Before the tutoring, I had already known that ELL students have difficulty comprehending science content because of the specialized terminology, therefore it was critical to implement instructional practices which could benefit Sienna. I learned that the language supports (e.g. pictures, objects) are indivisible while providing instruction to ELLs, but also I noticed that using gestures,
speaking more slowly than usual, as well as using fewer phrasal verbs helped Sienna better understand the topics. I begin tutoring with tapping into Sienna’s background knowledge, and I asked her what she already knew about the topics we studied. I also showed her the pictures and visuals of the studied topics. First, I pointed to the objects and then said English vocabulary words. Finally, I described each of the topic briefly. Sienna did not have difficulties with understanding new words, because they sound similar in French, but I had also provided French equivalents and definitions written on small sticky notes.
Keeping in mind that hands-on activities engage students in learning and help them gain better understanding of the content, I suggested making some slime to show Sienna the difference between solid and liquid, as well as I boiled some water to make some steam, and explained Sienna the process of evaporation. After that I used those activities to explain how molecules looked different in these three states of matter.
Overall, I was very pleased with the tutoring sessions I had with Sienna. She was willing to cooperate with me the entire time and she was not afraid of asking questions. I noticed, that my attitude played a huge role in engaging Sienna in learning, so I will take this lesson pf remaining positive and patient into my future teaching career.