Language and Catechetical Institute Tutoring Partnership Weekly Assessment
Adapted from the Ohio Department of Education’s Strategies for Diverse Learners Using the UDL Model
Discuss the cultural background
of the student. Explain how you will use
their cultural knowledge and experiences
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.
Focus on English Language Learners(ELL)
Nastya is from Russia. She has been learning English for a while and has a high level of fluency. She is also
learning German now! Because she is already learning a third language, her language skills are high. She
already knows many language learning skills. Working with Nastya mostly involves helping her with small
mistakes in grammar, helping her build vocabulary, and perfecting her conversational skills.
Agnese is from Kosovo. Although her spoken English is fairly good, she struggles a little with reading
English and has little experience with writing English. Most of her writing involves copying from already
written sentences or using Google Translate. It will be important to have her write for herself with some
support.
Peter is from China. Before coming to Gaming last semester, he didn’t know any English at all. Although he
can communicate in English, his fluency is low. Sometimes it is a challenge to understand him, although
generally it is not a problem. Working with Peter requires patience. Having him practice speaking and
offering corrections helps him grammatically and helps him build vocabulary. It also helps his
pronunciation. Because of the large differences between Chinese and English, pronunciation and spelling are
areas that Peter needs a lot of help in.
Nastya is fluent in Russian and has a high level of skill in all four communication modes. She has acquired
language learning skills which is a definite strength to build upon. Mostly, she just needs practice speaking
with and listening to English in a conversation. She also needs help building vocabulary.
Agnese is fluent in Albanian and has a high level of skill in all four communication modes. The Albanian
alphabet is similar to English so that is to her advantage. Her listening and speaking skills in English are a
strength as well. She can communicate quite well when speaking. That being said, her spoken pronunciation
is very good because she generally chooses words she knows well. When reading out loud, her
pronunciation is less strong. Teaching her more patterns to the English language could benefit her in
addition to hearing correct pronunciations and becoming more familiar with more words. Reading and
writing are weaknesses to build upon. In regards to reading, Agnese needs help understanding what is said
 because her vocabulary is limited. Teaching her to use context clues more effectively would be beneficial
for her. When it comes to writing, she needs practice forming her own sentences and attempting to spell
words herself instead of only copying sentences or relying on Google Translate.

Peter is fluent in Chinese and has a high level of skill in all four communication modes. However, Chinese
is very different from English and this makes learning English harder for Peter. Peter is stronger in speaking
and listening to English than he is in writing or reading English. This is because he can give or ask for
different phrasings when he is speaking or listening. Peter needs to build his vocabulary and work on simple
grammar. Peter uses mostly present tense and challenging him to use past and future tenses could be of great
benefit to him.
Consult with the students’ English as a I worked with Dr. Boury.
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.

You are required to meet at least 5 times with your partner per 6/29/2014.

Date Time Multiple Means of Representation: To provide students various ways Multiple Means of Action and Expression: To Multiple Means of Engagement: To tap individual
of acquiring information and knowledge provide options for students to demonstrate what learners' interests, challenge them appropriately and
they have learned motivate them
to learn

2/17/17 2-4pm Today Nastya and I discussed the Iliad, which she is Nastya was able to demonstrate her Nastya is a strong English speaker, even
reading for her literature class. The discussion English abilities by communicating if she is not completely fluent. She
helped her comprehend the text better and sort to me orally during our discussion. needed to be challenged to discuss the
out her thoughts. It also allowed her to acquire She also demonstrated her Iliad in depth in English. I had to
information about the text through listening to me. command of English and her challenge her to explain her thinking in
Sometimes she needed to use Google translate to learning through the blog post that I English. I tried to get her to explain
acquire the information necessary to express her helped her write. what she meant in different words if I
thoughts to me. Before discussing the text, she didn’t understand. She was motivated
 read a brief summary in Russian. This helped her
acquire the necessary information to then
communicate in English.
3/14/17 8-9 Today Peter practiced his English by having a
conversation with Jane and I. We asked him a few
questions but mostly he talked. He told us about his
pm life. As he spoke, we would occasionally clarify
what he meant or correct his pronunciation. He
would repeat after us to learn the correct
pronunciation. He also acquired knowledge of
English vocabulary through Google translate when
we could not understand what he was trying to say.
4/30/17 3-3:40 Today Agnese and I worked on three different
assignments. First, we went through a worksheet
she had completed about comma placement. She
read through each sentence, allowing her to
practice reading as well as her pronunciation.
When she had not placed the comma in the correct
location, I told her and explained the rule behind
the correct placement for the comma. In this way,
she also had practice writing. She also worked on
her vocabulary by asking me about the meaning of
words she did not understand. In this way, she was
improving her reading comprehension. Then, she
read a passage from Huckleberry Finn out loud to
me, again practicing reading and pronunciation.
Peter was able to demonstrate his
learning orally. His speaking showed
the vocabulary and grammar he was
learning. Repeating our
pronunciations showed his learning
of the phonemes of the English
language. He was also able to
demonstrate his listening skills by
properly answering the questions
we asked him.
Agnese was able to demonstrate her
learning orally. As she spoke, she
demonstrated the correct
pronunciations she is learning. She
was also able to demonstrate orally
her understanding of what she read,
her reading comprehension.
Through writing the thank you
letter, Agnese was able to
demonstrate her writing skills as
well.
by the fact that the blog post was an
assignment for her class but also by the
fact that she had to be able to express
her thoughts to me.
Peter is already very motivated to learn
English. Jane is Peter’s primary tutor
but he asked me to help him as well
because it helps him to hear from many
different English speakers. He is also
motivated by his want to be friends
with and communicate to others so
having Jane and I both there to listen
gave him even more reason to
communicate effectively. We were able
to engage his interests by talking about
his own life. We challenged him
appropriately by correcting him only
sometimes and providing assistance
when he couldn’t find the word he was
looking for.
Agnese wants to be corrected when
she speaks, reads, or writes English.
However, she needs to be challenged
to write for herself. Agnese tends to
rely on copying or Google Translate
when writing. I had her write her thank
you letter without copying or using
Google Translate, only offering help
when she really needed it and
correcting mistakes instead of writing
for her. When she was done, she was
so proud of herself! It was wonderful to
see.
 She simply asked me to correct her pronunciation
when it was incorrect. Finally, we read through the
instructions for writing a thank you note together.
She read the instructions out loud and I corrected
pronunciation. She asked me once again about the
meaning of some words and phrases. Then we
wrote a thank you note for a Bible she had
received. I had her share her thoughts and what
she wanted to say, using the instructions as a guide.
I helped her form her sentences grammatically and
then had her write them herself, helping her with
spelling and grammar when necessary.
4/27/17 5-6 Emma, Emma, Jane, and I all worked with Peter
today. We spent time talking to him. He told us
about his life and the struggles he is facing. Our
pm conversation allowed him to practice
pronunciation, vocabulary, forming sentences, and
listening. Our conversation involved writing,
drawing, and acting as well so that Peter could
convey what he wanted to say.
5/4/17 3:30-4 Today Agnese and I practiced speaking and
listening. We had a conversation together. We
talked about how learning English is going for her.
We also talked about her classes. She was happy
that her Theology of the Body test was moved. As
she talked, we worked on her vocabulary and
pronunciation. While I talked, she practiced her
listening skills and also worked on vocabulary and
pronunciation by my introduction of new words
and by hearing my correct pronunciation.
Adapted from Ohio Department of Education, Lau Resource Center, March 2011
Peter was able to demonstrate his
skills in pronunciation and
vocabulary through his speaking. He
was able to demonstrate his
listening skills by responding to our
comments and questions. He also
expressed his writing skills when he
could not find a pronunciation close
enough for us to understand. When
he wrote the word we knew what
he wanted to say.
Agnese was able to demonstrate her
learning orally. She formed
sentences and strove to use new
vocabulary as I taught it to her. She
also demonstrated her learning
orally by using correct
pronunciation. She demonstrated
her listening skills by responding
appropriately to what I said.
Peter wanted to share his feelings and
thoughts with us. This is what
motivated him. He had something to
say and needed to find a way to say it.
For Peter, this is a great challenge and
motivator. Making his tasks authentic
and meaningful, something necessary
to communicate a message, is very
beneficial for Peter.
Agnese enjoys talking to people and
getting to know them. She likes telling
people about her own life. Because of
these interests, having a conversation
is a good way for Agnese to practice
her English. It is motivating as well,
because English truly becomes a tool
for her and allows her to form
relationships with people. When there
is a real, concrete reason to learn
English, learning has more meaning.