TPE # 7: Teaching English Learners

Teachers can apply pedagogical theories, principles and instructional practices for instruction of

English Language learners. They implement an instructional program that furthers English

development and draw on students backgrounds and prior knowledge, including students English

levels, to provide differentiated instruction.

Abstract:

This lesson is ELD geared to incorporate a variety of strategies in a way help all ELL students

meets state standards: Reading 1.6; Writing Penmanship 1.2; Evaluation and Revision 1.4; and

Listening and speaking 1.6. Students use the book, The Best Part of Me, to prompt a personal poem

that boosts self confidence. Before participating in writing the poem, visuals are used to review body

parts. Students discuss and work with the poems from the story, and then try creating their own poem.

The poems don't need to meet any specific criteria but students are encouraged to be creative and do

their best.

Rationale:

This lesson meets many ELD standards as outlined in the beginning of the lesson, and uses

many ELD strategies through the lesson to make the creation of their own poem accessible. The

methods are situated to scaffold the writing of the poem to make each student successful in a creative,

low stress environment. There is think time involved in this activity along with listening, speaking,

reading, and writing opportunities so that students have time to formulate their responses and

productions before actually having to produce them.

 SDAIE Lesson Plan

Subject: English Teacher: Julieanne Mooradian

Suggested Length: 90 min. Date: May 8, 2006
ELD Level: Intermediate Strategy: Think-pair-share (15) along
Grade Level: 2nd with academic language scaffolding (8) Visual
aids (2) Integrating movement (11).
ELD Standards Addressed:

Listening and Speaking: Comprehension: Ask and answer instructional questions by using simple
sentences. Listen attentively to stories and information and identify important details and concepts
by using both verbal and nonverbal responses. Comprehension and Organization and Delivery
of Oral Communication: Participate in social conversations with peers and adults on familiar
topics by asking and answering questions and soliciting information. Make oneself understood
when speaking by using consistent standard English grammatical forms and sounds; however, some
rules are not followed.

Reading: Phonemic Awareness, decoding and word recognition, Concepts about Print.
Produce English phonemes while reading aloud. Recognize sound/symbol relationships and
basic word-formation rules in written text (e.g., basic syllabication rules and phonics).
Vocabulary and Concept Development Read narrative and expository texts aloud with the
correct pacing, intonation, and expression.
Writing: Strategies and Application: organization and focus: Follow a model given by the
teacher to independently write a short paragraph of at least four sentences. Penmanship: Write
legible, simple sentences that respond to topics in language arts and other content areas (e.g.,
math, science, history–social science). Create cohesive paragraphs that develop a central idea and
consistently use Standard English grammatical forms even though some rules may not be
followed. Produce independent writing that is understood when read but may include
inconsistent use of standard grammatical forms. Punctuation and Spelling: Use a period at the
end of a sentence and a question mark at the end of a question. Produce independent writing that
includes partial consistency in the use of capitalization and periods and correct spelling. Produce
independent writing with consistent use of capitalization, punctuation, and correct spelling.

Applicable Content Standards:

Reading 1.6: Read aloud fluently and accurately and with appropriate intonation and expression.
Writing Penmanship1.2: Create readable documents with legible handwriting.
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.
Listening and speaking: Organization and delivery of oral communication1.6: Speak clearly and at
an appropriate pace for the type of communication (e.g., informal discussion, report to class).
Objective of lesson: Students will listen attentively to the story being read, discuss ideas for their own
version of the favorite part of their body with the class and in partners as a pair share, and then create
their own publication producing an end product through revisions that can be read orally to the class.

1. Means to tap prior knowledge and personalize the lesson

• Begin by reviewing the “I am special I am me poem” and discuss the uniqueness of each person
and how that creates a beautiful and diverse world.
 • Students are all aware that each of them is unique in very specific ways. To many children, all
they want in life is to fit in and be like everyone else. This activity will use the distinct features
that each person has, and put it into a positive light, celibrating differences and giving the
children confidence that our differences are what make us who we are and that is a good thing,
not something to hide.

2. Materials needed to contextualize the concepts

• Book The Best Part of Me
• Poster with pictures of different parts of the body along with their written names
• Digital camera to take pictures of the favorite part of their bodies
• Digital picture printer.

3. Teacher/ student interaction (Direct Instruction):

• Go over poster of body parts (strategy 2)
• Have the children point to the body parts on their own bodies. (strategy 11)
• Play head shoulders knees and toes.
• The teacher will read the book to the students, and then discuss the book with them.
• The students will raise their hands to give their reactions to what they thought of the book.
• Then as a class, they would discuss which of the stories they liked the best and why.
• The teacher would open a class discussion about being unique and celebrating this.
• After the think part of the think pair share activity, the teacher will model (strategy 27) how
they are supposed to share their ideas with their partner. “My favorite part of my body is my….
This is my favorite part of my body because…..”
• The teacher also has a personal conference with each student to go over the changes they should
make before they write their final draft. This allows for individualized instruction for each
student and their ability level.

4. Student/student interaction during lesson:

• The students would then participate in a think-pair-share activity (strategy 15). They would
have time to think of the favorite part of their body, along with an explanation, and then they
would share this idea with their partner. This acts as a scaffolding to the writing portion of the
unit.

5. Reading and Writing component of lesson:

• After sharing with their partners, the students go back to their desks and write out their story of
their favorite body part and why.
• They will later conference with the teacher and make corrections leading to a final draft.
• Once they have their final draft, all students will read their stories to the class.
• ELL students can write a shorter story while Gate students will be challenged to elaborate and
be more descriptive.

6. Listening and speaking component of the lesson:

• Students will listen to the story be read by the teacher.
• Students will speak by participating in a classroom discussion.
• Then students will participate in a think pair share activity
• Students will speak again while they read their stories to the class.
• While other students are reading their stories, the student will listen to them.
7. Multicultural component:
• This activity celebrates the differences between people. Each person comes from a different
family and this is a good thing. There are distinct features that make us all unique, and the
students are writing about this and sharing their uniqueness with their fellow classmates.

8. Performance based assessment of the student:

• The students will be evaluated on their writing of their personal story.
• The final draft of their stories will be paired with a picture of that part of their body put into a
book for open house.
• The teacher will observe the students in the pair/share activity and evaluate the student’s
language.
• Their reading and speaking will be evaluated while they read their stories to the class.