Section 1 Classroom Profile #1 1. Diocese of Altoona-Johnstown 2. Bishop McCort Catholic HS 3. Mrs. Janet Skelly 4. 9-12 5. Periods 2, 3, 7, and 9. 6.

ESL (12th) 7. ELP level: 4 (advanced intermediate, two female students, Chinese) 8. Edge and Hampton Brown 9. Tests, quizzes, oral reading, oral presentations, conversations, planning

school projects

Classroom Profile #2 1. Diocese of Altoona-Johnstown 2. Bishop McCort Catholic HS 3. Mrs. Lee Salem 4. 9-12 (10th) 5. Periods 1, 3, 4, 5, 7, 9. 6. Grammar and World Literature 7. ELP level: 3 (intermediate), one male student, Chinese 8. EMC Paradigm 9. Tests, quizzes, oral reading, oral presentations, group presentations, creative

projects, homework

Section 2 ELL Student Assessment Chart Student 1: V. (12th gr. Chinese female) Assessment method: Texas English Language Proficiency Assessment System (TELPAS) Reading Test for grades 10-12. This is an online test. There were 64 questions. Some of the passages were read orally to the students and they were then asked to provide the answer online to the matching question(s). From the test: Cassandras teacher is explaining osmosis. Molecules want to move from the inside of the cell through the membrane to the outside of the cell. There is a drawing of the molecules and each item is labeled: molecule, inside cell, outside cell, membrane. The question asks: Where do the molecules want to move to? Results: V. is ELP level 4 (advanced intermediate) and the results of the test support this earlier level assignment. She scored a 47, which is advanced on the TELPAS conversion scoring tool.

Student 2: N. (12th gr. Chinese female) Assessment method: Texas English Language Proficiency Assessment System (TELPAS) Reading Test for grades 10-12. This is an online test. There were 64 questions. Some of the passages were read orally to the students and they were then asked to provide the answer online to the matching question(s). An sample of the test: Richards mother is planning a party. She asks Richard to help her prepare by cleaning the room. Richard helps his mother by pushing a chair out of her way so she can vacuum the rug. This text is accompanied by a picture of the above. Questions on the text: This story is mainly about a. a party b. cleaning a room c. dancing d. making dinner. Another question: What is Richard doing with the chair? a. moving it b.

cleaning it c. fixing it d. sitting in it. Results: N. is ELP level 4 (advanced intermediate). She scored a 51, which is advanced high on the TELPAS conversion scoring tool. I would be interested to see if N. would score higher on the WIDA (given to determine her level 4 denotation) now that it is later in the school year.

Student 3: Y. Assessment method: Texas English Language Proficiency Assessment System (TELPAS) Reading Test for grades 10-12. This is an online test. There were 64 questions. Some of the passages were read orally to the students and they were then asked to provide the answer online to the matching question(s). An example from the test: In paragraph 10, what does the phrase cooped up mean? a. tired b. crowded c. angry d. hungry. Results: Y. is ELP level 3 (intermediate) and the results of his test support this level. He scored midrange, 35/64, which is converted to intermediate.

Reflection: For this test, I worked with the ESL teacher to administer this in our computer lab. In order for me to get some sense of the students abilities, we decided that I would read two of the short scenarios that did not include a visual to the ELLs and they would skip these pages and go straight to the question page. We looked at their answers and all three students answered each correctly. The test provided assessment questions of varying difficulty level: easy to hard and back again. In addition, each student was given a paragraph for oral reading. They were very gracious in helping me with my studies and I felt that their affective filters were down. The ESL teacher confirmed this. One thing I noticed about N, student 2, is that even though she was very willing to help and read to me, I could see her low self-confidence in her reading, though I think she was being a

little too hard on herself. She seemed to be more frustrated than anything. In regards to V., student 1, many of the questions she answered incorrectly were of a mathematical nature. I believe V. needs to improve her academic language in math, given her scores in other areas of the test. She seemed to be stuck on questions about a math scenario and filling in the blanks was difficult: she missed the word solve and in another questions, graph as a verb. Considering Y., I noticed he wanted to talk to the girls in Chinese once in a while, and our ESL teacher says, English only! He grins and goes to English, so I do not feel that Y. is completely lost in English, just finding it easier to use his L1, which is understandable. His results were as expected and the ESL teacher reports that he is making slow progress. We think he could use more opportunities to use his English more often. In giving this test, I learned that it is so important to regard each ELL as an individual, not just an ELP level. Students must be given individual help and while knowing the level of students and grouping them accordingly is important, each is still in an individual place. I think this also means that ELL support of each other cannot be underestimated. Again, as far as the test, I think that these three students relied heavily on the visuals, which is something I already firmly believe in, but also I think they did well using their context clues. This did not work out each time for each question, but I think all three use this skill well. This makes me lean a little more toward the pyschosociolinguistic school. I was already feeling that direct instruction of phonics and reading was less effective than students reading and making errors but acquiring language as they go. I still believe in some phonics but seeing the students see the questions more as wholes than individual morphemes was helpful for me in developing my philosophy.

Section 3

ELL Student

Social Goal

Academic Goal

Support Strategies and Methods

1. V. (12th gr. ELP 4, Chinese female)

To become more participatory in school life and heterogeneous groups.

To use her translator with decreased frequency and to acquire more academic language in math.

Social: Ask V. to be group leader in group activities as fit. V. is a very talented artist. She can assist various teams and groups with advertising and sign making. Acad: Supply a specialized list of words that will appear in testing so that V. is more prepared for the questions the teachers write. Teachers can submit tests that the ESL teacher can scan for academic language in order to prepare her. In addition, V. can be asked to copy words in her notebook from math class for later help in the ESL room on these terms.

2. N. (12th gr. ELP 4, Chinese female)

More confidence in her spoken English.

Increase reading of English texts.

Social: N. is better than she thinks with

her pronunciation. Methods to help build her confidence could be more opportunity to speak informally in class, such as book review info (see below) and recommendations. N. can also be paired with another ELL at a lower level in order to hear her own achievements and to also help another student. Acad: N. is a voracious reader and usually is not without a Chinese book. Conversations reveal that N. enjoys romance and mystery. A list of books should be created for N. based on her reading level but that are viable and challenging. Many teen romance titles should be appropriate but scanned by the teacher for content. N. can provide feedback on her choices to better help determine what books will

keep her delving into English more often. 3. Y. (10th gr. ELP 3, Chinese male) To use English with increased frequency outside of the class time. To improve his English spelling. Social: Create L1 free zone inside the classroom before and after class. Y. will be encouraged to speak to his Chinese peers in English. L1 is still supported during the lesson time. Y. can also be asked to run errands as appropriate, in order to practice speaking with other English speakers, such as the secretary. Acad: This goal can also be supported through the use of errand running. Y. could be asked to write down the request from the adults verbal instructions.

Section 4 Family-Home-School Action Plan There is no formal plan for communicating with parents of ELLs. In this school, most of the ELLs are exchange students. Less than half of their parents speak English. Most of the communication is between the host parents and the school. I believe that we can create a way to keep parents involved in what their students are learning and how they are faring directly as opposed to expecting the host parents to be in contact. In a few cases, some of the ELLs have parents in the area. Weekly Email To communicate with parents who do not speak English, some type of translation must take place. In a perfect world, the school would hire a translator who could turn all of the teachers information into an email or make a phone call on behalf of the teacher. Especially for students who live on different continents than their parents, I would plan communication once a week at the minimum. If there are no issues, a general update is sufficient. For these weekly reports, I would use email so as to have no conflict with time zone availabilities. I would definitely advocate the use of a translator/interpreter. In order for teachers to communicate without a translator, he/she would need to find a very reliable online translator. This of course will require an expert in L1 and L2 to provide an analysis of reliability. Webpage For information that is not confidential, I would create a class website. This can include upcoming events, pictures of past events, schedules, etc. The students can add material to the webpage as part of a graded assignment (or not). Parents can access this page from anywhere with internet access. This can be student- or administration-driven, depending on the

permissions. This is a great way for parents who do not speak English to have access to visuals regarding their children. Office Hours While most of the parents at our school could not attend, some would be able to meet at the school with the teachers. I would implement a plan of time during the school day to meet with parents but also at least every two weeks, a few hours in the evening to accommodate parents who work during the day. This can be a time for scheduled talks or a browse through the classroom. I think its important for parents to have access to the teachers. Skyping Parents who are not able to meet with teachers but who would like to have a more immediate connection than email can utilize Skype to speak with the teacher. This may also require a translator. I believe there are programs that have a chat feature that can translate as well. Teachers would have to make arrangements for individual calls rather than an open time to call for availability reasons. Preferred Method Whatever a parents preferred method of communication, the school has a duty to meet that request. If a parent would like to talk to the teacher, he/she should make the call or Skype. If a translator is needed, the school should provide one. Many teachers already communicate with parents in some way already, so they should be used to this component of the job. As long as meeting times or Skyping or phone calls are not abused, then all teachers should be able to carve out a small amount of extra time to help their students. The webpage also offers an excellent resource for the ELLs if they are included in the maintenance.

Section 5 Schoolwide, Team-Based Support One best practice for successful L2 language acquisition and development is one that I feel is widely overlooked and in my opinion, perhaps the best practice to embrace. It is Schoolwide, Team-Based Support. Often the job of educating ELLs falls squarely on the shoulders of the ESL teacher. She is expected to provide classroom teachers with ideas, strategies, adapted material, etc. I believe every teacher of an ELL must be properly trained and skilled in delivering instruction to help every ELL be successful. Administrators as well should be knowledgeable in key practices and theory. Schools should provide workshops, training seminars, and programs to all their staff to ensure no ELL is ignored in any classroom or simply given easier tests and moved on their way. Rance-Roney, Judith. (2009). Best Practices for Adolescent ELLs. Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/ apr09/vol66/num07/ Best-Practices-for-Adolescent-ELLs.aspx Provide Extensive and Varied Vocabulary Instruction The research on this method is considered strong. Researchers converge in noting that effective vocabulary instruction includes multiple exposures to target words over several days and across reading, writing, and speaking opportunities. A small but consistent body of intervention research suggests that English learners will benefit most from rich, intensive vocabulary instruction that emphasizes student-friendly definitions that engages students in the meaningful use of word meanings in reading, writing, speaking, and listening and that provides regular review. The goal of rich vocabulary instruction is for students to develop an understanding of word meanings to the point where they can use these and related words in their communication and as a basis for further learning. What most caught my eye about this practice

is the emphasis on students learning word meanings. Teachers should know that direct instruction of vocabulary and phonics, for example, do not provide students opportunities to understand deep structures of sentences, but with student-friendlydefinitions and the opportunities to learn/use vocabulary across a variety of areas (reading, writing, speaking, and listening) the likelihood that students will be able to understand and use the vocabulary is high. Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. (2007). Institute of Education Sciences. Retrieved from http://ies.ed.gov/ ncee/ wwc/PracticeGuide.aspx?sid=6

Heterogeneous Groups In research on grouping native speakers and ELL students, children were observed functioning effectively in heterogeneous groups and electing to work together in self-selected groups. Native English speakers and native Spanish speakers (in one study) learned in the early grades of the program the degree to which they needed one another. Rather than separating over difference, children appeared to value the differences between each other. Teachers using this method realize that second language learners need peer role models and opportunities to interact with those role models. This strategy serves to accomplish multiple objectives: to strengthen students communication skills as they work to help their peers learn the same skills; to encourages peer interaction and interdependency; and values individuals and their abilities thus contributing to the development of self-esteem. If this practice can successfully be used in the classroom, the affective filter can decrease with students feeling more relaxed, comfortable, engaged, and more open to receive comprehensible input to facilitate language acquisition.

Texas Education Agency. (2006). Best Practices for English Language Learners. Texas A&M University Corpus Christi. Retrieved from http://ell.tamucc.edu/files/BestPracticesforELL.pdf

Cooperative Learning Roles Manager -Keeps the group on task. Makes sure everyone has a chance to participate and offer ideas. Timekeeper -Helps the group use time wisely. Reminds the group of time remaining for activity at regular intervals Scribe -With the help of group members, writes down groups ideas. Spelling and handwriting do not count. Draws charts/graphs and key concepts Reporter -With the help of group members, synthesizes key points and summarizes for the whole group. Runner -Gathers materials and supplies needed for the performance task. Takes completed activities and projects to be display or showcased. I think this method is excellent for a variety of student grades and supports the best-practice of heterogenous grouping. Lower level ELLs can help in the group in the roles that do not require reading or writing, such as the runner. As a students skills increase, he can move into the role of a scribe to support writing or the reporter, which will require the student to re-tell concepts.

Northwest Regional Educational Service District (Oregon). What is best practice? Best Practices for ELLs That Work in All Classrooms for All Students. Retrieved from http://www.paterson. k12.nj.us/schools/ps08/curriculum/esl/Best%20Practices/BestPractices%20%20template.pdf

CLOZE (Oral) Research supports oral cloze activities as a research-based technique for active and accountable shared reading. It engages students in a concrete reading task and promotes comprehension development. I would like to add that written cloze activities are also effective in that students have an opportunity to fill in a word, to create a sentence based on

meaning rather than a specific word choice. Students will want to exhibit the understanding of a sentence: Bill thinks running a mile is_______________. If the students understand the story or exercise, they can choose to supply hard, tough, difficult. Research tells us that students are better readers who understand concepts and context rather than phonics-based word recognition.

System 44 and READ 180: Research-Based Literacy Instruction for English Language Learners (2009). System 44. Retrieved from http://system44.scholastic.com/pdf/research/S44R180_ ELL_ResearchPaper.pdf

Section 6 Lesson Plan for Reading, Writing, Speaking and Listening 1. Grade level: 12 2. Subject: English 3. English proficiency level of ELLs, including special education and gifted: 4 4. Identification of 10-20 vocabulary words related to a content area (English/language arts, math, social studies, history, science, etc.): volume, enunciation, posture, dialogue, character, simile, metaphor, sequel, collaboration, and alliteration 5. Vocabulary instructional plan must include instructional support in phonology, morphology, syntax, pragmatics, semantics, idioms, cognates, collocations. (see procedure) 6. Content and Language Objectives: Students will improve public speaking skills. They will identify and write simile, metaphor, and alliteration. Students will write syntactically correct sentences based on reading and retell and create new story material. Students will also correctly answer oral questions. 7. ELP Standards, common core, and PA Academic Standards/anchors: ELP9-12.2.W2.4, ELP912.2.l1.4, ELP9-12.2.S2.4; RL11-12.1, RL1-12.4, RL11-12.5, W11-12.2.B, W11-12.3.B, SL1112.1.A; CC.1.3.12.D, CC.1.6.12.B 8. Academic and social interactions: Opportunities to give examples (from L1 materials if they wish, for example a movie with a sequel), working with a partner to master academic goals but also working with a partner collaboratively to create new material. 9. Materials: Smartboard, literary terms definitions and visuals, literary terms word bank for oral quiz, abridged copy of The Lady, or the Tiger? with additions as needed, vocabulary exercise, highlighters. 10. Introduction- Activating/Building prior knowledge: Students will receive a vocabulary list helpful to the lesson: volume, enunciation, posture, dialogue, character, simile, metaphor, sequel, collaboration, and alliteration. Definitions will be provided with visual graphics on Smartboard (definitions and examples: alliteration will provide examples with different spellings of phonemes). Students will give examples of when to be conscious of volume, enunciation, and posture (public speaking, presentations, etc.) Teacher will model acceptable skill in these areas.

Next students will give examples they are familiar with of sequel and characters. Students may or may not be able to provide examples of simile, metaphor, and alliteration. 11. Procedures/Development: After the introduction, students will be given a word bank of the vocab words. Listening to oral definitions, students will write the correct word in the space. Students will be told that they will read a story, answer an oral quiz in full sentences, and with a partner, write a final ending to the story which they will present to the class orally. The story is The Lady, or the Tiger? by Frank R. Stockton. The text will be abridged and examples of simile, metaphor, and alliteration inserted if necessary. After reading, students will work together on answering vocabulary questions on paper (What does hot-blooded mean [COLLOCATION]; How is fair used- fair reader, fair lady, [PRAGMATICS/SEMANTICS] unfairness [MORPHOLOGY]. Students will add two words (terrible, civilized) to a COGNATE list in class. After the students read the story and complete vocab exercises with teacher review, they will be asked 5 questions orally which they will answer by writing a complete sentence (SYNTAX). These are WH- questions. Students will collaborate in partners to highlight similes, metaphors (IDIOMS), and alliteration (PHONOLOGY). They will also circle quotation marks to show dialogue. The teacher will use the SmartBoard to highlight the right answers for student comparison. This story has an ambiguous ending (no ending, in fact) and students with partners will write 1. a summary retelling and 2. an ending. The students will use dialogue, and one example each of simile, metaphor, and alliteration. One partner will then orally present the retelling and the other the collaborative sequel. They will be conscious of their posture, enunciation, and volume. 12. Assessment- Formative and/or authentic methods: volunteering examples in introduction, identify dialogue in reading, write vocab words from oral definitions, retelling, creating logical sequel, quiz. 13. Adaptations- Scaffolds, supports used during lessons: Use abridged text, may retake definitions quiz using notes, working with a partner, visual definitions and examples, discussion of sequel in L1. If a student does not have a partner with the same L1, translators can be used. Extra time and repetition of oral questions. Modeling by the teacher of good presentation skills. 14. Academic and social interactions at the ELP levels: Students must work in partners to create their academic goal: identification, retelling, and writing new material. The students both need to agree on what happened in the story and what they wish to happen for the ending. In essence, they must collaborate. I think this is appropriate for level 4s who are strong but still need help. 15. Connection- Connect adaptations to the ELP levels of ELLs: Students at the 12th grade level may already be familiar with most of the vocabulary, but at level 4 I believe that the challenge lies in writing their own examples (alliteration, e.g.) I also believe that using the L1 to discuss the direction they want to take will be easier and less frustrating. Once they decide what they want to say, the challenge will be expressing their ideas in English. This lesson plan must be a minimum of 2 pages and is worth 30 points.

Section 7
1. Grade level: 9 2. Subject: English 3. English proficiency level of ELLs, including special education and gifted: 3 4. Identification of 10-20 vocabulary words related to a content area: theme= weather. Words= breezy, cloudy, freezing, humid, hurricane, precipitation, rain, snow, sun, thunder. 5. Vocabulary instructional plan must include instructional support in phonology, morphology, syntax, pragmatics, semantics, idioms, cognates, collocations. (see procedure) 6. Content and Language Objectives: Students will create visuals of weather patterns. Students will correctly spell and use weather words in new sentences. Students will use various words in various forms (as nouns, verbs, etc.). 7. ELP Standards, common core, and PA Academic Standards/anchors: ELP 2.W.9-12.3; SL.9-10.4, SL.9-10.5, L.9-10.2, L.9-10.4.a, L.9-10.4.b, L.9-10.4.c; CC.1.6.9.A, CC.1.6.9.B. 8. Academic and social interactions: Working within the group to discuss likes and dislikes about weather, partnering to alphabetize words. 9. Materials 10. Introduction- Activating/Building prior knowledge: Ask students to describe current weather conditions: rain, snow, sunny, etc. Students may draw pictures of what they see and label in L1 if these words in English have not been acquired. Discuss favorite types of weather and activities in that weather.

11. Procedures/Development: After students describe or draw the days weather, they will receive a checklist of the ten vocab words. Students and the teacher will log onto the following interactive site: http://www.esl-lab.com/vocab/v-weather.htm and the teacher will first play the spoken words, stopping after each to give students time to repeat. Students will place a check beside each vocab word as it is spoken, given that there are more words in the lab lesson online than on the list. Students will then work with a partner to create an alphabetized list for the notebooks. Students will use phoneme awareness to do this or be permitted a dictionary [PHONOLOGY]. Back on the website, students will answer fill-in-the blank multiple choice questions using context clues. Students will create an original sentence using each of the ten words [SYNTAX]. Students will be asked to take their sentence for rain and write a sentence using the word as a present tense verb, past tense verb, and future tense [MORPHOLOGY]. Students will be given sentences/phrases I am having a stormy day, there is a flood of new books in the library and in groups, will try to explain the deep structure of each [PRAGMATICS/SEMANTICS- IDIOMS]. The teacher will introduce some of the popular idioms (raining cats and dogs, etc.) and continue discussion. Included in this discussion will be instruction on COLLOCATION: thunder storm, snow flurries. Lastly, students will add COGNATES to the class poster (humid, precipitation). Students will prepare their rain sentences for oral reading the next day. 12. Assessment- Formative and/or authentic methods: listening to the students repeating the spoken word, alphabetical list, results of online quiz. 13. Adaptations- Scaffolds, supports used during lessons: creating visuals if the words are not acquired, dictionary work if needed. Teacher should be sure to indicate that idioms are hard for everyone who has never heard them before, including native English speakers. 14. Academic and social interactions at the ELP levels: working with partners to create the alphabetized list, which could be challenging for a level 3, group discussion to lower affective filters. 15. Connection- Connect adaptations to the ELP levels of ELLs: I believe level 3s can benefit greatly from creating visuals and working with others more so than those at a higher level. I want level 3s to feel comfortable with adaptation: knowing that it is ok to rely on or turn to another source for help, person or text or L1 translation, etc. They may still be unsure and nervous of their skills, and involving scaffolds is something I want them to feel comfortable using. The group discussion can help students realize that English can be full of odd phrases that even the teacher may not understand.

phonology, alphabetically= reteaching)

ELP
ELP 2.W.9-12.3 Reflect on use of newly acquired language or language patterns (e.g., through self-assessment checklists) and share with a partner

PA
CC.1.6.9.A

Listen critically and respond to others in small and large group situations.

CC.1.6.9.BDemonstrate awareness of audience using appropriate volume and clarity in formal speaking
presentations.

CC

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L.9-10.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). L.9-10.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Section 8
Reteaching Plan: Vocab Lesson Grade 9. ELP 3 The original procedure: After students describe or draw the days weather, they will

receive a checklist of the ten vocab words. Students and the teacher will log onto the following interactive site: http://www.esl-lab.com/vocab/v-weather.htm and the teacher will first play the spoken words, stopping after each to give students time to repeat. Students will place a check beside each vocab word as it is spoken, given that there are more words in the lab lesson online than on the list. Students will then work with a partner to create an alphabetized list for the notebooks. Students will use phoneme awareness to do this or be permitted a dictionary [PHONOLOGY]. Back on the website, students will answer fill-in-the blank multiple choice questions using context clues. Students will create an original sentence using each of the ten words [SYNTAX]. Students will be asked to take their sentence for rain and write a sentence using the word as a present tense verb, past tense verb, and future tense [MORPHOLOGY]. Students will be given sentences/phrases I am having a stormy day, there is a flood of new books in the library and in groups, will try to explain the deep structure of each [PRAGMATICS/SEMANTICS- IDIOMS]. The teacher will introduce some of the popular idioms (raining cats and dogs, etc.) and continue discussion. Included in this discussion will be instruction on COLLOCATION: thunder storm, snow flurries. Lastly, students will add COGNATES to the class poster (humid, precipitation). Students will prepare their rain sentences for oral reading the next day.
If this lesson was not mastered, the first thing I would do before distributing the list of vocab words would be to provide visuals of weather (sun, raindrops, wind, snow) and ask students to match visuals of activities appropriate for the weather (skiing, flying a kite, etc.) I want to be sure that each student understands the concept of each

weather type before asking them to say or spell the words. Rather than play a recording of several weather words and ask students to check of the ones they hear, I would speak aloud only the words given for the matching visuals. I would ask students to point to the correct pair (snow: point to skiing/snowflake pair). When I say the word, I will write it on the board. I will ask students to repeat the word. Next, I will ask students to match the written word with the pair. Rather than ask students to use rain as different tense verbs, I will ask then to label the sentences (It rained yesterday, It is raining now, It will rain tomorrow) with the words yesterday, today, and tomorrow. I will then ask students to model these sentences for the word snow. This is the point I would again try the multiple choice fill-ins. To introduce idioms, I would ask students to use a visual (sun, storm, hurricane/tornado) to describes moods: happy, sad, confused. When this is mastered (how these words can describe people) I will try again to discuss idiom. Sentence writing for each word can be done with a partner or small group.

Section 9 TEXT Malory, Thomas. (1468-1470). Day of Destiny. In John Pfordresher, Gladys V. Veidemanis, and Helen McDonnell (Ed.), England in Literature (pp. 140-144). Glenview, IL: Scott, Foresman. England in Literature is a text I have been utilizing for several years. One of the methods I use to test the concept of Malorys Day of Destiny is to provide parts in summary with fill-in-the blanks for a short quiz. This idea seems like a good way to adapt for ELLs. The language is too advanced in my opinion for even level 5s, given that it is translated from Middle English and the syntax is rather unusual. For example, Then it seemed to the King that there came Sir Gawain unto him with a number of fair ladies with him (p. 140). If I adapt the story into easier language (Sir Gawain and several ladies appeared in the Kings dream), ELLs should have an easier time understanding the story and a good model to follow if I ask for retelling, which would be helpful. When the students are able to orally retell the story with few errors, based upon their basic summary sheet, I would further adapt the summarized text and replace some of the main characters and actions with blanks. To further aid the ELLs, I would provide a word bank (this is not something I do for non-ELLs when I ask them to show mastery with the fill-in-the-blank). VISUAL INSTRUCTIONAL MATERIAL Geoscience News and Information. (n.d.). United States Map [Map]. Retrieved March 23, 2014 from http://geology.com/world/the-united-states-of-america-satellite-image.shtml

The University of Texas at Austin. Perry-Castaeda Library Map Collection. (1998). Retrieved March 23, 2014 from https://www.lib.utexas.edu/maps/united_states/usa_blank.jpg A visual instructional material that does not get used often or effectively enough are classroom posters. For example, posters of maps or synonym lists can be used to great advantage with a bit of adaptation. A larger map of the US can be laminated so that students may use bits of sticky compound to add pieces. For example, if an identical map is copied and the states cut out, when a student masters the pronunciation and/or spelling of a particular state, the ELL can write the state name on the cut-out and stick it in place on the wall map. This will encourage progress as the students could have a goal of completing the map in x amount of time. The ELL will practice speaking and writing and also geography with this adapted resource. There can be many goals for this adapted map. States capitals, regional grouping, etc. dependent on the lesson. Teachers may decide to start with a particular sound (/p/) or letter (A).

Cut out these shapes above to be labelled by the ELL and attached to laminated wall map as below:

MULTIMEDIA RESOURCE Fisher, Don. (n.d.). Name the Nouns Powerpoint. The Internet TESL Journal: For Teachers of English as a Second Language. Retrieved from http://iteslj.org/t/ppt/ This internet source has a variety of ready-made Powerpoints for ESL instruction. I find the sentences and accompanying pictures to be very clear and each slide well done, but in the Powerpoint I chose to analyze (Name the Noun-), the nouns are already circled. I would adapt these Powerpoints to use for visual identification of nouns (verbs, etc.) and after intial instruction for supplemental resources. I would remove the circles around the nouns for a clean slide. Some pictures are related to the sentence (a computer image paired with Every student should have a computer for school) but do not show all of the sentences nouns. I would adapt the pictures to include a scenario with a visual of each noun (student, computer, school). I will then ask students to come to the board and circle the nouns in the sentence. Another way of approaching this is to keep some of the incomplete pictures and ask students to identify the nouns in the sentence and name the nouns not shown. When this Powerpoint is over and all nouns have been correctly circled by the students, I can print the Powerpoint in handout format which provides for notetaking beside each. This is one way of asking students to record which nouns are not shown, but normally I believe I would ask the student to write three more nouns on the line (perhaps of other nouns in the scenario absent from the sentence). A good way to follow up on a Powerpoint such as this is to ask each student to bring in (printed, cut-out, etc.) a picture with a sentence

describing the scene. The students can trade and circle on the paper or to foster technology, I can quickly snap a picture of each students contribution and add each picture to a Powerpoint slide, creating perhaps a review Powerpoint of our own.

References Fisher, Don. (n.d.). Name the Nouns Powerpoint. The Internet TESL Journal: For Teachers of English as a Second Language. Retrieved from http://iteslj.org/t/ppt/ Geoscience News and Information. (n.d.). United States Map [Map]. Retrieved March 23, 2014 from http://geology.com/world/the-united-states-of-america-satellite-image.shtml Malory, Thomas. (1468-1470). Day of Destiny. In John Pfordresher, Gladys V. Veidemanis, and Helen McDonnell (Ed.), England in Literature (pp. 140-144). Glenview, IL: Scott, Foresman. The University of Texas at Austin. Perry-Castaeda Library Map Collection. (1998). Retrieved March 23, 2014 from https://www.lib.utexas.edu/maps/united_states/usa_blank.jpg

Section 10

Strategies/Methods

Rationales

1. Modelling of public speaking skills.

Students may or may not be able to define the characteristics needed for effective public speaking, such as eye contact or enunciation. Even though students may learn these terms, modelling these skills can help ELLs master the behavior. Hearing/watching a skilled person regulate volume and speed can help a student realize that even if his pronunciation is poor, there is more to presenting than the actual words. It would be irresponsible for teachers to expect ELLs to be able to speak clearly with appropriate volume and eye contact while also maintaining control of a visual aid.

2. Abridging a text.

The reason for this is two-fold. Often a good story can be overly (for native speakers, even) verbose and dense. However, if it is not accessible, there is no value. Therefore, one reason is to use a text that may otherwise be too abstruse. The second reason is that length can also be a deterrent. With a shortened length that retains the main concepts, students will find this text manageable. Dense examples of metaphor, for instance, can also be streamlined.

3. Students may draw pictures of weather conditions and label in L1.

This can be helpful for students who do not know the English terms for various weather words, or if they do, they may not be able to spell. Labelling visuals in L1 can help them feel progress with concepts and better able to connect the English words to concepts they already understand and

experience.

4. Working with partners.

ELLs who are permitted to collaborate with other students will find this technique helpful when they are overwhelmed on their own. Dividing up work is always less stressful, but collaboration gives ELLs a chance to learn from their peers and also to be helpful in return.

5. Using a story with an ambiguous ending.

An undisclosed resolution will give students the ability to add their own ending. This will provide opportunity for retelling for concept checking before creating a new ending. The content of the ending can help assess whether students understood the story to begin with. This is also a small writing assignment that gives students a way to practice their writing skills.

Section 11 Reflection + Time log+ Weebly address

This class has been the most interesting, and I appreciate the text used and its clarity. All of the information about the construction of English language, spoken and written, has provided much insight when considering ELLs skills and goals. One thing that I particularly took note of was the idea that some cultures do not have phonemes that English does. I think this is an important concept to remember. Most importantly me to me throughout this course was reading and learning about the two main philosophies about reading and writing: word recognition vs. sociolinguistic and learning vs. acquisition. These views are something that I believe I need to put into practice to see which works best. I see the benefits of each in the reading. My understanding of other cultures continues to grow. I am understanding more and more that parents and community members cannot be left out of the equation and are a wonderful resource. Schools need to be sure to utilize parents to help the ELLs. I believe that ESL teachers and schools need to be creative in doing this, and not simply being satisfied with emails home whenever needed. I think open communication on a set schedule is a necessary factor and something I would definitely implement. Regardless of news or activities, regular communication should be established. I think a website is also a must-do. I have learned some new strategies and new ways to use older strategies when creating and implementing lessons and assessing students. I am finding that formative assessment is a necessary tool and should be performed as much as possible. I continue to plan using partner work and collaboration. I am interested in finding useful interactive websites that can provide me with information about a students progress which will allow me to perhaps work with other students or one-on-one. I also am coming to learn that the classroom environment is very important and utilizing wall space, posters, book shelves, etc. should not be overlooked as useful

items. Creating a learning environment to be used and referred to is something I tried to include in lessons for this course (wall maps, posters, etc.). I used the TELPAS in one of the assignments. I chose this primarily because it was convenient, time-appropriate, and provided a scoring that I could understand being new to formal assessment. It gave me my first experience with ELL testing. As mentioned before, formative assessments are helpful when a student may not do well on a summative assessment. This is something I have been conscious of this year with my own ELLs. Sometimes talking out a question lets me know the ELL understands when his written work shows otherwise. I have many times already asked students to refer to or create visuals to explain ideas to me that I expect my non-ELLs to explain in writing. I am continually reminded that professionalism is of the utmost importance. This course has also underscored the idea that I am as an ESL teacher the best resource in the classroom and I need to always be prepared with lessons and also re-teaching ideas. I am also an ambassador of the school and the students and need to maintain communication with parents/guardians.

Name. Laura Rice

Professional Field Study Time-log Course. ESL 4 OBSERVED Janet Skelly

Date 3-3-14

Time 8:45-9:45

Location BMHS Observed 12th grade

Activity

3-4-14

8:45-9:45

BMHS

Observed 12th grade

3-5-14

8:45-9:45

BMHS

Observed 12th grade

3-6-14

8:45-9:45

BMHS

Observed 12th grade

3-7-14

8:45-9:45

BMHS

Observed 12th grade

3-7-14

1:30-2:30

BMHS

Observed 9th grade

3-10-14

8:45-9:45

BMHS

Observed 12th grade

3-10-14

1:30-2:30

BMHS

Observed 9th grade

3-11-14

1:30-2:30

BMHS

Observed 9th grade

3-12-14

1:30-2:30

BMHS

Observed 9th grade

3-13-14

1:30-2:30

BMHS

Observed 9th grade

Weebly address:

ESL 4 http://rice-esl.weebly.com