Two specific learning needs the student has as an English learner based on the student’s description and responses
The student identified in the case study needs remediation during teaching. From the response that the student gives to the two questions, it is clear that the learner may not understand every English word and sentence during the lesson. For instance, there are no articles and discourse markers in his sentences. It is also worth noting that the parent of this student works for long hours. The implication is that the learner may not have someone to assist him with his homework. The student requires deep and slow explanations of concepts at a personal level in order to achieve the understanding level of others. Since the language grade of this student is below the expected standards with two levels, the learner will require more attention in order to cover more work relative to others. The premise is that, apart from learning earth science during the lesson, this learner will also be learning the English language. Such a student also requires assistance during the lesson.
The other need that this student requires is an after-learning follow-up. Although the learner is not badly off in learning the English language, there is a need for constant reminders. The environment that the learner seems to be glowing up in may not be encouraging him to learn more of the English language. For example, the student lives with his brothers, sister, and uncles. All relatives of the student speak Spanish. He also speaks it fluently and hence the reason why he is tempted to use the name ‘abuelita’ and ‘abuelito’ in his written response to his best family day. Since his mother is entitled to work for long hours in order to provide for her family of five, the learner has low interaction levels with her after school.
One instructional strategy or student activity from the outline of plans that could be challenging for the student
One of the student’s activities that are likely to be very difficult for him is reading the textbook about rock characteristics. The student in question has problem reading materials written in the English language. It is therefore likely to be challenging the learner to read textbooks that are written in the English language. Perhaps the learner is slow in language learning. It will be difficult for the student to distinguish between thousands of textbooks found in the library. Such a challenge will even be made worse by the fact that the learner cannot comprehend English vocabulary. Rock Science is a specialized subject of study, which uses subject-specific language or jargon. Guillermo may not be able to understand the English titles that are written on geology books. For example, the words sedimentary and metamorphic are geological words.
Distinguishing one book from the other may take him a lot of time. Various textbooks may have information about rocks for example information about their origin and formation. However, the learner requires sources that detail the characteristics of rocks specifically sedimentary rocks. Narrowing down to such a textbook is likely to be very challenging for him. This initiative may take the whole of Guillermo’s time. His day is likely to end while still looking for the answers in irrelevant books. The learner may not be able to separate various characteristics of different rocks. For example, the igneous rocks have many characteristics that the learner should remember. In addition, the sedimentary rocks have their characteristics that the learner is expected to find out from the library sources and to remember.
The learner is supposed to use library resources such as encyclopedia, or the internet in researching the characteristics of a particular rock. Use of the encyclopedia will require language proficiency on the side of the user. The learner is likely to face it hard when searching for certain topics in the book if he cannot make out the meaning of certain words. The encyclopedia is a very elaborative book, which also requires that the reader understand subject-specific language. For instance, if it is about rocks, the learner should be able to understand basic terminologies used in geology. However, the learner in question is completely deficient in this knowledge. It is therefore likely to be very challenging for him. With such low levels of proficiency in the English language, the learner may not be able to use the encyclopedia. A certain order of word arrangement is used in the encyclopedia.
The learner requires basic skills on how to use such a resource. The learner is also not reading about the whole topic on rocks but is supposed to search for specific information about the characteristics of particular rocks such as sedimentary, igneous, or metamorphic ones. The learner should therefore have the ability to go directly to the subtopic, sedimentary rocks, igneous rocks, or metamorphic rock, and study its characteristics. Identifying the specific sub-topic of interest from the encyclopedia may also be challenging for the learner. In fact, it may require that the learner read about each rock and its characteristics before he can settle on one type of rock. The learner does not have any background in rocks and he may be disadvantaged from the rest of his classmates who speak English and/or were born in America. Such students may have some background information on rocks not only from their previous lessons but also from real-life experience. A word such as sedimentary is derived from the English word sediment. A learner that was born in America, and who has been using the English language since then, may easily understand the topic than a foreigner. Such a student has some foundation and can easily relate ideas.
It is likely to be challenging for a student who is still learning English to employ the internet in studying the features of rocks. Most of the websites and web pages are in the English language. Search engines that are mainly used to search for information on the internet are also mainly commanded in English. The learner in question is therefore likely to face many problems in using the search engines like Google and Yahoo. Worse still, the learner cannot be able to read in Spanish, which is his motherland language. It will be difficult for him to search for information on rocks using Spanish. The learner will also face challenges in deciding the words to use as the keywords in the search. For example, he may not know the right English words to use on the search engines in order to filter information from the internet. For example, if he uses too many words in a search sentence, the internet will respond with volumes and volumes on related information.
Separating the right information from such volumes will also be challenging for this learner especially with his low level of English language. Such feedback will also require that he open each link, read it, and filter the information. It may take days or even weeks to read all the related information on rocks from the internet. Such activity will also read to wastage of resources. Searching for information on the internet will require that the learner knows the exact information that he is looking for on the internet. Such knowledge will enable him to be able to narrow down to the exact words of the search. For example, it may be difficult for the learner to narrow down to the words, ‘characteristics of sedimentary rocks.’ The writer may take time before coming up with such words. Furthermore, on searching for these words the internet will provide him with various links and headings. The learner should apply prior knowledge to filter the exact information that they want. This step will also require a certain degree of understanding of the English language. The learner is therefore likely to face many challenges in carrying out this activity without some interventions from the teacher, and adaptations of the activity to fit his particular needs.
Why the strategy or activity I chose could be challenging to the student
For the reader who is still two grades below his rightful level, it is likely to be hard for him to understand the subject. In most cases, the meaning of English words, statements, and phrases is interpreted according to their context. This learner may therefore face it hard to interpret English words used in the context of earth science. The student may also not be able to use library sources, which are organized in a certain order. Searching the sources also requires the reader to be able to write and read well in English. Most of the libraries use the library catalog. In the United States of America, most of the library catalogs are written in the English language. This student is therefore likely to be disadvantaged while searching for information compared to his colleagues. In addition, the student will also have challenges in using the encyclopedia, which is a more compact book.
The language level used in the encyclopedia will also pose a challenge to the learner. The encyclopedia is also a very detailed book, which uses subject-specific jargon in explaining various subjects. Since the learner is two grades below the expected level of the language standard, he is, therefore, likely to face challenges in understanding such information. In some cases, the encyclopedia gives definitions of various subjects without any explanation or illustration. It may therefore be difficult for the learner to learn about the characteristics of various rocks and their cycle from the encyclopedia alone. Searching for information about rocks on the internet is also likely to be a challenge to a learner with below-standard language proficiency. Use of the internet to search for information on the types of rocks and their characteristics will also require expertise. It is difficult to interpret and/or understand information that one cannot read. It is therefore likely that a learner who cannot read materials written in English is likely to be disadvantaged in class. Searching for specific information, for example on rocks, is also likely to be challenging for this learner. The challenge is likely to crop up because the internet is awash with information overload. By the click of the search button, the internet is likely to give volumes of information to the user.
How I would adapt the strategy or activity identified above to meet the learning needs of the student
Searching information on various types of books, encyclopedias, and the internet by learners with low proficiency in English can be adapted to meet their specific needs. One way of adopting this activity to meet the needs of this learner is by referring him to specific websites for particular information. Since the learner can read some pieces of work written in English, it can be easier for him to search the characteristics and types of rocks via a special link on the internet. This will ease the burden of filtering information presented in different words on the internet. The learner will be required to follow specific links to the web page and use the information that has already been filtered. The burden of information overload will be sorted out through subject-specific links. Alternatively, since the learner is said to get on very well with others, it could also be of great importance for his colleagues to assist him in searching through the internet. On the other hand, learners in the group discussion can assist this student in filtering information since they can easily understand the language better in relation to him.
If the group decides to use books on geology, it will be easy to refer the learner to materials that have been written in the English language for second graders. Instead of using the general books in earth science, the teacher can guide the learner in written materials with a language that he can easily understand. The teacher and colleague learners can also assist this learner by interpreting the information for him and putting it in a simpler and understandable way. Although the learner has a lower level of proficiency in English, the student is also sociable since he gets on well with others. His ability to interact with others will enable him to learn from them especially during group discussions. Other students will then interpret the concept and subject to him. Interpreting and understanding written materials such as books and journals can also be made easier by directing the learner on where and how to use guide books for students.
How my adaptation would be effective for the student in making progress toward the learning goals of the lesson
My adaptation of the lesson to fit the student’s needs to achieve the learning goals will be effective. The effectiveness of the adaptation will be manifested by the outcome of the learning process on the topic of the day. One of the learning goals of this lesson is to make the learner able to identify and classify various types of rocks. Adapting the lesson to fit the needs of a learner with a low level of language proficiency will facilitate the achievement of this goal. This adaptation will be effective in enabling the learner to make progress and achieve the learning goals in that the teacher will be able to help the learner to interpret some of the vocabularies used in the textbook by translating them to a language that the learner can understand. The effectiveness of this adaptation can be realized when it becomes easier for him (the student) to understand complex ideas. With the assistance of the teacher in enhancing learning for students with low English proficiency, the learner will be able to understand and classify various types of rocks. Classification of rocks can be challenging for learners with language problems.
This is because the exercise requires a proper understanding of certain terminologies used in geology. The presence of the teacher in the process of classifying rocks will enable the learner to distinguish between various characteristics. This will be effective since the teacher has more knowledge of rocks and/or is better placed to guide the students on how to go about the classification of rocks. Classmates in the group discussion will also assist the learner with a language problem. This adaptation will be helpful since fellow classmates will help him make out the meaning of some words that are written in English in some of the books and encyclopedia. The adaptation will also be more effective since, at this age and grade, students will find it easier to learn from their peers than from other sources. Leadership skills will also be natural when learners are encouraged to work in groups. Since the learner in question is said to be cooperative in working with others, he is likely to benefit from such groups.
The lesson will also be effective since the learner will learn to cooperate and to work with others in a bid to seek solutions to a common problem. Each member will work hard in search of the right information to answer questions on the characteristics of a particular rock that the group is researching. After the group members bring their findings together, they will be able to appreciate teamwork. Each one will learn different ideas from what their colleagues find out from books, encyclopedia, and the internet. At the end of the day, the learners will have come up with a complete list of characteristics of rocks and hence achieve the learning goals of the lesson. It will be a challenge for the learner with difficulties in reading and writing in the English language especially when he realizes that his classmates can explain various processes in the rock cycle with ease. This challenge will make the adaptation even more effective. The learner will struggle and try to perfect his written and oral skills in a bid to be at the same level as his classmates. Learners are also able to share at the same level as each other during discussions.
There is little or no shyness in their discussion. Learners can be able to interact at the same level. This is the best learning environment for students. Learners can question each other at will; they can oppose the answers given by their colleagues at will. This makes the discussion livelier and factual based. Achievement of the lesson goals will therefore be easy since every learner will be at liberty to ask questions on the points or characteristics that he or she does not understand. The classmates can also explain the point in a language that the other student understands best. For example, a teacher may not be able to bring his language level down to the level of the pupils when explaining various concepts. However, colleague learners can understand best the language that their friends easily understand hence use it to make difficult matters simpler.
If possible, the actual examples of each of these rocks shall be availed to students as samples. Students learn better by seeing than by hearing. The use of real items in teaching will also be effective in the achievement of lesson goals. Showing different types of rocks to the learners makes it easier for them to understand their differences. The learners can touch and even feel the building elements of the particular type of rock. Having direct contact with the actual item makes it easier for him to understand the item. The lesson will therefore be more practical and learners will easily understand the concept in question. Learners will also evaluate how different minerals are packaged to form a different type of rock. It will also be easier for learners to identify various rock-forming minerals using various diagnostic properties. Observing actual rocks will enhance the learners’ ability to understand information written on the internet and in books about rocks, the learner can then make out the meaning of various subject-specific terms. With the guidance of the teacher and fellow students, the learner can therefore identify and classify metamorphic, igneous, and sedimentary rocks. Definition of vocabularies such as deposition, weathering, and transport is another learning objective that will be effectively fulfilled through adaptation of the lesson for the learner. It becomes easy to interpret the meaning of a certain word when one understands it.
How my adaptation would be effective for the student in making progress towards English language development
The learner in question has low proficiency in the English language. My adaptation will be effective since it will enable the learner to improve his English language skills. It is also effective since the student can identify the specific characteristics of different rocks and use the information to fill in the Venn diagram. With the proper information, the filling of the Venn diagram may be very challenging for learners with difficulties in writing. Guidebooks will even direct the learner on how to compare the characteristics of various rocks on a comparison table before filling in a Venn diagram. Such books are also effective in explaining in detail individual characteristics. For example, when explaining a particular characteristic of sedimentary rock, the guide will give a detailed illustration of how it is formed. The characteristics of such rock will also be listed in a language that learners will find easier and interesting to understand. Adaptation of various guidebooks for use in the study will make the student progress in terms of developing expertise in the English language. For example, an adaptation of guidebooks will be effective in assisting learners with problems in proficiency in the English language since they are written in a language that is easy to understand.
The teacher will also guide the learner on the specific resources that he should use when studying the characteristics of rocks. Such books will be the ones written in a simple but correct English language. The effectiveness of guidebooks in language development is realized through the simplification of complex ideas and words. Guidebooks try to simplify complex information into simple terminologies that the learner can understand. This improves the language comprehension ability of the learner. For example, various subject-specific words are used in earth science. These words may be very difficult to understand for the student with English proficiency problem. The learner will be able to open the guidebook and read the specific area that he wants instead of reading through volumes of materials. The adaptation is effective since it saves money and time. It will be easier for the learner to understand the whole process of rock formation since the process is also illustrated in an easy to understand method on the guidebooks. Illustrations also enhance language development since the learner is enabled to connect what he can see and what he can hear.
The adaptation will also direct the learner on how to go about the use of the study books. For example, the learner will effectively understand the meaning of some terminologies used in the rock-forming process. The effectiveness of this adaptation can be realized by the level of understanding that the learner gains after using the textbook together with its guidebook. It is also worth noting that guidebooks have a direct way of explaining and analyzing events. Learners with difficulties in reading and writing will find it easy to understand the different characteristics of various rocks. Guidebooks will even make it more effective by listing individual points rather than having the points in paragraphs. Listed points are easier to understand than points written in paragraph forms. It is also easier for the learner to compare the points when they are already written in a language that they can easily comprehend. For a learner such as the one in question, understanding the rock cycle in the English language may require a detailed explanation.
Therefore, the adaptation will come in handy in providing a more elaborative way of learning about the rocks. The learner would first be required to understand the process itself before even understanding English words, sentences, and even paragraphs. The adaptation will take the learner through words, sentences, and phrases before developing into complex paragraphs. With such consistency, the learner is able to understand complex English words. Use of the adaptation substantiates the subject matter besides elaborating it for the learner. The learner can therefore read the textbook on his own or with little or no assistance. The learning resources will also teach the learner how to connect various words. For example, a correct English statement has properly placed subject, verbs, and objects. The resources will illustrate correct statements within the context of the lesson goals. The learner will therefore be able to learn about the topic through observation. Reading volumes of works written in correct English will enable the learner to gain both reading and writing skills. The learner may not write words that he has seen in various contexts wrongly. Repetition of images makes them permanent in the learner’s mind. Seeing certain words will also make it easy for the learner to remember them.
The use of teaching aids will also enhance English language development. Students in this grade will develop their language skills by seeing than by hearing. The teacher will make the lesson more practical by having pictures of sedimentary rocks, ingenious rocks, and metamorphic rocks. Such pictures will be labeled and will have short explanations written in English. Learners will be required to read the description hence improving their reading ability. Visual aids make a vivid mental picture in the mind of the learners. It is not easy for a learner to forget the name and description of an item that they have seen. The use of pictures will also make the item clearer. Explanations on various rocks are also made easier since the learner can distinguish the characteristics of individual types of rocks from the photographs. This makes it possible for the learner to understand the topic more easily in the groups and class discussion. Photographs will also make the learner’s English effective.
They can be hanged on the classroom board or be hanged on the walls. When the photographs are hanged on the walls, the frequency of exposure of the item to the student is increased. The more the learners see the item, the more they can understand and remember the item. Reading skills will be enhanced by having the learners read the wall hangings loudly. Repetition of the sounds creates a vivid mental picture in the mind of the learner. Identification of various samples of the rocks on the photographs will also lead to language development. The learner will be required to identify certain words that refer to certain types of rocks. The learner will also learn the language through the identification of the word that refers to certain processes. At this point, the learner will also be required to explain processes. In each of these stages, the learner will have acquired certain skills that are important in the English language. Explanation of the word will also require a certain level of English language proficiency. This is why the process of language acquisition should be progressive. The teacher will be enabled in the learning process through pronunciation and writing of the words. The learner will therefore learn the meaning of the words and/or how to pronounce them correctly. Writing skills in the English language will also be enhanced in the process. Writing is an integral part of language development.
The learner needs to understand how to spell various words and put them down. The learner will therefore develop his English writing skills in a procedural way. The lesson will begin by introducing words that are easier to write and then proceed to harder words. In the whole of this process, the learner will be required to do the practice. The adaptation will enable the learner to write properly since there is an essay that he is supposed to write at the end of the lesson. The essay is also supposed to be written by individual learners. It will therefore be impossible for the learner to write a good essay if he is not well versed with the language. When writing group works for presentation in class, group mates will also assist this learner in spelling English words correctly. Learners in this grade learn faster from their classmates than from the teachers. There is a feeling of challenge that learners develop when they realize that a certain classmate is able to write better. Such learners will therefore be able to write correct English words after various instances of correction from their peers. For example, the learner may find it difficult to spell the word sedimentary. However, with an occasional correction from his peers, he will finally learn how to write it. The teacher will also correct such spelling mistakes during the evaluation stage of the lesson. With the correction from the teacher and learners, the student in question will be able to write English words with the correct spellings.
Achievement of the English language will become effective when the teacher explains the vocabulary to the students. Such vocabularies include subject-specific jargons that may be difficult for the learners to understand. Language learning is a process. The learner will learn word by word as the lesson progress. The teacher will be required to interpret the word for the learner at various points. The learner will also be required to note and remember different words that he encounters in various instances in the course of the lesson. This adaptation will also take the learner through a continuous process of language skills acquisition. After being exposed to these words, the learner will be gradually taken through another level of language development. For example, the learner will first be exposed to simple vocabularies that are likely to be the keyword in the lesson.
Adaptation of various methods of customizing web links will also make the achievement of lesson goals effective. Customization of web links will make it easier for learners to search for information on the internet. Since there is a lot of information overload on the internet today, a learner with a language proficiency challenge requires assistance in filtering information. The effectiveness of this adaptation will be ensured by having the teacher select various web links that will connect the learner directly to the right source of information. In most cases, searching for information on the internet will depend on the number of words that the learners use. Learners with challenges in reading statements made in English may not be able to choose the most appropriate words for the topic. It is out of this foundation that the use of selected web links will enable the effective achievement of the lesson goals. The teacher will be able to assist the learner in his search. For example, special links that directly connect the student to characteristics of sedimentary rocks will be provided. Students will therefore find it easy to open the link and even to access the information therein.
Weblinks also use various levels of English language. It is therefore likely that a learner with low proficiency in the English language may have trouble in using it. Adaptation of various techniques of teaching will therefore be important in enhancing language development. The teacher will therefore assist the learner in interpreting various vocabularies and subject-specific pedagogy. In this lesson, learners are supposed to use the internet in sourcing information on characteristics of various types of rocks. The learner in question has challenges in reading and writing various materials in English. With explanations from the teacher and from classmates in his discussion group, he will comprehend the language. Language skills are easily learned through socialization hence the learner will be able to speak and to write in English after interacting with peers that are fluent in the English language. Crucial to note is that learners are challenged when they realize that their peers can be able to do some things while they cannot. In the same way, this learner will be challenged on hearing his fellow classmates can be able to speak certain words in English and even make correct English statements while he cannot. The learner will therefore work hard to be able to speak like his classmate. The adaptation will therefore result in a healthy competition that in turn makes the learner develop proper English language skills. Language skills are transferred in both oral and written methods. At this point, the language development goal will be achieved.
The progress monitoring assessment based on the lesson plan that I would choose to monitor this student’s progress toward achieving the learning goal(s)
To ensure that I monitor the progress of the learner, I will adopt the use of class deliberations, periodical scripts, and interviews on technical words. Each of these steps will be done in accordance with the amount of time allocated in the lesson plan. Monitoring is a continuous activity that should be carried out before, during, and after the lesson. As learning is a process, monitoring is also a process. I will monitor the progress of the learner using class discussions. It is easier for a teacher to evaluate the progress and development of a learner with oral skills problems through group discussion. The learner in question has a problem in both writing and speaking. During group work, the learner will be required to participate actively in group undertakings. The other members of the group are more proficient in the English language than he is and therefore he is likely to face a challenge of measuring up to the standards of his group mates. The teacher will observe how the learner behaves in the group. For example, I will look at how he responds to various questions and opinions from other group members.
For example, one of the group members may ask a question like, ‘Can you distinguish between the two characteristics of sedimentary rocks that Julian and Mark have given us?’ In such a moment, I will be keen to note whether the learner will be able to make out the meaning of all the words that his classmate used in the sentence. This will be done by evaluating his response together with how he organizes it. For example, is his response to the question clear, complete, and specific? Is the response customized to the question asked? These parameters will enable the teacher to gauge the progress of the learner in various skills. For example, the teacher will know the level of comprehension of the English language that the learner has attained. For instance, if the learner does not keep on asking his classmates to repeat the question, it may imply that his comprehension level has gone up. By responding to the questions bit by bit without leaving gaps, the teacher will understand that the learner is able to connect various facets of the language. If the learner is still stammering and taking time in trying to look for an appropriate word to fit in a sentence, the teacher will understand that his oral skills still require improvements.
I will also evaluate the learner during the oral presentation session. In these sessions, individual learners will appear in front of the class and present the group findings. It is at this point that the learner will indicate his prowess in using the English language to explain concepts. I will monitor how the learner chose a word in his sentences during the presentation. It will also be possible for me to monitor how the learner uses discourse markers to link different sentences in the presentation. I will also evaluate whether the learner has the fluency of words in his presentation. For example, instances of stammering and inability to explain certain words and phrases will indicate that the learner does not understand certain words in the subject.
Courage and confidence in the presentation will also indicate the ability of the learner in using the English language. Confidence in explaining concepts is an indicator that the learner is aware of the subject of discussion and that he understands it well. Confidence will also be interpreted to mean that the learner has enough mastery of the subject matter. On the other hand, I will also monitor whether the learner shows signs of lack of confidence during the presentation. For example, if the student is shy, keep on forgetting some points, taking too long to explain simple ideas, and having difficulties in pronouncing some words. These are indicators of poor language and subject mastery by the learner. The ability to use scientific terminologies will also be monitored at this level. The learner should be able to pronounce the words as they are and use those words in English sentences.
Quizzes will enable me to monitor the comprehension level of the learner. Such quizzes will be derived from the specific areas that a particular group was dealing with. For example, if a group was dealing with sedimentary rocks, the teacher will formulate a quiz on the same. The quiz will be answered orally or in short written answers. This method of evaluation will be used to reach out to individual students. It is a good indicator of how individual learners understand the subject of discussion. The teacher will be able to monitor the way this student writes and even respond verbally to questions from the topic. The teacher will use the quiz to check on whether the learner was able to understand some English terminologies used in rocks. For instance, the learner should be able to use some of those subject-specific words in his response to the quiz.
Finally, I will monitor the learner using written text. The learners will write their findings and forward them to the teacher for marking. The written text should be able to satisfy the following learning goals. It should show that the learner is able to identify and distinguish the characteristic of rocks. This will be used as a parameter to evaluate the ability of the learner to distinguish such characteristics. By the end of the lesson, the objectives of the lesson should be achieved. The teacher will also have an opportune time to understand the weaknesses of individual students. For the learner in question who has already indicated that he has a problem in using discourse markers, conjunctions, and word selection, it will be a good opportunity for the teacher to check these specific areas. The teacher will correct such mistakes whenever he or she spots them in the written journal. Failure to achieve the objectives will mean that the remaining work will be completed in the next lesson. The lesson should also meet the expectations of the learner.
A rationale for my choice of progress monitoring assessment
It is worth noting that the learner in question has a problem with language use and application. Classroom discussion will go a long way in trying to bring the learner to the same learning level as other learners at his level. It is during the group discussion that the learner will learn both oral and presentation skills. The learner will also learn argumentation skills, which require high levels of subject understanding and quick thinking. In a bid to compete with classmates, the learner will end up acquiring important language skills for the lesson. The teacher will monitor the level of contribution of the learner in group work. The poor or low contribution will be reprimanded. The teacher will demand equal levels of participation from all group members. The learner will also be challenged by the teacher and other group members to participate in the discussion. The use of oral presentations of the answers that the groups come up with will also enable the teacher to monitor the progress of this learner. As the learner with a language problem presents the answers in front of others, the teacher will evaluate the language skills that the learner will apply.
It is also a good opportunity for the teacher to correct the language mistakes that the student makes. In fact, it is not easy for one to repeat a mistake that was corrected in public. Word choice, use of discourse markers, and pronunciation will also be streamlined at this point. Writing skills especially in the English language will also be monitored through journal writing. Learners will be monitored through their written work. Individual writing mistakes will be realized in this exercise. Individual learners will also be guided on how to correct their mistakes before presenting the assignment for marking, for example, by reading and re-reading the work to check whether there is a subject-verb agreement in the sentences. The use of scientific quizzes will also enable the teacher to monitor the progress of each learner. It is during the quizzes that the teacher will check whether this learner can define the term erosion, transport, sedimentary rocks, ingenious, rocks, and other terms used in the lesson. Quizzes have personal appeal. They are effective in monitoring individual students. During this session, the teacher will have a one-on-one quiz with individual learners. This strategy is the best method of progress evaluation since it gives the teacher the exact picture of learners. The teacher can therefore know who has understood the topic and who is still lagging behind.
My next steps in planning to facilitate her English language development based on what I learned about the student’s English proficiency
The student in the above case study requires consistent follow-up in the learning English language. My next step in ensuring that he improves on his English proficiency level would be to organize several writing skill lessons. The learner seems to be far from the language level of fourth-graders. It is, therefore, necessary for the learner to acquire proper writing skills in the English language. The teacher will therefore ensure that the student has enough exercises in writing. Writing skills will enable the learner to communicate well.
Listening skills will also be sharpened during the lessons. In most instances, learners who cannot make out the meaning of words, phrases, and sentences also find it hard to write them. The student is also expected to learn the pronunciation of words. With both listening and writing skills, the learner will find it easy to understand and even to speak in good English. The teacher will also do extra work in ensuring that he or she marks the written work from this student besides making any immediate corrections. It is out of practice that the learner will develop good writing skills in the English language. After proper practice in the writing of words, the teacher will then introduce paragraph and composition writing. Paragraph writing will reveal the ability of the learner to write correct English sentences.