Elizabeth Whitaker

INST 363
2 May 2017

Language Development Plan

On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic
work.
 Description of Classroom and Students

The two common languages spoken at Johnson Elementary School are English and

Spanish and all the students live in the Bryan/College Station area. The school is in the middle of

a neighborhood with a lot of students walking to school. However, there are a good majority of

students who are driving to school as well. Ms. Sanchezs fourth grade class consists of half of

the students being male while the other half are female. Most of the students are Hispanic, yet

there are a few Caucasian students as well. The English Language Learners (ELLs) in Ms.

Sanchezs classroom are at the intermediate or higher level of proficiency for their speaking,

reading, and writing in English. Ms. Sanchezs class, like many classes at Johnson Elementary

School, is unique in that is part of a dual language program. Being part of a dual language

program means that instruction is in both English and Spanish. The language of instruction is

alternated between each week. To be part of this program, parents have to sign up their student.

The students are able to progress through the program until high school unless otherwise taken

out. This provides a unique class bond in that the students are in the same class for the majority

of their elementary and junior high education. Ms. Sanchez is able to teach her class on her own

in that she is proficient in both English and Spanish. She is very thoughtful in the way she

teaches her students, increasing both their English and Spanish speaking ability. On weeks where

the instruction is in English, she encourages the ELLs to only speak in English when

communicating. This increase their practice of the English language. However, when the

instruction is in Spanish, she has the students only speak in Spanish. This helps the students

improve in their Spanish proficiency. Ms. Sanchez indicated that all of the students are on or

above grade level for reading in English. However, she has some students who are lower than
grade level for reading in Spanish. Overall, her students are constantly improving their

proficiency and absolutely love to learn!

 Classroom Organization

The room is set up in student tables so that the students can easily converse with one

another. Having ease of conversation allows for ELLs to improve in their English

communication with others. The table set up also allows teachers to group different proficiency

levels, allowing ELLs to learn from one another. It also increasing the communication for both

ELLs and native English speakers. The kidney table would be used to facilitate group work with

the teacher, providing ease of access to students while students sit in a formation appropriate for

learning. The projector/whiteboard is located on a wall that can be seen by all students. If any

student has an issue with seeing the projector, the teacher will move them to one of the front

tables nearest the projector/whiteboard.

 To create a positive learning environment, I would like to include colorful decorations in

my classroom. Colorful decorations create a feeling of happiness that I want my students to feel

every time they walk into the classroom. If I were to teach in an ESL classroom, I would also label

all the items in the classroom with their English and Spanish (or other primary language) words.

This helps the students establish a connection between words and objects.

To create consistency in the classroom, I will develop a schedule and set procedures for

my classroom. This will make students comfortable in their learning environment because they

know what to expect. For ELLs, the concept of comfort is important because they are more willing

to take risk. Having a schedule with procedures will also help keep me on track and give students

different classroom task to complete. I also believe that it is important for the class to develop a

social contract. The social contract provides guidelines as to how students should act when they

are in the classroom. It gives students a chance to collaborate and share guidelines that would make

them feel most accepted in a class full of diversity, keeping them accountable for the actions and

comments they make to one another. This concept is especially important for ELLs in that they

need to know that they are respected in the classroom.

Community is a huge aspect of a classroom environment filled with students from varying

backgrounds. It is important that students feel comfortable with one another despite their

differences. To increase students getting to know one another, I would have them create an all

about me project. This project would allow them to use their creativity to inform the class about

their life while also giving me information on each of my students. I would also be sure to

implement small group work. Small group work allows students to work together while not

overwhelming them on a whole class scale. The groups would be strategically picked so that

students are getting to know more than one person in the classroom. One final way that I would
promote community in the classroom is by incorporating different decorations or practices of the

different native cultures. This would allow ELLs to become more comfortable and show that, as a

teacher, I care about them on a more personal level.

 Activities for ELLs

Math Decimals
Students will be grouped in sets of six. Within the group, the students will be given

notecards with different decimals written in word form. For example, one notecard may read

nine hundred forty-seven and one hundred and eight thousandths. The students will take the

word and represent the decimal using the place value floor markings and kickball. Picture below:

The students will be working on their English reading skills in that they must read the

notecards with decimals. This activity improves their reading of mathematical academic

vocabulary. At the end of the activity, the students will be given a worksheet where they are to

write the given decimals. An example below:

 This worksheet gives students practice in writing decimals in word form. This is

developing their writing skills in a mathematical setting.

Language Objective Stems:

Students will read decimals containing academic vocabulary related to decimals.

Students will write decimals using the correct number representation.

Science Solar System

During this kinesthetic activity, students will be moving around to form a human model

of the solar system. The teacher will provide popsicle sticks with the planets written on each

stick. The teacher will represent the sun, while the students line up in the correct order of the

planet line up. The students will write a reflective statement, describing the solar system,

performed activity, and implications of the solar system on their life. This reflective statement

will develop an ELLs writing in that they are getting practice. The reflective aspect of the

assignment has students discover what they learned and how it can be applied to their life. To

increase their reading development, the ELLs will be given cards that describe each of the

planets. When the teacher is going over the model representation, the students will read out the

description of their planet. This will allow teachers to assess a students reading skills of

academic vocabulary. It will also allow teachers to assess their communication skills. A picture

of the activity is shown below:

Language Objective Stems:

Students will be able to write a reflective statement indicating the implications of

learned material.

Students will be able to read notecards using the correct pronunciation of academic

vocabulary.

Social Studies North American Indians

During center time, students will read the North American Indians by Douglas Gorsline.

This book will be read in the meet with the teacher station, meaning that small reading groups

will read this book with the teacher. The teacher will have students take turns reading the book

out loud to the group. This allows the teacher to listen to the students reading proficiency level in

English. It also allows the students to gain valuable reading practice that will help the students

develop their reading skills.

Students will be given a class period to write a short story as if they were an American

Indian living in Texas or North America. The short story should be set in the time period before
the European exploration of the United States. This writing assignment will give students more

practice in their English writing skills. They are getting to implement creativity into their work,

making the assignment engaging for each student.

Language Objective Stems:

Students will read a historically based childrens book containing information

relevant to North American Indians.

Students will write a short fictional story using creative writing skills.
 Implementing Cultures into the Classroom

Culture is a huge aspect of a students identity, influencing the background and way a

student is raised. Knowing the importance of culture and the impact it has on students is

important to note when teaching students that come from different cultures. It is essential to

make students feel respected no matter their background.

The first step in creating a culturally accepting classroom is to eliminate any stereotypes

and biases I may have. These stereotypes and biases hinder my initial thoughts of cultures which

can negatively affect my thoughts towards students. To eliminate the stereotypes and biases, I

hope to truly get to know the different cultures in my classroom. Getting to know the cultures

will help me have a greater understanding rather than basing my opinions on what I hear. Having

a philosophy of acceptance and love for all children will create the best learning environment for

all my students.

To connect families into the classroom, I hope to send out weekly news letters to inform

the parents on what is going on in the classroom. This will give parents a synopsis of their

students week while also providing communication. I hope to be a teacher that encourages

parents to reach out if they ever have any questions or concerns. A project that I hope to

implement is a parent interview. I will have each of my students to interview their parents with a

laid-out questionnaire I set. This questionnaire will help students gain more information about

their background and culture while potentially providing the student with new information about

their family. This activity would show the parents the importance I have set on cultural

appreciation of all my students. Ultimately, I hope to reiterate the fact that I truly appreciate my

students backgrounds and the implications it has for my classroom.

 School campuses can provide a unique way in supporting the education of ELLs. I will

encourage school administrators to host culture week. During culture week, each classroom in

the school will post artwork and projects they have been learning about in relation to different

cultures of the world. The students will be able to observe the different art forms, gaining more

information on different cultures. I also believe that it is important to stay up to date on the best

practices for ESL students and reiterate the work done in the classroom with school

administrators. Keeping the school updated on what they can do for ESL students will create a

more positive learning environment for all ELLs in the school.

The community can assist in the education of ELLs by providing services. For example,

it would be helpful to have a community center host English classes for those struggling in

learning English. This provides an outside source that students can use during non-school hours.

I would also like to do a community walk in the school community I work in. This would allow

me to see the resources that the community can provide for my ELLs. The collaboration between

community agencies and the classroom prove to be beneficial in teaching ELLs in a different

way, providing support for their education.

To tap into students funds of knowledge, I hope to create positive relationships between

the community agencies and the classroom. I would also like to incorporate families in having

parents come into the classroom and talk. A students fund of knowledge is most fully developed

when they are learning in and out of the classroom. This helps give students different

perspectives and opportunities to learn in new ways.

 Methods and Strategies for Oral Language Development

There are many methods and strategies that ESL teachers use in the classroom. Some

methods and strategies prove to be more effective than others. As I gain my own classroom, I

think it is important to assess the learning style of each of my ELLs. Implementing different

methods and strategies that will best fit my ELLs needs.

Classroom Buddy
The classroom buddy system is when a teacher assigns a lower English proficiency level

student with a higher proficiency level student. This allows the lower level student to ask

questions to a non-threatening classroom peer. It also helps the higher-level student learn how to

communicate effectively and really know their material to help another student.

In my placement, Ms. Sanchez implemented this practice into the classroom. It proved

effective in that students were asking each other questions which increases their communication

skills. Ms. Sanchez was also not overwhelmed with questions, allowing students to work

together to figure out a problem. The higher-level ELLs were also challenged to know their

information and effectively teach student that had questions. This strategy did a great job of

having all students involved in the learning process.

Cognitive Strategies
According to Bryan and Neshyba, cognitive strategies require students to touch on

cognition to problem-solve. These types of strategies help ELLs in that they are using their

mental processing to develop problem solving skills. Specifically, I would use a cognitive

strategy to develop ELLs academic vocabulary. Academic vocabulary is key to the learning

process of each ELL, because it is integrated into every lesson. An example would be the four-

corner box using an index card. A definition, illustration, and use of the target vocabulary word

would be in three respective boxes.

 ELLs would benefit from these types of strategies in that they are able to apply their

learned knowledge and develop problem solving skills. Specifically, the four-corner box is

effective in that it helps ELLs remember a word using different forms of representation. When

students are using different learning methods, they gain a greater understanding of a given topic.

Communicative Language Teaching

According to Bryan and Neshyba, communicative language teaching provides instruction

on language learning for communication. The students are given ample time to have meaningful

communication with others with little to no error correction. The students are gaining the

knowledge of grammar through communication, but some grammar is being explicitly taught to

ELLs.

This form of teaching proves effective in that it provides a vast amount of communication

practice. ELLs are immersed in the communication, making learning English meaningful. Since

communication is a huge aspect of being successful, ELLs going through this teaching method

will learn vital skills that are relevant to the rest of their lives.

Direct Method
This method has teachers specifically teach ELLs in English with no translation. The

method requires daily practice to help student enhance their English proficiency. Visual aids,

read alouds, and conversation practice are huge components of the direct method.

ELLs would benefit from this method in that they are getting rigorous practice in English.

The method provides strategies that effectively teach English in a way that students are

consistently practicing their English communication skills. However, it would be important to set

realistic and attainable expectations for ELLs. Creating an encouraging environment for students

to take risk in their English development.

Discourse Strategies
These strategies encourage ELLs to participate in discussion with all students. Teachers

implement more wait time, provide more detailed explanations, and extend or respond to

students responses.

Discourse strategies would prove effective for ELLs in that they are getting to practice

their oral communication skills. They are learning to effectively speak up in class, participating

in a whole class lesson. In my placement, Ms. Sanchez did a great job of incorporating every

student into the classroom discussion. If she knew a student was more hesitant to speak, she

would ask them a simple question or provide more wait time for the students answer.

Language Support Strategies

Much like the name states, these strategies are used to support the language learning of a

student. Some examples would be hands on learning, providing lots of visual representations,

labeling materials in the classroom, etc. Bryan and Neshyba state in the textbook that these

strategies increase conceptual understanding for ELLs.

These strategies will prove beneficial in that students are given resources that will aid

them in learning a language. Hands on assistance can help ELLs gain a greater understanding of

a topic and connect meaning to objects. It is important that teachers use resources that their ELLs

will benefit from rather than hinder their learning.

Literacy Strategies
According to Bryan and Neshyba, literacy strategies require the integration of all

language skills. It is important that students can think, reason, and visually represent information

in different formats. Strategies should incorporate prior knowledge so that the student is able to

pull from what they have already learned. Also, incorporating the use of topics that relate to

ELLs will increase the effectiveness of the strategies.

 These strategies will help ELLs in that they are taking from an ELLs current knowledge

and expounding on it. Strategies that integrate topics of interest will have a greater chance of

engagement for ELLs.

Practice
ELLs are going to all have different language struggles as they progress through their

academic career. They are going to overcome these struggles with a lot of practice. I believe that

the idea of just allowing students to get a lot of practice is an effective strategy when teaching

ELLs. An ELL that is active in his/her learning and consistently using oral language skills will

benefit the most from being in a classroom for eight hours a day. Teachers that vary the ways in

which they have their students communicate will be the most beneficial for each student.

Suggestopedia
This method pairs foreign language efficiency with comfort. According to Bryan and

Neshyba, Suggestopedia provides the following six features:

I. Making a comfortable environment student-centered

II. Using music as a tool for relaxation

III. Emphasizing indirect instruction in the learning process such as posters and a

vocabulary wall

IV. Creating an error-free climate

V. Having limited out-of-class assignments

VI. Integrating music, art, and drama in the learning process

ELLs would benefit from this method in that they are learning in a comfortable

environment. A comforting environment helps students feel willing to take risk in their English.

The different types of media can assist the different kind of learning styles of each ELL.
Total Physical Response
According to Bryan and Neshyba, the Total Physical Response (TPR) involves the use of

commands and actions to teach students actions. The teacher will perform an action while stating

the command at the same time. This allows the ELL to associate a specific action with a required

command.

This type of method for teaching would prove effective for ELLs in that they are making

first hand associations. The associations help ELLs understand basic vocabulary and sentences

that are necessary to build upon for learning.

 Assessments for ELLs

Assessment is a huge aspect of ELLs learning because it determines the progress ELLs

are making in academic instruction. Assessment helps teachers identify where students are and

what they need to work on in order to progress to a higher level of proficiency. There are many

types of formal and informal assessments that can take place in the classroom.

In my placement, I saw how Ms. Sanchez informally assessed her students through

reading groups. During center time, one of the centers was meet with the teacher. Ms. Sanchez

would have the students in the group read a passage that was on their reading level. This

reading time allowed Ms. Sanchez to assess the proficiency of her students English reading

skills. I found this form of assessment beneficial in that Ms. Sanchez was constantly assessing

her ELLs for progress and success in their academic progression. This is a form of assessment I

would implement in my classroom. It allows me to assess students on a daily basis because

they go to centers daily. The reading group assessment also influences my planning in that each

day I can have criteria that I want to assess my students on. Having set levels of proficiency

helps ESL teachers in assessing where their students are on the proficiency scale. I hope to

make sure that all the ELLs in my classroom are being assessed properly and with detailed

attention to their well-being.

Portfolios are another way that I would assess the ELLs in my classroom. I believe that

portfolios are a powerful tool for assessment in that they provide a lot of information on how a

student is progressing throughout the year. Some of the materials that I would include in the

portfolio are interview checklists, writing samples (rough drafts and final copies), oral

presentation recordings, performance criteria/rubrics, book reports, and tests. The data

collected shows different forms of proficiency in speaking, writing, reading, etc. This is
important to note when developing lesson plans. If I know that an ELL is struggling in a certain

area, I will be sure to implement more strategies that can enhance and support the deficiency.

Another way in which I will assess my students is through different types of written

assessments. This will help me discover their English proficiency in writing. The different

types of writing that I would have the students complete include content logs which students

write the things they learned in a text. Editing writing will show me if a student understands

basic grammar and sentence structure in English. This aspect is foundational for the success of

students throughout their academic career. Creative writing is another area of assessment that I

would have my students complete. Through this type of writing, I will be able to see my ELLs

writing skills while also allowing them to express creativity in what they write. This type of

assessment increases student interest. A final form of writing assessment would be reading

response logs. This assessment allows me to address reading comprehension while pairing it

with reflection. It is important for students, not just ELLs, to determine the implications

different text has on their lives.

All forms of assessment are vital and key to the success of ELLs. Assessing students

helps develop a plan for improvement or needed assistance in an area. When teachers plan,

they have to take the data collected from assessments and implement it into their lessons,

including more explicit instruction for areas of deficiency in ELLs. If all of these areas of

assessment are implemented, teachers are able to have on going assessments throughout the

year. It is important to be constantly assessing students in their proficiency so that their

progress is enhanced rather than in hindered.