Before meeting with Brandon on the first day I viewed
…show more content…
The teacher mentioned that Brandon does indeed need help in reading, writing, and talking; since his skills on all three of them are low. The teacher has noticed that he needs help with reading since he never wants to try to say the words he does not know. In regards to the writing, the teacher told me he needs help with writing simple sentences, since he often asks the teacher on how to spell or to translate certain words for him. On an occasion that I went to go observe Brandon in class, I was able to see that he does not want to participate in group discussion and instead he stays quite. When Brandon does talk in class it usually is because he is answering yes-or-no question but none that require him to think critically. The teacher recommended that to help Brandon I should aim to target all three reading, writing, and …show more content…
Being able to get a sample CELDT workbook from Mrs. Kline was an advantage, since it will helpful to accomplish the three skills and he will be able to get practice for the exam. An additional workbook that was also provided by his teacher is tittle Word by Word, which will help with vocabulary, grammar, and listening activities. The two workbooks will be beneficial since it will give him practice he can use when he takes the CELDT this summer. I do not have copies of the answer he completed in the workbook Word by Word, since he would forget it in class. In regards to the CELDT workbook, I only have a few pages but for the ones I do not I am adding pictures from an online sample.My goal was to include the three, but if not I will make sure to at least use
The teacher mentioned that Brandon does indeed need help in reading, writing, and talking; since his skills on all three of them are low. The teacher has noticed that he needs help with reading since he never wants to try to say the words he does not know. In regards to the writing, the teacher told me he needs help with writing simple sentences, since he often asks the teacher on how to spell or to translate certain words for him. On an occasion that I went to go observe Brandon in class, I was able to see that he does not want to participate in group discussion and instead he stays quite. When Brandon does talk in class it usually is because he is answering yes-or-no question but none that require him to think critically. The teacher recommended that to help Brandon I should aim to target all three reading, writing, and …show more content…
Being able to get a sample CELDT workbook from Mrs. Kline was an advantage, since it will helpful to accomplish the three skills and he will be able to get practice for the exam. An additional workbook that was also provided by his teacher is tittle Word by Word, which will help with vocabulary, grammar, and listening activities. The two workbooks will be beneficial since it will give him practice he can use when he takes the CELDT this summer. I do not have copies of the answer he completed in the workbook Word by Word, since he would forget it in class. In regards to the CELDT workbook, I only have a few pages but for the ones I do not I am adding pictures from an online sample.My goal was to include the three, but if not I will make sure to at least use