Allocate at least 4 hours in the field to support this field experience.

Utilizing the SIOP Checklist from Appendix A in the textbook, observe and assess at least one lesson in a Title I setting that involves ELLs.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Submit a copy of the checklist with a 250-word reflection on this experience. Address the following questions in your reflection:

Were the students aware of the class language and content objectives?

How did the teacher instruct the content and language objectives?

What type of student group configurations were used? How many different types of student configurations were used?

How did the teacher accommodate for different ELP levels?

GCU format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Using the Office of English Language Acquisition Services (OELAS) website or the department of education website in your state, choose one English language proficiency standard from each of the following sections:

Listening and speaking

Reading

Writing

For each standard, complete the “English Language Proficiency Chart” by including the following:

The ELP standard

The correlating language arts standards or Common Core Standard

The teaching activity

GCU style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.