Module 5 and 6: Planning for Differentiation 1

Your Name: Jessica Dengah CSU-Global Course: OTL 565

Subject / Course: English Language Development (ELD)Topic: Express Needs and Make Requests

Lesson Title: Shape Attributes

Level: Grade 1 Lesson Duration: 40 minutes

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON WITH RESEARCH THAT SUPPORTS ITS EFFECTIVENESS

Common Core or State Standard(s):CCSS.ELA-LITERACY.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with

peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.1.1.B

Build on others' talk in conversations by responding to the comments of others through multiple

exchanges.

CCSS.ELA-LITERACY.SL.1.6

Produce complete sentences when appropriate to task and situation.

CCSS.MATH.CONTENT.1.G.A.1

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-

defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining

attributes.

Description of Lesson as currently taught:Many ELD lessons are taught using partner or small group work, gradual release of responsibility

(content specifically taught and modeled, guided practice, and independent practice), and

scaffolded supports (picture, language, realia, video clips, total physical response (TPR), songs

and/or chants, and literacy connections). Each lesson is forty minutes long every day and

“language instruction is in the foreground, content in the background” (Northwest Regional ESD,

n.d.). Students of like language-levels are grouped into classes of 20-28 other English language

learners (ELL) and “proficiency levels and ELP standards drive instruction” (Northwest Regional

ESD, n.d.).

Module 5 and 6: Planning for Differentiation 2

Pre-AssessmentThere are a few Entering students, with about half of the remaining class being Beginning, and the

other half Developing, according to the students’ WIDA ACCESS scores. Since this class has been

designed to tailor learning to these students, the lesson is focused on more general language that

may or may not be specific to content areas. A majority of these students are capable of speaking

in short phrases and sentences, and even beginning to show “emerging complexity used to add

detail” (Speaking and Writing Rubrics, 2007). In ELD and content classes alike, adequate support

needs to be readily available to these students. Therefore, sentence frames, specifically taught

topic vocabulary, and picture support is provided in this lesson.

Learning Target (Objectives, Student Set Goals, and/or Essential Questions):Students will be able to learn and use adjectives to ask a partner for a specific attribute block.

Summative Assessment (Collect student data):Exit ticket (Can I have the blue circle block?)

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Learning Task (Remember to consider relevance and career/workforce readiness skills around what is being taught AND Approach (Communicative or Cognitive) Ideas):Number of Days: One forty minute lesson

Learning Task1. Show an attribute block to students. Name its shape and color. Ask students if they have

seen the shape before, explaining that students may have used it in math. Explain that students use the blocks to sort, trace, and learn about shapes.

2. Share today’s big idea with students—Today, I will be able to learn and use adjectives to ask a partner for a specific attribute block. Use picture supports on the flipchart to teach students the color (adjective) topic vocabulary (red, yellow, blue), which students should echo-repeat. Have students identify objects in the classroom that are red, blue, or yellow.

3. Using the next set of picture supports, share shape (noun) topic vocabulary (rectangle, triangle, circle, square). Again, have students echo-repeat. Ask students to identify objects in the classroom that are rectangles, triangles, circles, or squares.

4. Select an attribute block at random to provide a proficient example of using the sentence frame with students. Remind students of the previous day’s learning—forming questions to ask for something. Explain that today, students will be asking a partner for a specific attribute block by using their newly learned color and shape vocabulary.

5. Have students sit in large circle on the floor and model the structured language practice (SLP). Practice the process with students, giving multiple—if not all—students the opportunity to practice the SLP.

a. Put all blocks in the bag on the floor neatly in front of you and your partner.b. Look at the color of the block you want.c. Look at the shape of the block you want.d. Use the flipchart to help remind you of the correct words to use.e. Ask partner for the shape and color block you want.f. Partner picks the shape up off the floor and hands it nicely to you.g. Partner repeats the process.

6. Have students partner up and practice the SLP. Roam between partner groups, listening for correct grammatical, vocabulary, and support usage. Assist students when necessary: conducting the SLP, helping and working with partners, using language supports provided, correct adjective placement, etc.

7. If necessary, bring group back together for a mid-lesson check in—this will be obvious from the formative data collected through student observations. Model proficient use of the sentence frame with topic vocabulary. Model and remind students of appropriate student interaction expectations. Release students to practice SLP once again.

8. Exit ticket: The teacher will select an attribute block and students will write the question requesting the chosen attribute block on a note card to be turned in and analyzed by the teacher.

9. Wrap-up: Ask two to three students to proficiently model the SLP and language use.

Student DifferencesYou have learned that differentiation consists of planning lessons in response to student differences in one or more of the following areas: Readiness, Interest, and/or Learning Profile/Style. Choose which area you will use to differentiate your lesson.

Readiness: The level of a student’s skills or understanding of a topic, do some need scaffolding and others challenged?

Interest: Finding ways for students to pursue individual areas of interest about the topic; will choices be given?

Learning Profile/Style: What is the intellectual preference of the student? Individual vs. group work; multiple- intelligences, etc.

Readiness: Since students vary in language proficiency levels (from entering to beginning to

developing), a certain amount of differentiation needs to take place throughout the lesson.

Entering students will most likely be grouped together, since there are only four students in this

language development category. They will work in a small group with the teacher, continuing the

Module 5 and 6: Planning for Differentiation 4

YOU WILL COMPLETE THE FOLLOWING SECTIONS IN MODULE 6, AFTER THE LESSON IS TAUGHT

Self-Reflection for Continuous Improvement:Explain what went well in the implementation of your lesson. What changes would you make to improve based on student achievement data and/or evidence? A visual display of the student achievement data must be included (i.e., table, graph, chart, etc.). What are the next steps for the students in your class, a group of students, and/or an individual student to ensure EVERY student is proficient? What are the next steps for you in becoming better at differentiating your instructional approaches for all learners in your classes? Use research (Module readings from the course text and 1-2 articles from the CSU-Global Library) to support your choices and ideas.

Students seemed to be quite successful with this lesson for a number of reasons. First, the

timing and routines of the English Language Development (ELD) class are quite uniform and

consistent. According to Lucy Calkins, “when teachers follow [instructional] routines day after

day, students can focus their energies on trying to figure out how to do their work rather than on

worrying over what they will be expected to do” (Calkins & Cunningham, 2013). The students in

this particular ELD class were able to be focus on the language instruction rather than what to do

and where to be.

Another reason students were successful with the lesson was due to the careful planning of

the lesson with the students’ language proficiency levels in mind. Echevarria, Short, and Vogt

suggest “as teachers plan [specific] practice and application activities, they should consider the

structure of the task and degree of difficulty for the resulting product, the grouping configurations,

the type of feedback that will be provided so it is geared to proficiency level, and the expectations

for student achievement (Vogt, 2000)” (Echevarria et. al, 2008). These are all Entering,

Beginning, and Developing students, as determined by the WIDA speaking rubrics. In these

levels, students’ linguistic complexity consists of “single words, set phrases or chunks of

memorized oral language; phrases, short oral sentences; [or] simple and expanded oral sentences;

responses show emerging complexity used to add detail” (Speaking Rubric of the WIDA

Consortium, 2007).

With this in mind, the instruction is presented using language that is at and just above their

current language proficiency level. As Herrera and Murry suggest, “the teacher’s conscious

control of his or her language in the classroom (e.g., slower rate of speech, simplified vocabulary,

Module 5 and 6: Planning for Differentiation 5

avoidance of idiom use, etc.)” helps students comprehend the content of the lesson before given the

chance to practice the language of the content (Herrera and Murry, 2011). Also, the topic

vocabulary is relatively familiar. One of the next steps for these students, then, is to form

grammatically correct simple questions. The topic vocabulary was simple enough to allow

students to focus more energy on creating simple questions. Students were not so overwhelmed

with learning expectations that they were unable to practice their learning target. In fact, the higher

proficiency leveled students were adding in language structures planned for the following day’s

lesson—please and thank you. These students proved to perform above the proficiency

expectation of the lesson and achieved an advanced score for the lesson.

Also, the structured language practices (SLPs) planned for student interaction were

appropriate for this age and proficiency level of students. “Repetition and practice are two

important scaffolds that English language learners need to grow their literacy skills” (Calkins &

Cunningham, 2013). These first grade students needed many opportunities to observe and interact

with learning material. Since students worked well in partner-groups and stayed on task, this

activity proved that the language demands and interaction expectations were appropriate.

Whole-group practice was more challenging. Though beneficial for students to have a one-

on-one experience with the material, it could have been changed from whole group to a few

volunteers. Since only one student was engaged with the activity at a time, the rest of the class

quickly became distracted and checked-out of the learning until it was their turn to participate. In

the future, this activity could involve 3 or 4 student volunteers rather than the entire class. This

way, students will receive multiple examples of the SLP expectations while remaining engaged for

the entire process.

A mid-lesson check in was used, however, it did not seem necessary for the entire class.

There were a few students who needed to be redirected to the task at hand. These students were

the higher proficiency levels of the class. According to the WIDA Speaking Rubric, oral language

produced by these students, “when communicating in sentences, is generally comprehensible and

Module 5 and 6: Planning for Differentiation 6

fluent; communication may from time to time be impeded by groping for language structures or by

phonological, syntactic or semantic errors, especially when attempting more complex oral

discourse” (Speaking Rubric of the WIDA Consortium, 2007). They were able to quickly take

command of the sentence structure presented to them in the lesson and became bored with the

practice. In order to remedy this, these students were asked to become an expert helper and join

another group of students. This alleviated their distracting behavior and gave them a purpose for

the remainder of the lesson. In the future, more complex language structures need to be planned

for and provided for these higher proficiency students--they need to continue to be challenged to

reach the next level during lessons.

Unfortunately, the written component of the lesson (exit-ticket) proved to be out of reach for

the 40-minute block of time. This is primarily due to the developmental abilities of the students.

Since all the students have only just started first grade, they are not able to quickly produce a

written sentence. Therefore, the 5 minutes provided to complete the exit tickets at the end of the

lesson was not sufficient and the assignment was not completed. The data collected from students

is primarily from Echo-Repeat, SLP, and mid-lesson check in observations. The exit ticket, acting

as the summative assessment for this lesson, will be completed in a follow up lesson with students.

Unsatisfactory Partially Proficient Proficient Advanced0

1

2

3

4

5

6

7

EnteringBeginningDeveloping

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Evidence of Implementation:Attach student work, photos of the lesson in progress demonstrating student motivation/engagement and/or any other evidence as proof of implementation. Remember to maintain student confidentiality (e.g., names removed, etc.) and follow school policies around student photos, etc.

Page one of Express Needs and Make Requests flipchart lesson

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Page two of Express Needs and make Requests flipchart lesson

Module 5 and 6: Planning for Differentiation 9

Vocabulary Word Cards (one set for each partner group)

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Exit Ticket

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References

Calkins, L., & Cunningham, P. (2013). Supporting English Language Learners. In A Guide to the

Common Core Writing Workshop: Primary Grades. Portsmouth, NH: Heinemann.

Echevarria, J., Vogt, M., & Short, D. (2004). Making Content Comprehensible for English learners:

The SIOP model (Second ed.). Boston, MA: Pearson Education.

Herrera, S. G., & Murry, K. G. (2011). Mastering ESL and bilingual methods: Differentiated

instruction for culturally and linguistically diverse (CLD) students (2nd ed.). Boston: Pearson

Allyn and Bacon.

Kerper Mora, J. (n.d.). Second and Foreign Language Teaching Methods. Retrieved from

http://moramodules.com/ALMMethods.htm#Communicative

Northwest Regional ESD. (n.d.). ELD (English Language Development) Overview. Retrieved from

http://ell.nwresd.org/sites/ell.nwresd.org/files/u6/ELD Overview.pdf

Speaking & Listening » Grade 1. (n.d.). Retrieved from http://www.corestandards.org/ELA-

Literacy/SL/1/

Speaking and Writing Rubrics. (2007). Retrieved from https://www.wida.us/index.aspx