EDUC

427
Field Journal Entry

Tutor: Hannah DiVerde Date: May 17, 2017
Tutee’s Name_______________Demian_____________________________Grade______2nd ______
CELDT___________1__________Reading Level__________A__________

ELD Standard:

ELD.Gr2.PartII.B.3.Em

4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in
order to enrich the meaning of sentences and to add details about ideas, people, things, and
the like, in shared language activities guided
by the teacher and sometimes independently.

Content Standard (Activity #3-7):

2.2 Students demonstrate map skills by describing the absolute and relative loca- tions of
people, places, and environments.
1. Locate on a simple letter-number grid system the specific locations and geographic
features in their neighborhood or community (e.g., map of the classroom, the school).




Academic Language Objective: State your objective and the academic English language
you are targeting? (For academic vocabulary include an English-Learner
definition/explanation)
Using the locations identified on the map, the student will be able to describe and label
each place with the correct noun or noun phrase.

Map-
Community-
Place-
Location-
School-
House-
Store-
Park-
Road/street-



Funds of Knowledge: How are you building on tutee’s prior knowledge, cultural
background, home language or interests?
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Field Journal Entry


I was told that Demian has used an application on an ipad in the past that was like google
maps and that he has some experience with that. I wanted take his interest in the maps and
expand it to being able to use nouns to describe the locations he is viewing.


Description of Activity: Describe the stages/steps of the activity in detail
1. Create a list of places Demian goes to regularly. (School, home, the store, the park,
etc.)
2. Use google maps/google earth to explore these different places.
3. After allowing Demian some time to explore create our own map of his community.
4. Fill in the map with roads, street signs, bus stops, etc..


Scaffolding Support: What specific supporting scaffolds are you providing the tutee? (e.g.:
modeling, visual supports, gestures, graphic organizers, language modifications)

• Ipad support
• Modeling
• Visual cues for place locations
• Spanish and English definitions


Reflection: What did you help your student achieve and how? Note where objectives were
met and where continued support/practice is needed. How did your instructional materials
meet your objectives and your student’s needs? Identify plans for future activity session.

Demian was absent today so instead I worked with a 4th grade student named Edid. It was a
little intimidating at first because Demian is a CELDT level 1 so the work we do is typically
very basic and I was afraid it would be too basic for a 4th grade student. Our lesson went
surprisingly well together. I was able to quickly change the focus of the lesson from
understanding maps and nouns associated with things on the map to a more complex
understanding of the necessary components in a community and designing a successful
community with an accurate map based on understanding north, east, south, and west
directions. It was nice to work with Edid because I was able to see a different level of
English proficiency and observe how her language was developing in a higher level. For
this upcoming lesson I am a bit nervous. I do not have very much experience with Demian’s
writing capabilities so it will definitely be interested to see how it goes. One idea I had was
to download a whiteboard app and let him use his fingers to write and draw so he is not
quite as intimidated with the idea of it all. Dr. Ronan also gave me the idea of having him
show me some of his homework so I can see what he has been working on. So far he has
enjoyed using the iPad so I feel like it is always a good idea to include that as part of my
lesson materials. I think it will be important to also allow Demian to write in Spanish if that
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Field Journal Entry

is what he is most comfortable with. Overall I just hope to help him become more
comfortable with writing.







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Field Journal Entry

Four (4) of your Field Journal Entries will be evaluated according to the following rubric:

Field Journal Meets All Expectations Meets Some Expectations Unsatisfactory
Criteria I 2 points 1 point 0 points
Appropriateness Activity is age & Activity may be language Activity is neither
of the Activity language level level appropriate but not language level nor age
appropriate age appropriate (or vice appropriate.
versa).

Activity thoughtfully Activity addresses Activity does not
developed to address students’ academic adequately address
specific academic English needs in a students’ academic
English needs and general way. Scaffolds English needs. Does not
incorporates included may not be include scaffolds for
appropriate scaffolds. appropriate for the student learning.
activity.
Adherence to Fully addresses all Addresses the required Missing several,
Field Journal required components components of the significant elements of the
Template of the template. template but may need template.
further elaboration.
Field Journal Meets All Expectations Meets Some Expectations Unsatisfactory
Criteria II 3 points 2 point 1 points
Description & Procedures are well Procedures are well Procedures are vague.
Organization of defined and defined but could use Activity does not appear
the Activity demonstrate an more elaboration. to effectively use time,
effective use of time, Evidence of a developing resources or content
content material, and understanding of materials.
resources. effective time, resource
and content material use.
Builds on students’ Does not appropriately
specific funds of Funds of knowledge are build on funds of
knowledge. built upon generally. knowledge
Quality of the Thoughtful reflection Reflection includes some Reflection is brief or does
Reflection on teaching/ learning general comments on not include specific
experience, citing teaching/learning examples on
specific examples. experience. teaching/learning
experience.
Reflection incorporates Demonstrates a
appropriate developing Does not include
terminology. Includes understanding of appropriate terminology
specific plans for appropriate terminology. or plans for future work
future activities. Future plans are with student.
discussed generally.

Total Points: /10