Chris Frost – Planning for English Language Learners – M2U5A3

During 4th quarter, I am required to teach the following standard to my 3rd grade class. 

Draw a scale to picture graph and a scaled bar graph to represent a data set with several categories. Solve one and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

The Arizona English Language Proficiency Standards (ELPS) has six categories by which English Language Learners (ELLs) are assessed.  Listed below are the descriptions of the categories and ability level in Listening and Speaking, Reading, and Writing.  In planning my lessons for the above standard, I will keep my ELLs in mind by using differentiated instruction to suit the following category in which they fall. 
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1. Pre-Emergent

Listening and Speaking

A student at this level has no ability or a very limited ability to communicate in English.

Reading

The student at this level has no ability to comprehend text independently read in English. The student may be able to distinguish between letters and words. The student may be able to understand universal symbols and graphics associated with text. The student recognizes that spoken words are represented by written language.

Writing

The student at this level has a limited ability to write in English. The student recognizes that spoken words are represented by written language. The student relays short messages by drawing, using imitative writing, or dictating key words to an adult.

2. Emergent

Listening and Speaking

A student at this level is able to apply limited knowledge of English conventions. The student is able to produce short phrases and simple sentences with linguistic support.

Reading

The student at this level has a limited ability to comprehend text independently read in English. The student is developing phonemic awareness and decodes words using letter-sound knowledge. The student can read and comprehend text with repetitive, predictable patterns. The student’s fluency will impede comprehension.

Writing

The student at this level has a limited ability to write in English. The student recognizes that spoken words are represented by written language. The student relays short messages by drawing, using imitative writing, or dictating key words to an adult. The student may be able to write letters of the alphabet and first name with a capital letter.

3. Basic

Listening and Speaking

A student at this level is able to apply knowledge of English conventions by using simple and compound sentences with errors. The student is attempting self-corrections. The student uses sentence structures, which include regular subjects, and simple and progressive tenses.

Reading

The student at this level has a limited ability to decode and comprehend text independently read in English. The student relies on visuals, organizational features, and contextual clues to comprehend text. The student is developing phonemic awareness and uses sound/symbol relationships and syllabication rules to decode. The student’s fluency may impede comprehension. From text read aloud, the student can identify key information elicited from the teacher.

Writing

The student at this level has a limited ability to write in English. The student recognizes that spoken words are represented by written language. The student relays short messages by drawing and using sound/symbol relationships to write words and phrases. The student organizes writing from left to right, top to bottom with spacing between words. Errors in writing conventions impede reader’s comprehension.

4. Low Intermediate

Listening and Speaking

A student at this level is able to apply knowledge of English conventions by using simple and compound sentences, and attempting complex sentences. The student uses sentence structures, which include common regular subjects and simple, progressive, and present perfect verb tenses. Students are still acquiring irregular subject and verb forms.

Reading

The student at this level has the ability to decode and comprehend text independently read in English. The student relies on visuals, organizational features, and contextual clues to comprehend a variety of fiction and nonfiction genres. The student uses sound/symbol relationships and syllabication rules to decode. The student’s fluency may impede comprehension. The student can identify key information and details elicited from the teacher.

Writing

The student at this level has a limited ability to write in English. The student applies sound/symbol relationships to spell single- syllable and high frequency words. The student uses basic writing conventions to write sentences, paragraphs, poems and a variety of functional text. The student uses correct subject/verb agreement in a variety of writing applications. Errors in writing conventions may impede reader’s comprehension.

5. High Intermediate

Listening and Speaking

A student at this level is able to apply his or her knowledge of English conventions by using simple, compound, and complex sentences. The student uses sentence structures, which include common regular subjects and irregular subjects, and simple, progressive, and present perfect tenses.

Reading

The student at this level has the ability to comprehend text by reading fluently in English. The student relies on organizational features and contextual clues to comprehend a variety of fiction and nonfiction genres. The student uses sound/symbol relationships and syllabication rules to decode. The student can identify key information and details in text.

Writing

The student at this level has the ability to write in English. The student applies sound/symbol relationships to spell single-syllable and high frequency words. The student uses writing conventions to write one or more paragraphs in a variety of writing applications. The student uses correct subject/verb agreement in a variety of sentence types. Errors in writing conventions will not impede reader’s comprehension.

6. Proficient

Listening and Speaking

The student will demonstrate competency in Listening and Speaking based on the knowledge, skills, and abilities specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic content.

Reading

The student will demonstrate competency in Reading based on the knowledge, skills, and abilities specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic content.

Writing

The student will demonstrate competency in Writing based on the knowledge, skills, and abilities specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic content.

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The portion of the standard I will be focusing on for this assignment is the gathering of “how many more” and “how many less” data, and answering questions based on data collected.  This would be one of the earlier lessons in the teaching of this standard, and would come before any graphing lessons. 

To begin the lesson, I will have the following worksheet projected on my whiteboard using my overhead projector.  This worksheet is something I found and liked, but I plan
to revise it (in my free time – ha) to read, “Interpreting Skittle Data.”

Briefly, in 10 minutes or less, I will explain to the whole class that they will each receive a fun-size bag of Skittles they will use to answer the questions on the worksheet.  I will hold the bag up in the air while I explain.  I will read through each question one at a time.  When coming to a question on the worksheet containing a color, I will point to the color name on the whiteboard and then on the Spanish/English color chart hanging in my classroom (see picture below).  I will speak slowly and simply.  I will make eye contact with my students, including my ELLs, to be sure they are engaged.  I will explain that, once I walk around and check their worksheets, they will be granted permission to eat their Skittles 😋. 

Next, I will break students up into pairs and pass out worksheets and fun-size bags of Skittles.  I will choose the pairs and read the pairings aloud.  For this lesson, special consideration will be given to my ELLs and the category into which they fall.  

                                                     

                                                                           

                 

Special Consideration for ELL Students

Pre-Emergent

My Pre-Emergent ELL will be paired with a fellow student who is bilingual.  In my classroom is an English/Spanish color chart like the one above.  In addition, I will have the phrases, “I have,” “in all,” “most of,” “least of,” “How many,” “fewer,” and “more” printed and translated on a piece of paper.  I will be checking in with this pair often to be sure the translator is helping the ELL understand what he/she is doing, rather than just providing the answers.  I will ask the ELL to provide me with very simple information about his/her Skittles by using phrases like “Show me red,” “Where is green?” etc.  Eye contact is a must and I will use gestures to point to colors, objects, numbers, etc.  If the ELL is reluctant to talk, I will encourage communication via the translator.  I will be very patient, use a pleasant voice, and have a smile. 

Basic

My Basic ELL will be paired with a fellow student who is patient and thorough.  This student will not necessary be bilingual, but could be if enough translators exist.  If necessary, the hanging color chart can be used by the ELL. I will be checking in with this pair less often than the above, but when I do, I will ask the ELL questions about his/her data collection in a very slow, simple, and patient manner.  For example, I will ask yes/no questions, either/or questions, and who/what/how many questions. 

High Intermediate

My High Intermediate ELL will be paired with a classmate with whom productivity is certain to occur.  It is not necessary to pair this ELL with a translator.  I will be checking in with this pair to be sure they are staying on task.  When I do, I will ask the ELL how he/she calculated the “How many fewer” and “How many more” questions if no work is shown.  This will give him/her an opportunity to explain how work was done as I encourage the ELL to write down what he/she just explained.  I will encourage putting words into writing in a logical manner.     

Proficient

My Proficient ELL will be paired with a classmate who may be at the same level or even at a lower level with regards to the Arizona English Language Proficiency Standards (ELPS).  This could be my Pre-Emergent ELL.  At the Proficient level, this ELL is ready for an English-only classroom and is in the two-year monitoring phase.  If comfortable, I will trust this ELL to help a student whose ELPS aren’t as developed.  This will be done to build confidence and to pass on knowledge learned.  In addition, I will ask this ELL to explain in greater detail how questions were answered, and I will pose questions that are similar to, but not on, the worksheet. 

When pairs have completed their worksheets, they will be given the go-ahead to eat their Skittles, which will be the highlight of this lesson 😀. 

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References

“How to ask ELLs questions without embarrassment.” Educational Research Newsletter & Webinars.” Educational Research Newsletter and Webinars, 2017. Web. 26 February 2017. http://www.ernweb.com/educational-research-articles/teachers-need-to-tie-questions-to-ells-language-level/

“Finalized English Language Proficiency (ELP) Standards.” Arizona Department of Education. Arizona Department of Education, 2016. Web. 26 February 2017. https://cms.azed.gov/home/GetDocumentFile?id=54de1d8aaadebe14a8707115

For those who don't already know, I am currently working as a 3^rd grade teacher at Benson Primary School in Benson, AZ.  I was asked to assume this role when my predecessor decided to retire mid-year.  I had been subbing at the school for 4+ years and had become a fairly permanent fixture.  My transition has been fairly comfortable due to my familiarity with the school, staff, students, etc. 

While I frequently subbed for Special Education (SPED) teachers and paraprofessionals, I never knew the details regarding how students were referred, evaluated, monitored, etc.  As a SPED sub, I would most often pick students up from their classrooms to conduct small-group instruction.  I never knew why the students had IEPs or what that even meant.  I just knew that the students had a variety of challenges that required more one-on-one attention.  Also, as a sub, I sometimes had to spend time with certain students in their classrooms.  I did this both at the primary school and middle school.  Often, it involved sitting with a particular student, or a group of students, and providing extra assistance with whatever the rest of the class was working on.  Many times, it involved keeping students focused on the task at hand.  I spent time with a non-verbal student who is also combative.  This student was, and still is, in a regular classroom for much of the day.  I was instructed to keep an eye on this student’s emotions and provide a break from the classroom when needed.  I would take the student to use some of the occupational therapy equipment before returning to class. Interestingly enough, I was told this student has a fascination with looking down ladies’ shirts, so I was warned to be very cognizant of how I was positioning myself.  I also spent one day with a student who is known for having “fits of rage.”  I never saw that side, for which I was grateful, but I was a bit on edge all day. SPED subbing was always full of unknowns and excitement J. 

Now, as a classroom teacher, I have students in my class who have IEPs.  I have no doubt that I will one day have to refer a student for SPED.  In an effort to learn more about the SPED referral process, I reached out to various classroom teachers and SPED professionals within my school family.  I also reached out to our Reading Specialist to learn more about how she assesses students.  The more I know, the better I can help those in my class who are struggling. 

I interviewed (2) third grade teachers and (1) first grade teacher.  When asked how they identify a student for SPED, all mentioned consistent struggling and low performance on assignments.  A third grade teacher added poor performance on assessments (classroom, district, and state) and talking to past teachers and parents.  The first grade teacher made an interesting point by saying she would take a look at the student’s birthdate to see if the student may just need a little more time to mature.  Also, she would talk to previous teachers to get the student’s history. 

According to the teachers I interviewed, signs of a struggling student include frustration, an inability to complete assignments, getting low grades, an unwillingness or an inability to focus, acting out, always asking for help, being withdrawn, and/or not engaging in discussions. 

All three teachers had alternative methods they would try before referring a student for SPED.  All mentioned more individual attention.  Some examples for more individual attention include preferred seating, shortened homework and classwork assignments, and longer periods of time to complete assignments and assessments.  My mentor teacher mentioned intersession.  Our district has what’s called an extended-year calendar, which includes a two-week fall and spring break.  During the first week of these breaks, intersession is offered at the school and taught by certified teachers.  Intersession is a way for struggling students to get additional support in math and reading in smaller groups.  Recommendations for intersession come from classroom teachers, which is something I just got done doing.  Parents whose children need additional help were contacted, and a note with details was then sent home in the student’s Q3 progress report.  I am quite familiar with this because my son attended math intersession both times in 3^rd grade.  He had difficultly with the pace in the classroom and needed more repetition to comprehend the concepts fully.  My mentor teacher was his teacher and I am grateful she recommended him for it.  Spring intersession takes place just prior to state testing, which is ideal because it gives students a chance to catch up prior to testing. 

Continuing with alternative methods prior to referral, two teachers I interviewed mentioned peer tutoring and small group support.  Both I have found beneficial for those students who struggle in my classroom.  Pairing them with a responsible student who is willing to take the time to show them how to complete assignments has been a blessing.  It’s a win-win for both the struggling student and the helping student.  It provides the latter with an opportunity to build character and leadership skills.  Originally, I felt that pairing student and group work would lead to more fooling around.  While sometimes that is true, for the most part I have found that kids perform at a higher level when working together.   

The first grade teacher interviewed recommended multisensory instruction, as well as the use of manipulatives.  Perhaps tapping into the different senses will lead to finding a means of instruction that works for that particular child.  Also, manipulatives give students a visual representation of what is being taught, as well as a way to put busy hands to work in a productive manner J. 

To learn more about the SPED referral process, I reached out to our K-4 Reading Specialist (also our Title 1 teacher), as well as our Pre-K through 2 SPED teacher.  The referral process might begin with a teacher noticing a student struggling, a concerned parent, school nurse, school psychologist, or a combination.  The concerned will contact a member of the SPED team, the principal, or the Reading Specialist to get the ball rolling.  News to me was that the Reading Specialist is the one who initiates the referral process by having the teacher complete a packet.  From there, data from various sources is collected and compiled by the Reading Specialist.  Data includes grades, reading levels from Star Reading/Star Early Literacy tests, benchmark scores (end of quarter district assessments), and STEEP (System to Enhance Educational Performance) scores, which are timed tests for math fact fluency, reading proficiency, and writing fluency.  Our Reading Specialist also added Accelerated Reader quizzes, vision and hearing tests, and examples of classwork.  Once compiled, the Student Study Team or SST (principal, SPED teacher, Reading Specialist, parent(s), and classroom teacher) will meet to review the data.  Meanwhile, the student’s results and behavior is monitored for a length of time to see if progress is being made.  If needed, the SPED teacher will prepare paperwork to allow the school psychologist to conduct a psycho-educational evaluation in the areas of concern.  This would require parental support and approval/signatures. 

The school tries to make the care of struggling students a team effort before entrance to the SPED program and during.  Prior to entrance, at school, the classroom teacher is ultimately responsible for the student’s progress, but will receive assistance from the Reading Specialist, parents (hopefully), and sometimes SPED teachers will assist struggling students.  It was noted by the SPED teacher I interviewed that this is not something they really should be doing but, when done, it’s normally for the younger grades K-2.  It is probably done in rare circumstances when a student or teacher really needs the assistance.  After admittance to the program, the SPED teachers take a much greater role in the student’s progress, but the classroom teacher, Reading Specialist, and parents are still very much involved.  In the case of my SPED students, they still spend quite a bit of time in my classroom during the day.  I am responsible for grading their work in Social Studies, and I still have them do much of the math, reading, and language work when they are present.  I accommodate them by pairing them with students who can assist in the completion of assignments.  K-3 Science is taught outside of the classroom in a weekly specials class, so the specials teacher for Science is responsible for that grade. 

A few years back, the district directive for SPED was inclusion.  That has since changed to whatever works best for each student.  I have noticed a big increase in the number of one-on-one paraprofessionals hired to assist students.  These paraprofessionals are with individual students in the classroom, when they go to specials, lunch, recess, SPED classes, etc.  Accommodations can be made for students both inside and outside of the classroom, depending on needs.  Accommodations will be outlined in the student’s IEP or 504 Plan.  Student schedules can be modified as needed to best suit their needs.  Services such a speech/language, occupational and physical therapy are available.  I currently have a student whose reading level is below grade level.  This student’s 504 Plan includes the taking of district and state assessments in a small group, or one-on-one, outside of my classroom.  The SPED teacher or SPED paraprofessional will help read the test questions, which will allow more time for completion of the test.  From what I have gathered from our school principal, the number and nature of SPED cases continues to grow, which requires flexibility on the school’s part to serve struggling students.  As a result, accommodations are constantly changing and growing.  I know the district is in the design phase for a new building.  My principal is hoping that this building becomes a one-stop-shop for SPED services, which will include SPED teachers and paraprofessionals, occupational and physical therapy services, etc.  She envisions it as a shared facility between the primary and middle school since the campuses are side-by-side.  

Parent involvement in the SPED referral process is key.  While referrals often begin with classroom teachers who notice daily struggles, parents can also initiate the SST process.  According to the SPED teacher I interviewed, parents are invited to all meetings and kept in the loop throughout the entire process.  Unfortunately, my experience has been that many of the struggling students have family struggles that prevent parents from being involved.  Some of these struggles include broken homes, drugs, struggles with the law, or a general lack of concern.  These reasons are why I feel that we are seeing more and more struggling students.  Also, quite frankly, there is a growing lack of personal responsibility on the part of parents and students.  It is much easier to blame others for things than to accept responsibility and make necessary changes.  My colleagues and I often discuss the damaging effects parents have on their children.  Many of these children are safer emotionally and physically at school than they are at home.  For that reason, we must change to meet their needs.  Each child has different needs and the role of SPED must change with the times.  As my principal alluded to, the number and nature of cases continues to grow, and I have seen my school change to accommodate students in a variety of ways.  Each week is seems someone new has been hired to assist a SPED student.  While parents need to be included, some parents cannot be counted on to be the best advocate for their children.  As a result, teachers and schools must advocate for them to see that their needs are met in a way that works best for them. 

When I asked the three classroom teachers what changes they’d like to see in the SPED referral process, the first grade teacher I interviewed wishes for a full-time school psychologist like the school had at one time.  As it stands right now, our school psychologist is contracted and splits his time between numerous schools in the area.  He is at our school on a very limited basis.  The amount of repetitive paperwork and meetings are complaints.  All feel the process needs to be sped up.  My mentor teacher said she has referred a student at the beginning of the year and the student isn’t placed in SPED until the end of the year.  Meanwhile, the student struggles unnecessarily for the entire year, which is difficult to watch. 

In closing, the implementation of technology tools to cater to the needs of students needs to become more widespread.  This is the direction our country is heading.  The School of One in New York City uses technology to present algorithms to students in different ways.  By doing so, individual learning styles are identified.  Students progress through coursework based on performance on these algorithms and assessments.  Teachers’ time can then be spent doing more one-on-one instruction to close gaps.  I think this would be widely embraced by students, as many of them are more technologically advanced than their teachers.  For more information on the School of One, please watch this incredible video and provide comments.  https://www.youtube.com/watch?v=HSTrI6nj5xU

Have a great long weekend teachers!  

Chris Frost - Influence of National Organizations - M2U2A1

Thursday was a rough day in my classroom and I left feeling utterly defeated.  A few of my students were a handful.  For a fleeting moment, I started rethinking my decision to become a teacher.  But, I gathered my emotions and thanked God that Friday was a new day.  And, I'm happy to report, Friday was much better 😂.

After Thursday, I started thinking about school discipline.  I started wondering how much undesirable behavior is too much.  In my many years of subbing, I have always said that it only takes a few students to grind learning to a halt.  I do make a concerted effort to remember, however, that every student has a story.  Every person has a story.  We don't always know what challenges someone faces, so it's best to refrain judgment.  This becomes difficult when your ability to teach is negatively impacted by the behavior of a few.  I remind myself that some of these more challenging students are safer at school than at home. Undoubtedly, some receive more attention, concern, and constructive discipline at school than they do from their own family members.

The American Federation of Teachers (AFT), AFL-CIO came out strongly against the suspension of students, citing "students miss critical access to direct instruction that cannot be recaptured once they return to school" ("Reclaiming the Promise," n.d.).  During this time away from school, negative encounters with law enforcement often occur, which further strain relationships between the student, their families, school staff, and peers.  

In lieu of suspension and expulsion, the AFT, AFL-CIO recommended "ongoing professional development and training...with a focus on evidenced-based positive school discipline, conflict resolution, cultural relevancy and responsiveness, behavior management, social justice and equity" ("Reclaiming the Promise," n.d.).  They also recommend that school funding be allocated to mental health services, school counselors, nurses, etc. who have the training necessary to assess student behavior.  Instead of suspending and expelling students, schools should explore "alternative education settings" ("Reclaiming the Promise," n.d.) for students who have not had success in a typical classroom environment.  

A 2014 article appearing in neaToday described suspending or expelling students as "an unhealthy choice for the long-term well-being of students who, after just one suspension, are more likely to repeat a grade, drop out, and enter the criminal justice system" (Flannery, 2014).  Flannery suggested a restorative-based education system to resolve conflicts and manage behavior.  Such a system might involve greeting students each morning in more welcoming ways, and helping students set up regular meetings with counselors to keep mental well-being and behavior in check.  Student peer mediators and school support staff could be involved in sitting down when issues arise and talking them through.  Also, constructive disciplinary measures, such as helping another student clean the school cafeteria, could be used to both the school and student's benefit (Flannery, 2014).  

As a classroom teacher, I agree with the recommendations of the AFT, AFL-CIO and the NEA.  We must find alternatives to suspension and expulsion for the sake of our children and future.  More resources should be earmarked for professional development of staff, school counseling, conflict resolution support, and mentoring.  We have the power to light the path for struggling students.  As reported in 2014 in neaToday, lawmakers in Colorado passed the Smart Schools Discipline Law in 2013, which limited suspensions and expulsions, and replaced them with other strategies that include restorative practices (Flannery, 2014). Results showed that the number of suspensions fell by 25 percent from 2013 to 2014. At the same time, school attendance improved (Flannery, 2014).  These are awesome results that should be explored by school districts nationwide.  

In my research, I learned that headlines on the AFT, AFL-CIO and NEA sites vary greatly.  The headlines on the former are very politically charged.  They hit you right in the face which, to me, is not very welcoming.  The headlines on the latter are much softer and more welcoming.  At first glance, more is featured on learning resources than politics.  I understand that people are very passionate when it comes to education and politics, but I prefer a bit more balance. 

References

Flannery, Mary Ellen (2014, June 16). Sowing Empathy and  Justice in Schools Through Restorative Practices. Retrieved from http://neatoday.org/2014/06/18/sowing-empathy-and-justice-in-schools-through-restorative-practices/

Reclaiming the Promise: A new path forward on school discipline practices (n.d.). Retrieved from http://www.aft.org/position/school-discipline