Proficiency Levels Summary

Wendy Cannon Donna Flynn Adare Hotel Glenda Lee-CageSEI 300 August 18, 2014Susana Turowski

Pre-Emergent (limited or no ability to communicate in English)

Building Background for this lesson:

Key Vocabulary:

Discuss the terms “Nocturnal” and “Diurnal.” If possible, link these terms to words in the student’s native language.

Using pictures and a T graph that visually depicts Day and Night, model the placement of animals in the appropriate Nocturnal or Diurnal section.

Allow student to practice placing animals in appropriate sections.

Ask student to repeat key words using simple questions and declarative sentences. Example: “The bat is nocturnal.” “The dog is diurnal.” “The possum is nocturnal.” “When does the bat sleep?” “When does the dog sleep?”

Pre-EmergentBuilding Background continued

Student Background and experience:

Ask the student to name animals or point to pictures of animals that live in the student’s native country.

Use a fill-in-the-blank format to help student write a sentence about an animal they know from their native country. Example: “______________s live in ___________.” “They sleep during the ___________.” “They eat ____________.”

If applicable, have the student mimic the sound of the animal (different countries sometimes use different sounds).

Pre-Emergent

Comprehensible Input for this lesson

Model placing animals in the correct Nocturnal or Diurnal section on a visual T graph.

Use gestures to emphasize concepts such as “sleeping,” “eating,” etc.

While showing a picture of an animal, demonstrate the sound the animal makes.

Use clear, enunciated, concise explanations and pause for understanding.

Emergent

Student can write one sentence summaries presenting key information about nocturnal and diurnal animals.

Using a graphic organizer have students organize the difference in nocturnal and diurnal animals.

Students can create a list of vocabulary words.

Student is able to recognize vowel sounds to begin understanding English language.

Have the student(s) draw a picture of a nocturnal or diurnal animal of their choice and describe it. Have the student create a one sentence summary of their animal.

Basic Making connections - Allow the students to

identify animals in his or her neighborhood or animals they are familiar with.  Also, allow the student to provide the name of the animal in his or her native language. 

Knowledge - Allow students to make statements of what they currently know about the animals.  This should incorporate the language portion of the lesson plan to allow for the students to use the vocabulary words in sentences.

Graphic Organizers - allows students to showing grouping and knowledge about the animals.  They are able to make various graphic organizers based on what they know and have learned.

Intermediate Using all of the skills and ideas from the lower two

levels.

Activate prior knowledge: Asking questions and providing clues towards bigger words. Providing students with a list of new words and correct spellings of sounds the animals make.

Make connections: This lesson is pretty easy to make connections with all students. At this age students all love animals. Questions like “Have you seen_______? And where?” “What do ____ eat?” and so forth. At this level they have the ability to comprehend key details and main ideas.

Using notes and pictures will be a great help to these students who are almost ready to be fully on their own.

REFERENCES:

Arizona Department of Education, 2014. Retrieved from http://www.azed.gov/english-language-learners/elps/