Amy Sue Reese ESL 2: Developing Cultural Awareness and Sensitivity Kindergarten ESL March 17, 18, 20,

21, 2014

2 Section 1: Curriculum Guides/Manuals Curriculum: Houghton Mifflin Science Grade level: 4

Adequate Insufficient N/A

Material reflects a variety of ways to differentiate instruction and model content to support all learners. Material reflects sensitivity with regard to gender, race/ethnicity, religion, socioeconomic status, intellectual, and physical abilities. Material includes access to a multilingual glossary. Material provides resources for students with disabilities and English Language Learners aligned to grade level content.

X X X X

Analysis: This science curriculum by Houghton Mifflin included representation of several different ethnicities in its photos of students. Included are materials for extra support for students as well as ELL beginning and intermediate learning activities for each lesson. It is lacking a bilingual glossary, which can be helpful to beginning ELLs to learn content vocabulary.

Curriculum: Houghton Mifflin Reading Grade Level: 4

Adequate Insufficient N/A

Material reflects a variety of ways to differentiate instruction and model content to support all learners. Material reflects sensitivity with regard to gender, race/ethnicity, religion, socioeconomic status, intellectual, and physical abilities. Material includes access to a multilingual glossary. Material provides resources for students with disabilities and English Language Learners aligned to grade level content.

X X X X

Analysis: The Houghton Mifflin Reading Manual for grade 4 has a variety of learning activities for learners of many levels. Not only does it include cross-curricular activities for art, math, social studies, it also incorporates ELL support as well. Each lesson includes a section in the manual for supporting comprehension at three levels of ELP. This Reading curriculum is sensitive to other cultures and includes literature that focuses people of different ethnic backgrounds, abilities, and socioeconomic backgrounds. For example, there are stories that feature Spanish, African Americans, and Chinese. There is also a story on Louise Braille, who was blind and another story about a blind musician. There is also a section for the

4 teacher to assist those who are below reading level and need extra support or intervention. Overall, this reading curriculum reflects sensitivity to all and has a great variety of activities and support for any level 4th grader.

Curriculum: Houghton Mifflin Math Grade Level: 4 Adequate Insufficient N/A

Material reflects a variety of ways to differentiate instruction and model content to support all learners. Material reflects sensitivity with regard to gender, race/ethnicity, religion, socioeconomic status, intellectual, and physical abilities. Material includes access to a multilingual glossary. Material provides resources for students with disabilities and English Language Learners aligned to grade level content.

X
X

Analysis: Houghton Mifflin Math curriculum for grade 4 has a variety of learning activities and helps for students at several levels. There are resources for extra support, enrichment, cross-curricular, special needs, and ESL students. The material does portray students of different ethnic backgrounds and disabilities. There are

5 also technology links that can be utilized on the computer if math is held in a computer lab. As with content area, I feel a multilingual glossary is necessary for ESL students to grasp the vocabulary if they can get a translation of the terms that are introduced in the math lesson. Overall, this math curriculum is a good fit for students at any level as long as the teacher follows the resources that are provided in the manual.

Section 2: School and Classroom Information School Name: Heights-Terrace Elem/Middle School School District: Hazleton Area School District Teacher Name: Diane Zecker Grade Level: Kindergarten, 3rd and 4th Grades Content-Area: ESL Reading Number of Students in class: Groups of 6 students Number of ELLs in classroom: 6 ELP Levels for ELLs: Levels 1 - 3 Cultures Represented: Students from Dominican Republic, Puerto Rico, Mexico, Romania, and Spain Cultural Transitions Acculturation Assimilation Biculturation Descriptions Majority of students in building from Dominican Republic; helps students adjust and to learn from each other Each child assimilates differently but as a whole, they learn from each other. They observe and see what is right and wrong When students first come to new school from a different country, the majority of them want to learn the new culture. They want to learn the new language and are proud when they do. There are some, although not many, that will stay in the silent period for some time. There are students who do not want to learn English. Although, this is seen, It is more evident in the upper grades. In the younger grades, the students want to learn a new language.

Resistance

Section 3: Curriculum Assessment and Analysis Amy Reese ESL 2 Lesson Day 1 March 20, 2014 Retell the Folktale Objective: Students will be able to learn the classroom vocabulary word sequence. Students will be able to use the words first, next, and last to tell the sequence of events. Content Area: Reading Grade Level: Kindergarten Cultures Represented: Dominican Republic (Spanish) Curriculum Used: Reach by National Geographic Learning Adaptations utilized: Will provide a language frame response for level 1 students that requires one or two words (e.g.- First, the ________ chases the goat.) PA Standards/Anchors/Common Core: Language Arts: CC.1.4.K.P: Recount a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Can-Do Descriptors: Level 1 Listening Point to stated pictures, words, phrases Follow one-step directions

8 Match oral statements to objects, figures, or illustrations Reading Match icons and symbols to words Speaking Name objects, people, pictures Content Knowledge: Sequencing a story that has been read previously. Materials: Big Book, Theres a Billy Goat in my Garden, vocabulary manipulatives Anticipatory Set: I will have the vocabulary manipulatives on the table for each child to choose one to help me at the very end of the lesson. Lesson Development: Teach the Classroom Vocabulary word sequence. Explain A story happens in an order, or sequence. Read through the book Theres a Billy Goat in my Garden as review and look at the sequence. Use the illustrations to review what happened in the story. Display Big Book on page 39 and point to the sequence chain. Explain: The events in the story happen in a certain order, which is called sequence. You can show the events in a sequence chain. Point to each animal and go through the sequence words with questions: What happened first?, What happened next?, Then what happened?, and What happened last? Point to the pictures as the children review the story: First, the goat does not come out. Next, the rooster chases the goat. Then, the dog chases the goat. Finally, the bee chases the goat and the goat comes out. Conclusion: The word sequence will be reviewed and I will ask a student to tell the story in order using the manipulatives. Modifications/Accommodations: none Evaluation: I will have children volunteer to represent the animals from the story. Children will stand in a line in the correct sequence of events from the story. They can use gestures that match their animal and use the sequence words first, next, and last to tell the sequence of events.

ELP Standards addressed: (Students will) X Use English to participate in social interactions
X Use English to interact in, through and with spoken and written English for personal expression and enjoyment ___ Use appropriate learning strategies to extend their communicative competencies X Use English to interact in the classroom X Use English to obtain, process, construct and provide subject matter information in spoken and written form X Use appropriate learning strategies to construct and apply academic knowledge _X__ Use the appropriate language register and genre according to audience, purpose and setting ___ Use non-verbal communication appropriate to audience, purpose and setting __X_ Use English in socially and culturally appropriate ways by using appropriate learning strategies to extend their sociolinguistic and sociocultural competence

Materials/tools needed:
___X_ textbook ____ overhead transparency ____ CD ____ art/craft supplies ____ TV/VCR ____ workbook ____ computer ___ audiocassette ____ video ____ quiz/test ____ handout/worksheet

SIOP Features:
Preparation- ___ Content adaptation ___ Links to background __X_ Links to past learning __X_Strategies incorporated Scaffolding- _X__ Modeling __X_ Guided practice ___ Independent practice ___Comprehensible input Grouping Options- ___ Whole class __X_Small groups ___Partners ___Independent Integration of Processes- __X_Reading ___Writing __X_Speaking __X_Listening Application- __X_Hands-on __X_Meaningful ___Linked to objectives __X_Promotes engagement Assessment- ___Individual __X_Group ___Written __X_Oral

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Amy Reese ESL 2 Lesson Day 2 March 21, 2014

Retell the Folktale

Objective: Students will be able to learn the classroom vocabulary word sequence. Students will be able to use the words first, next, and last to tell the sequence of events. Students will be able share a story with another student. Students will be able to sequence a chain of events. PA Standards/Anchors: Language Arts: CC.1.4.K.P: Recount a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. CC.1.5.K.A: Participate in collaborative conversations with peers and adults in small and larger group CC.1.4.K.M: Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events. English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Can-Do Descriptors: Level 1 Listening Point to stated pictures, words, phrases Follow one-step directions Match oral statements to objects, figures, or illustrations Reading Match icons and symbols to words Speaking

11 Name objects, people, pictures Writing Draw in response to oral directions Produce words to convey messages Content Knowledge: Sequencing a story from the previous lesson. Review of learned vocabulary words first, next, then, and last. Materials: Paper book called: The Singing Donkey for each student, crayons, pencil, Practice master: graphic organizer sequence chain. Anticipatory Set: I will encourage students to pay attention to the story in order to be rewarded with a being good coin which is a key reward system used by the entire school. Lesson Development: Review with the students what a sequence is- order of events in a story. Hand out paper books- The Singing Donkey to each student. Guide the students to write their name on the cover of the story. Point to the title and read aloud. Explain that, like Theres a Billy Goat in the Garden, this story is a folktale and teaches a lesson. Use sheltering strategies as pictures are displayed and story is read aloud. Give students time to tell the story with their own books to a friend. Give students time to color their own book. Walk around and ask students questions about the pages of the story. Hand out a sequence chain worksheet with 4 boxes. Explain that: We can use a sequence chain to show what happens first, next, then, and last in The Singing Donkey. Model: Point to the top box. Fox and donkey are in a garden. What should we draw? Have students draw Fox and Donkey in the garden. Model: I know this happened first. What sequence word should we write in the box? Have the students trace the word First. Continue with the other three boxes and the words next, then, and last and to draw a picture in each box that sequences the story. Conclusion: When completed, have each child tell the story with the sequence chain. Modifications/Accommodations: none

12 Evaluation: The students will be evaluated throughout the lesson, especially at the conclusion when I will as each student to tell the story with their sequence chain and using the words first, next, then, and last.

ELP Standards addressed: (Students will) X Use English to participate in social interactions
X Use English to interact in, through and with spoken and written English for personal expression and enjoyment _X__ Use appropriate learning strategies to extend their communicative competencies X Use English to interact in the classroom X Use English to obtain, process, construct and provide subject matter information in spoken and written form X Use appropriate learning strategies to construct and apply academic knowledge ___ Use the appropriate language register and genre according to audience, purpose and setting ___ Use non-verbal communication appropriate to audience, purpose and setting __X_ Use English in socially and culturally appropriate ways by using appropriate learning strategies to extend their sociolinguistic and sociocultural competence

Materials/tools needed:
____ textbook ____ overhead transparency ____ CD __X__ art/craft supplies ____ TV/VCR ____ workbook ____ computer ____ audiocassette ____ video ____ quiz/test _X_ handout/worksheet

SIOP Features:
Preparation- ___ Content adaptation ___ Links to background ___ Links to past learning __X_Strategies incorporated Scaffolding- __X_ Modeling __X_ Guided practice __X_ Independent practice ___Comprehensible input Grouping Options- ___ Whole class _X__Small groups __X_Partners __X_Independent Integration of Processes- __X_Reading __X_Writing __X_Speaking _X__Listening Application- __X_Hands-on __X_Meaningful __X_Linked to objectives __X_Promotes engagement Assessment- __X_Individual _X__Group _X__Written __X_Oral

Analyze: The class that participated in this lesson consisted of 4- Level 1 Kindergarten students. All four children are from the Dominican Republic and all spoke English while I was in the room and during my lesson. All four students actively participated in the lesson and were a very talkative group, sharing anything from the lesson or telling me about other pets or animals. The students easily picked up the concept of the sequence of the story and when assessed orally, were successful in their responses. The students also were able to retell the story using the vocabulary words to sequence a story when each child shared the story with each other.

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Planning and Instruction: The ESL teacher, Mrs. Zecker asked me to continue with the lesson that was in the curriculum that the students are using, Reach., Level A. I planned the lesson by using the teacher manual and preparing myself by studying the lesson and preparing the paper books and gathering the necessary materials for each day of the lesson. Adapting Curriculum: The curriculum used is specifically for ESL students and no adaptation was necessary for this lesson. Assessment: The students were assessed orally each day of the lesson for an understanding of the concept of sequence in a story. Day 1: Students volunteered to stand in a line in the correct sequence of events from the story. Students used the words first, next, then, and last to tell the sequence of events. Day 2: Students were asked to retell the story, The Singing Donkey to each other and use their sequence words. All four students did a fairly good job of retelling the story to each other. The students also prepared a sequence chain placing the four main events in order and each child retold the story using their sequence chain and sequence words. Reflection:

14 Using a curriculum specifically for the ESL students in this school was quite helpful. I did make some changes and created more pictures of some of the animals that were included in the story on day one and created vocabulary words for the names of the animals. Although the students were level one ELLs, they were very eager to participate and talk about the story. Teaching the concept of sequence of events in a story is a difficult concept. My assessment of using the animals of the story to teach first, next, then, and last by standing line in the order the animals were presented, was successful. On day two, the students read the story to each other using the sequence words when telling the story. With some repetition, the sequence of events of a story should be mastered successfully.

Section 4: Teacher Staff Development: Preparing Teachers to Help ELLs in The Classroom Session length: Workshop (6 hours) Pre-assessment: Have teachers make a KWL of what they want to learn, what they know about ELL students. Topics of focus: 1. Understanding culture of ELLs in the school district. 2. ELP standards and Can-Do Descriptors

15 3. Various strategies to help regular education teachers (social studies, science, language arts, math).
Building background (KWL chart, student journals, The Insert Method) Vocabulary cards and flip books Scaffolding Canned questions More.

4. Making games or activities to play and develop skills in a specific content area.
Bingo Plot Chart Share Bear Graphic Organizers More.

Time segments of each topic: Approx. 90-120 minutes for each topic Hands-on/interactive application of topics: 1. Break into groups and role-play various situations in the classroom that involve different cultural issues like eye contact, touch, etc. 2. In specific content area groups, develop a lesson plan and a strategy that is adapted to help a given ELL in your classroom based on information about the ELL. 3. Given a case study, develop a plan for your specific content area utilizing a strategy that will work for an ELL in your classroom.

16 4. In small groups, make your own game or activity that will help ELLs and regular students master a skill, concept, or vocabulary in a specific content area.

Evaluation instrument: 1. Teachers will share their ideas with the rest of the group in each of the interactive applications. 2. Teachers will complete their KWL by adding what they have learned from the workshop. 3. Pass out a survey concerning what information the teachers felt was useful and what was irrelevant to their current situation.

Section 5: Parent Workshop Plan Session Length: 1 hour Topic of focus: How to get involved in your childs education Time segment: 1 hour Hands-on/interactive component for parent involvement: 1. Begin by providing some light refreshments and childcare, as well as some time to get to know the parents in a relaxed setting. Have an interpreter if necessary. 2. Pass out an agenda for the evening in their native language. 3. Discuss the importance of attending conferences, parent meetings, and communicating regularly.

17 4. Show the parents the curriculum that their children will be using and demonstrate how they can help their children at home with homework. 5. Have parents help the students decorate a folder that will be a way of communicating the childs progress. Include ways that you can be reached. Evaluation instrument: Pass out a questionnaire at the end of the meeting asking parents about different things they would like to do to help in the classroom and what they would like to see during the school year. Make sure it is available in the students native languages.

Section 6: Community Cultural Plan: Topic/Title of event: Lets Celebrate Diversity! Time allotted for event: 2 Hours Location: The school cafeteria Purpose of event: To celebrate and learn about the diversity of different cultures represented in the school People involved: Principal, teachers, support staff, parents Activities of event: 1. Offer food from the various cultures represented in the community. Ask various parents school-wide to donate ethnic foods from their culture to share. 2. With cooperation with the art teacher, have students crate art from several cultures represented in the area and display for people to enjoy.

18 3. Arrange for students to sing various cultural songs in cooperation with the school music staff. 4. Small raffle prizes will be awarded to participants that I will have donated from local businesses.

Evaluation instrument: Based the amount of participation by the parents and the community will determine success. I will also set up a check-in booth for students. If students come to the event, I will give extra credit points on a minor assignment.

Section 7: Reflection Language As an ESL teacher, I will build my knowledge for the structure and usage of the English language as well as the process that first and second languages are attained. Knowing the language background will aid in determining the possible diverse linguistic challenges for the ELL and formulate the most effective instructional strategies for teaching English to the ELL. Languages can be complicated and being educated in the language structure and usage of the ESL student will benefit the English learning process.

Culture The culture of my ESL students impacts an individuals identity, values, and behaviors in varying degrees. As an ESL teacher, it is essential to learn the culture of all

19 my students to get a better understanding of where the ELL has come from and to help each student feel more comfortable in the school. Understanding concepts like eye contact, touch, dating, and other culture specifics will benefit the other students and teachers in the school. Observing, Planning, Implementing, and Managing Instruction I have learned that knowing my ELLs and where they are in their ELP will help me to implement appropriate instruction to learn English as well as the content areas. Incorporating reading, writing, listening, and speaking in all lessons will help ELLs to connect the English language in all areas of communication. Standardsbased ESL instruction using Cando descriptors will further assist in planning lessons based on ELP on the student.

Assessment As an ESL instructor I will need to help implement assessment and make accomodations when necessary for the ELLs in my class. Mastering English does not always have to be in the form of formal tests. Activities, games, graphic organizers, and journals can also be good indications of an ELLs progress. It is also important to aid families and colleagues in understanding how ELLs can be tested, which validates what ELLs know and can do. I also know that if an ELL is struggling with assessment, to further investigate if there are any other factors hindering learning.

20 Professionalism Demonstrating expertise in the field of ESL is of utmost importance. It is vital to work with regular education and specialist school staff to help create instructional programs appropriate for ELLs in the classrooms and in special services. Involving families and providing ELLs and their families with services, information, and support will become a daily part of my responsibility as an ESL educator. I also hope to get to know some of the families of my ELLs and build good relationships that will last for years. I want to make a difference in the lives of ELLs and their families and give them the tools to become proficient English-speaking students.