Language and Catechetical Institute Tutoring Partnership Weekly Assessment

Adapted from the Ohio Department of Education’s Strategies for Diverse Learners Using the UDL Model

Focus on English Language Learners(ELL)

Please save the document and type your responses in the boxes below. Please use as much space as you feel is necessary to explain your experience.

Discuss the cultural background Leonid is a seminarian from Ukraine. His bishop sent him here along with his colleague to learn
of the student. Explain how you will use English. I understand that the language in Ukraine is vastly different from English, even the
their cultural knowledge and experiences alphabet!
as teaching/ learning resources (for
themselves
and for other students).
*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didn’t.

What is the level of students’ heritage
(native or home) language skills in all four
communication modes (listening, speaking,
reading and writing? How do you think
you will use their strengths and build upon
their weaknesses?
*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didn’t.
Leo’s English language skills are still at a beginner’s level, although he does know a lot of basic phrases and
vocabulary, enough to have a bit of a conversation with him. He can pronounce words well (if they are
already words he knows how to pronounce), and his writing is still at the beginning stages. When we first
met our LCI students we were given paragraphs about our students. His was a few sentences, but they
were still enough to know his name and where he was from. His reading is good, although he does need
help with some of the pronunciations at times. His listening skills are good as well, although sometimes I
have to repeat some phrases if I speak too quickly or if he does not understand everything I said.

Consult with the students’ English as a

Second Language (ESL) teachers or
tutors(Dr. Healy) and
share ideas on how to support the students’
learning in both the content classroom and
the ESL classroom
.
 Please upload the document and complete each section after your tutoring session. You will be required to submit both templates into the Blackboard shell at the end of the semester.
Date Time Multiple Means of Representation: To provide students various
ways of acquiring information and knowledge
02/08/2017 8:00- This was my first tutoring session with Leo! We
9:00 decided on this day when he found me in the
computer lab and figured out which day and time
would work best for us. It worked really well
because we were able to meet at this time nearly
every week this semester. Leo brought his
textbook and we worked on his homework
together because that was what he expressed to
me when I asked him what he would like to work
on.
02/15/2017 8:00- For our second tutoring session we met again to
9:00 work on homework.
03/08/2017 8:00- This week I worked with Leo on a few different
9:00 activities I put together for him which all involved
writing, reading, listening, and speaking.
Multiple Means of Action and Expression: To provide options
for students to demonstrate what they have learned
Leo brought his textbook and we worked on
his homework. There were various activities
such as filling in the blanks for words ,reading
comprehension, and verb tense agreement. We
also worked on a crossword puzzle.
We had more blanks to fill in, matching, a
crossword puzzle, and we had a conversation.
Leo worked on a “Mock Mad Libs” activity I
prepared. It included a paragraph with missing
words (the parts of speech were under each
blank) and Leo would have to fill those
missing words in. I also included a word bank
under each parts of speech so that he could
choose from several different words.
After that, we had discussion questions. We
would take turns asking each other questions
and answering them.
Multiple Means of Engagement: To tap individual learners' interest
challenge them appropriately and motivate them
to learn
Leo is a very good student! He almost always had
the correct answers and normally only struggles
with spelling. He would put down the answer and
I would tell him if it was correct or not. If he had
question, I would answer it. I would also explain i
if needed. I helped him on the crossword too
because the words were a little challenging to find
(even for me) but we were able to complete it.
I enjoyed meeting with Leo for the second time!
He often asks questions about proper
pronunciation, so I help him with that when
necessary. Overall, his pronunciations are good bu
I’m glad to help him with the words he needed hel
pronouncing. He is very good with asking
questions and is very precise.
Leo enjoyed the Mad Libs activity!! He took the
“silly” route for some of the blanks to fill in and
the story made sense while at the same time had
comical aspects to it. I think it was definitely a
success and I’m grateful to have done it with him.
Additionally, Leo learned some more vocabulary
from this activity.
I also enjoyed the discussion questions I prepared
for Leo. I was able to learn a bit more about him
and we enjoyed discussing the various topics such

We also played a categories game in which I
gave him a list of different categories such as
food and sports and he would fill in all the ones
he could think of.
Lastly, I gave him a short essay assignment to
take home and complete on his own.
03/22/2017 8:00- Leo brought his textbook and we worked on his The activities in his textbook included similar
9:00 homework. activities that we usually would work on such
as reading comprehension, matching, and verb
tense.
04/26/2017 8:00- This evening, on our 9th tutoring session, we I gave Leo a couple of tips on what he could
9:00 worked on a thank you note for a Bible that Leo say in the thank you note and I helped him with
had received. his spelling.
Adapted from Ohio Department of Education, Lau Resource Center, March 2011
as favorite seasons, foods, super powers, and time
travel.
The categories game was beneficial because I saw
how many words Leo already knew for them and I
I thought of more words for him to fill in when he
couldn’t think of any more.
Working with Leo was beneficial as usual. We had
a conversation and he was able to learn more
vocabulary from that. We also worked on
pronunciations, verb tense, and spelling.
I had trouble understanding where he received the
Bible from and a couple other details so that was a
little difficult for me when it came to writing his
thank you note because I would’ve liked to know
more context so I could give him more help on
what to say. He did have some ideas of his own fo
his thank you note as well.