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