Instruction-Assessment Project

Part 1: Observation of ELLs

Observer: Brandy Mathewson

Class: Mainstream 1st grade classroom, Mrs. C
School and Location: Blue Ridge Primary, Frankfort, IN
Class composition: 19 students: 11 girls, 8 boys
Number of ELLs: 12
Language proficiency levels: Level 1.9, Level 1.4, Level 1.1, Level 1, Level 1.2, Level 3, Level 1.9,
Level 1.7, Level 2.2, Level 1.9, Level 2.5, Level 1.7

Classroom Context

This classroom is set up using flexible seating. The students do have a “home” seat that they

use when the teacher assigns it. When they do get to use flexible seating they get to choose

from standing, sitting in a swivel chair, sitting in a plastic chair, sitting on the floor, or sitting on

crates. There is also a carpet area in the front of the classroom where the students sit while the

teacher gives her whole class instruction. The students do have assigned seats on the carpet.

During this observation the teacher does her instruction in the front of the room with the

students on the carpet.

When the lesson starts, the ELLs in the classroom are dispersed on the carpet. Not knowing the

levels of the individual students makes it hard to gage at first why the students are placed

where they are, but once the teacher starts asking questions its evident that the EL students

closer to her need more prompting and teacher direction. These students were easily

distracted by their peers and often seemed disengaged. One EL student had two toys in her

Updated December 6, 2018

hand and thought it was fun to place them in the hood of the student in front of her. This

caused both of them and another neighbor distraction throughout the lesson. All three of them

were ELLs.

The activity the students were working on was a continuation of the day before. The content

focused on reading, understanding, and using the table of contents within a book. The teacher

started by reviewing the difference between fiction and nonfiction, as well as the text features

from the day before and quickly went into the mini lesson focusing on the table of contents.

During this activity the ELL students were given opportunities to respond with a thumbs up or

thumbs down, some were then asked to verbally share their answer. They could also shout out

as a class. Once the discussion was over the students were asked to work with a partner to find

different things in the book using the table of contents. After a few minutes the teacher

brought their attention back to her and gave them an opportunity to share out. This process

was repeated a few times.

Some of the academic language I heard in this lesson included table of contents, page number,

and headings. This language was used mostly by the teacher and repeated by the student, but

was used consistently throughout the lesson.

Use of Language

When the teacher begins her lesson she starts by asking what a nonfiction book is. She varies

her voice to get the students attention and show how excited she is about the lesson. During

this time they also talk about a heading. It is evident that she has taught them to tap their head

for heading. She asked, “Where do you find the heading” and 7 students responded by putting

Updated December 6, 2018

their hand on their head and saying “on top” at the same time. Five of those students were

ELLs. When she starts to talk about the table of contents, she lowers her voice to a more

serious tone and all of the students are watching intently. For example, she’s talking in a low

voice when she says, “We’re going to be talking about table of contents.” Table of contents is

emphasized and said in a very deep tone to which the students all reply, “Table of contents.” In

the first part of the observation, the teacher is doing the majority of the talking. She asks

questions and then calls on one or two volunteers to answer the question. Next she starts

asking yes and no questions. The students shout out their answers. During this time three of

the ELL are not participating although it does appear all but one are listening based on their eye

contact. The student in question has his head down and rolling it in his hands for a lengthy

amount of time. At the end of the lesson, she once again varies her voice level to get the

students interested as she quizzes them on different parts of the table of contents. She makes

it sound fun and says, “Were going to play a little game, are you ready?” Again the responses

are shouted out. This time by just a few students including one ELL.

Once the game is done the teacher then transitions the students to partner work. She tells

them they are going to quiz each other. To get them paired up she simply says, “Turn to your

partner” and the entire group of students, including ELLs, quickly turns to face a peer. During

this transition time without prompting one pair of students that included an EL student

discussed who was going to go first. The conversation went like this.

Non ELL: “You can go first.”

ELL: “You can go, you can go second.”

Updated December 6, 2018

Non ELL: “Okay, Wait.”

The non-ELL prompts rock paper scissors. The EL student won and had a big grin on his face.

Both student were happy and ready to start the quizzing. This was a great example of a safe

learning environment where these kids have been taught to work together to solve a dilemma

quickly and be ready to learn. The teacher was not even aware this interaction took place.

Once the groups all had a nonfiction book the teacher said, “Turn to learn.” And they all looked

at her and got quiet indicating that they understood the direction. Once again she held up her

book, gave a short review, and then posed a question for the groups to respond to. This time

they had to use their National Geographic books to find something on baby animals. All of the

students immediately got to work discussing the topics in the table of contents and searching

for the correct page and heading. I heard EL students reading the text and talking about both

the topic and page number, then searching for it. One group of two ELL students I was listening

to found the page then began to read the text together helping each other with difficult words.

During this time the teacher talked with students that were having difficulty and asked guiding

questions looking for clue words to find a topic about babies and find the correct page. After

they all had a chance to use what they had learned they shared out. One ELL students that was

called on was able to tell what his group found, “cubs,” and what page number he found it on,

“42.”After they shared out this process was repeated. At one point an ELL that had been having

difficulty found his page and was so excited he had to share. He kept repeating, “Shark baby,

shark baby,” and showing the picture until someone would listen.

Updated December 6, 2018

Needs Assessment

It is apparent from the very beginning that this teacher has created a positive and respectful

environment and that the students recognize routine classroom language. Both very important

aspects of the learning community according to Short and Echevarria. Chapter 5 (Page 76 and

79) At the start of the lesson, the teacher did most of the talking with very few responses from

the students especially the ELL students. However, as they began to work in partners, it was

evident that they did understand the lesson focus and were able to apply the learning in most

cases. One area that needs more support is visual aids. While the teacher is progressing

through her lesson she could create an anchor chart with the students so the ELL students will

have visual clues to refer back to as they work with a partner. Another area needing support is

academic language. The teacher would pose the challenge, for example, “Find something

about babies,” and the students would search for it. The problem is that the book they are

looking in may not have a heading for “babies” but instead may say eggs, or cubs. This is

challenging for EL students and they may not be able to make this connection at their current

level of proficiency. The teacher could scaffold by providing them with words that are included

in their table of contents. These words could also be given in Spanish to help them make the

connection. Then they could have more success applying what they learned about the table of

contents and how to use it. She could also provide and practice sentence starters for expressing

their answers. This would allow the students to use the academic vocabulary as they express

their answers instead of just saying one or two words. These adjustments would help make the

activities more meaningful for the ELLs. Incorporating writing into the learning process is also

an area of need. The majority of the ELL students in this class are at a level 1, so they would

Updated December 6, 2018

need scaffolds in place to be able to express their written answers. Short and Echevarria say,

“The activities need to be relevant to the lesson concepts and should give the students a

chance to read, speak, listen, and write about the content topics.” (Page 22) The observed

lesson had a good start incorporating this idea. Using more intentional meaningful activities

that focus on the academic content and WIDA standards will enhance the learning for the ELL

students. For my unit focus I would like to continue the topic of text features. This would give

them a chance to expand on what the students already know and give them opportunities to

use that knowledge in speaking and writing.

Updated December 6, 2018

 Part II of Instruction-Assessment Project
Lesson Plan 1 Assessment and Student Work

Brandy Mathewson

GRADE LEVEL: First

CONTENT AREA: Reading

CONTENT STANDARD: 1.RN.3.1 Know and use various text features (e.g., table of contents, glossary,
illustrations) to locate and describe key facts of information in a text.

WIDA STANDARD: 2 The Language of Language Arts, Grade 1-2 (English language learners
communicate information, ideas, and concepts necessary for academic success in the content area of
Language Arts)

LESSON TOPIC: Using pictures, illustrations, and captions to understand a nonfiction text.

OBJECTIVES:
 Content: The student will be able to identify the difference between a picture and illustration and how they
relate to captions.

 Language: The student will be able to explain the use of a caption and the difference between a picture and
a photograph.

SUPPORT:
Linguistic Support Graphic Support
1. Definition of key 1. Two column chart to
terms (picture, place examples of
illustration, photographs and
caption) illustrations
2. Use of students 2. Bridge map to show
home language the relation of the
photo/illustration to
the caption- the
students will
construct this
3. Nonfiction books
Sensory/Kinesthetic Support Interactive Support
4. Pictures and 1. In whole group
illustrations for the 2. In small groups- Some EL
students to sort students will be paired
5. Sentence strips for with another Spanish
them to glue their speaker
bridge map together 3. Teacher guidance
6. Photographs and
captions to cut out
and match-up.

LEVELED QUESTIONS for ELLs at varying levels of proficiency:

Speaking Domain:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
Teacher: Teacher:
What is the clue in Explain why you
the caption and would put that
picture that caption with that
helped you match picture.
them?
Student: 1 Student: 2
Can say the Explains in
highlighted clue sentences
words that are why he

Updated December 6, 2018

 showing a choose to
relationship pair the
between the two. caption with
the heading.

KEY VOCABULARY and ACADEMIC LANGUAGE FEATURES

Vocabulary Terms Parts of Speech Language Features

photograph noun Ph/f sounds
Photo/photograph/photographer
illustration noun Illustrate/illustration/illustrator-
nominalization
caption noun

Identify any academic language features you will focus with your ELLs. Reference the WIDA standards’ academic
language features (word, sentence, discourse level). Some examples are as follows:

 For this lesson, I will focus on the academic language feature of nominalization at the word level to help
them distinguish the difference between a photograph and an illustration.

MATERIALS:
Pictures and photographs cut out to do a class sort on chart paper
Captions to use whole group
Photographs and captions from A Tadpole Grows Up and Ocean Creatures (These books are written at two different
levels. The groups will be given supplies appropriate to their reading level.)
Book Laura Ingalls Wilder to use whole group
Premade Bridge Maps for each student
Glue
Chart paper
Markers
Scissors
Tape

PROCEDURE:
Introduction: whole group
-(Motivation) I will hold up a picture of a cluster of frog eggs and ask “What is this a picture of?” Once the students
have a few seconds to look at the picture I will give them one minute to turn and talk to their partner. After that we
will share out and I will reveal the page in the book that has a caption on the picture explaining what it is.
-I will then explain to them that we are continuing to learn about text features in nonfiction books and using pictures,
illustrations, and captions is a way to help us understand what the author wants up to know.
-Next, I will hold up a photograph and an illustration and discuss with the class what similarities and differences we
see. These will be listed on the chart paper. After the discussion, I will hold up various photographs and
illustrations. I will ask for student volunteers to identify it and explain why they believe it is a photograph or
illustration. Questions include: “What clues helped you decide?” and “How could you tell the difference?” Then
they will glue it in the correct place on the two column chart paper.
-Once we complete this activity, I will hold up and read a caption to them. I will ask, “Why would these words be
important to the photograph and illustrations we just looked at?” We will discuss the caption as a class. Then, one at
a time we will read and place the captions with the correct photograph or illustrations on a Bridge Map.

Practice/Application- Small group

-Students will be given pictures, captions, and a bridge map to compete the activity during this time. The pictures
and captions are predetermined based on the student’s ability.

Updated December 6, 2018

-Once the students have all of the materials, I will direct them to cut out and glue all of the photographs on the
Bridge Map. When this step is done, they will read a caption and talk to me about what photograph they think it
goes with. I will be there to ask guiding questions as needed. For example: “What is the clue in the caption and
picture that helped you match them?” And “Explain why you would put that caption with that picture.”
-This process will be repeated for each of the captions.

CLASSROOM-BASED ASSESSMENTS:
-Student conversation with the teacher
-Student conversation with their peers (as I listen)
-Completed Bridge Map –collected at the end of the lesson
-Discussion as we distinguish between photographs and illustrations
GRADE 1
STANDARDS-BASED ASSESSMENTS:
ELD STANDARD: #2 English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts
TOPIC: Using text features (photographs, illustrations, and captions)

COGNITIVE FUNCTION: Students at all levels of English language proficiency describe the difference between a
photograph and an illustration and identify a caption to go with each.

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Emerging Developing Expanding Bridging
Students: Mia Students: Jairo Students: Students: Students:
DOMAIN: Speaking

Level 6 - Reaching
Identify either a Describe how a
photograph or photograph is
illustration by different than an
pointing to the illustration when
correct one when talking with the
given a choice of teacher.
two pictures.
Identify it by using
the word
photograph or
illustration.

With a partner With partner

identify clue read the caption
DOMAIN: Reading

words in the and identify clue

caption that words that
describe what is describe the
seen in the picture picture then
and highlight match the picture
them. to the caption.

TOPIC-RELATED LANGUAGE (key vocabulary): Students at all levels of English language proficiency interact
with grade-level words and expressions, such as: turtles, arms, eggs, breathe, fish, frog, tadpole, hatch, grow

Updated December 6, 2018

 Instruction-Assessment Part III
Lesson Plan 1: Reflection, Assessments and Student Work
Brandy Mathewson

Lesson Reflection

Within our classroom, the majority of the English language students are between a level 1.7

and 1.9 on their overall WIDA proficiency test. Therefore, when I was developing the lesson

and considering how to really focus on the language domain in supporting the content standard

I looked more closely at the speaking and reading levels of my students. For example, my focal

student is a level 1.5 in speaking. Within my lesson plan the objective for her was to “Identify

either a photograph or illustration by pointing to the correct one when given a choice of two

pictures.” And “Identify it by using the word photograph or illustration.”

I did audio tape this lesson to be able to analyze it a little closer and after implementing it I do

believe it was effective in differentiating between photograph and illustration for both my ELLs

and EO students with teacher guidance. However, as I listen to the recording I can hear many

more language interactions than I planned where the students were able to learn form not only

me but each other as well as how I changed or improvised my questioning to clarify

understanding and use authentic teaching points that were brought up. For example, in the

very beginning I asked the students to tell me the similarities and differences between two

pictures I was holding up. I quickly realized we needed a short review of those two terms and

after a brief discussion the students were able to use them with the words same and different

interchangeably. Once we established this this academic vocabulary was used throughout the

Updated December 6, 2018

lesson by all students. Within the whole group discussion one EO students also realized that

the /f/ sound in photograph was spelled with a ph. We were able to discuss this as a group and

help the students realize why we were saying /f/ instead of /p/ /h/.

Because my EL students are at beginning and emerging levels of English proficiency I had

planned to use visual examples in nonfiction books and printed out photographs and

illustrations that they can sort in this lesson. In addition to that as I was teaching it became

apparent that my level 2 students (in speaking) were struggling to place the picture under the

correct heading (these students are level 1 in reading) when it was time to do so. So we

improvised and all of the students helped me come up with pictures to draw beside the

vocabulary words that would be good clues to help everybody understand the difference. An

example of this difference in speaking and reading follows:

T: What kind of clues helped you decide this was an illustration and this was a photograph?
S: Caus, I know caus that one is a real person and that on is drawn up.
(He was using what an EO student had said earlier. “A photograph looks way more real.”
T: Can you tell me what clues in the picture helped you decide that?
S: They use a pencil to color that.

This level 2 student could clearly tell me his answer and his reasoning. However, when I asked

him to take the next step and place the pictures under the correct heading on the chart paper

he was challenged. Seeing the written words was difficult and he became very confused. That

led to a group discussion on what pictures I could draw to help. We came up with a camera,

person, pencil, and a box of crayons as well as coloring the words photo and illustrate to make

them stand out.

Updated December 6, 2018

This lesson had two parts whole group and small group. Within the whole group time it was

structured so that I was asking questions and guiding the discussion as students were listening

and responding by speaking. The students were given opportunities to raise their hand to share

answers, call out as a group, talk with a shoulder partner, and use hand gestures such as

thumbs up to communicate. This part of the lesson was focused on academic language and

vocabulary. When the students worked in small groups they were also focused on the

academic language in the lesson, but it was less structured and they were interacting socially as

well. My EL students were grouped with me and were conversing among each other in both

Spanish and English. They were actively participating in the discussion and activity, but it was

student led and several times I heard conversation with peers that extended the content to

their own lives and interests. Again they were working within the domains of listening and

speaking but this time instead of me reading the captions to them, they were reading them and

determining what picture it would best go with. This lesson did not allow for a great deal of

writing. Some of the students were able to write key words from the caption onto their papers,

but mostly we identified and matched up in this lesson. This was done intentionally based on

the objective of the lesson and the levels of EL students I was working with.

Student Supports

In providing support for my students I used suggestions from Margo Gattlieb’s article Assessing

English Language Learners Bridges to Educational Equity. On page 53 figure 2.7 (also found on

our voice thread) she breaks down areas of support for language learners that I found to be

very helpful. I used this as a guide to think trough the four areas, see how each is necessary for

students to “Engage in higher-level thinking in English,” (page 53) and decide what supports I

Updated December 6, 2018

could use to scaffold my students learning. Linguistic supports I used included defining picture,

illustration, and caption, using synonyms, as well as using some Spanish words throughout the

lesson. For graphic and visual support I made a two column chart that my students placed

photographs and illustrations on in the appropriate place. I also used nonfiction books (two

different reading levels) with picture examples of each and a bridge map in which the students

could use to show the relationship between a picture and a caption. In addition to these

supports, Short and Echevarria talk about Maximizing Language Development in Lessons in

chapter two of their book. Some important points they make are to be aware of “Enunciation,

rate of speech, vocabulary use and oral delivery.” (page 25) The way I presented my lesson and

talked to and with the students was something was very conscious on during the presentation.

As I planned for this lesson I did so based on the model performance indicators (MPI) for first

grade as well as the student level organizer that I use to help me determine what my students

should be able to do at each level. Based on the MPI I used for speaking and reading I wanted

my level 1 students to be able to say the highlighted clue words in a caption and use them to

find the corresponding picture. Reading the highlighted words was a challenge for these

students so I read the captions to them. Once I read the caption they were able to tell me what

clue word they heard that related the caption to the picture and correctly match the two up.

My level two student, in speaking, was able to read most of the words himself. His MPI was to

explain in a sentence why he chose to pair the caption with the picture. At the end of the lesson

he could excitedly explain to me the clues he found and how they helped him find the picture.

Although he did not always use sentences. I did have to provide sentence starters for him

within the discussion to get to that point. He was also able to distinguish between a

Updated December 6, 2018

photograph and an illustration and refer back to the pictures I drew earlier in the lesson for

assistance.

In our class this year we don’t have any students at a level three or four. We do however have

level 5. He does not receive ELL services outside the classroom, but I do provide supports and

scaffolds for him within the classroom. He did not have a MPI on the chart, but looking back he

was able to use academic vocabulary in both the class discussion and small group time.

Sometimes coming up with the words with no supports is difficult for him, but he will ask

questions or show vocabulary in use by describing using words or gestures to help me

understand his thinking. For example, he could not remember the word caption when we were

talking, but he was able to tell me, “You know the words, the words at the bottom of the

picture there.”

Considering the MPIs I had indicated for my level 1 and 2 students, I believe they were

addressed as the lesson had planned for. I do however, also believe that we need to continue

to use this vocabulary and academic language so my students can become more proficient at

using text features to better help them understand the author’s message. I will also continue

to refer to the supports I used in the lesson during our discussions so the students can make the

connections between the visual aids, written vocabulary, and spoken words. For my level one

students in future lessons I will have them point or use simple words to express their ideas

because reading the highlighted vocabulary was a challenge. Also, my when writing the MPI for

my level 2 student I will have him respond with words and not necessarily sentences. As well as

provide sentence starters for him.

Updated December 6, 2018

STANDARDS-BASED ASSESSMENTS:
ELD STANDARD: #2 English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts
TOPIC: Using text features (photographs, illustrations, and captions)

COGNITIVE FUNCTION: Students at all levels of English language proficiency describe the difference between a
photograph and an illustration and identify a caption to go with each.

Level 1
Level 2
Entering
Emerging Level 3 Level 4 Level 5
Students:
Students: Developing Expanding Bridging
Speaking/Reading
Speaking/Reading Students: Students: Students:
1 met/not met
4 met/met
2 met/not met
DOMAIN: Speaking

Level 6 - Reaching
3 met/met

Identify either a Describe how a

photograph or photograph is
illustration by different than an
pointing to the illustration when
correct one when talking with the
given a choice of teacher.
two pictures.
Identify it by using
the word
photograph or
illustration.

With a partner With partner

identify clue read the caption
DOMAIN: Reading

words in the and identify clue

caption that words that
describe what is describe the
seen in the picture picture then
and highlight match the picture
them. to the caption.

TOPIC-RELATED LANGUAGE (key vocabulary): Students at all levels of English language proficiency interact
with grade-level words and expressions, such as: turtles, arms, eggs, breathe, fish, frog, tadpole, hatch, grow

Updated December 6, 2018

Student Work

Updated December 6, 2018

Updated December 6, 2018
Updated December 6, 2018
 Part II of Instruction-Assessment Project
Lesson Plan 1 Assessment and Student Work

Brandy Mathewson

GRADE LEVEL: First

CONTENT AREA: Reading

CONTENT STANDARD: 1.RN.3.1 Know and use various text features (e.g., table of contents,
glossary, illustrations) to locate and describe key facts of information in a text.

WIDA STANDARD: 2 The Language of Language Arts, Grade 1-2 (English language learners
communicate information, ideas, and concepts necessary for academic success in the content
area of Language Arts)

LESSON TOPIC: Using pictures, illustrations, and captions to understand a nonfiction text.

OBJECTIVES:
 Content: The student will be able to identify the difference between a picture and
illustration and how they relate to captions.

 Language: The student will be able to explain the use of a caption and the difference
between a picture and a photograph.

SUPPORT:
Linguistic Support Graphic Support Sensory/Kinesthetic Interactive Support
Support
3. Definition of 7. Two column 10. Pictures and 4. In whole group
key terms chart to place illustrations for 5. In small groups-
(picture, examples of the students to Some EL students
illustration, photographs and sort will be paired with
caption) illustrations 11. Sentence strips another Spanish
4. Use of 8. Bridge map to for them to glue speaker
students show the relation their bridge map 6. Teacher guidance
home of the together
language photo/illustration 12. Photographs and
to the caption- captions to cut
the students will out and match-
construct this up.
9. Nonfiction books

LEVELED QUESTIONS for ELLs at varying levels of proficiency:

Updated December 6, 2018

Speaking Domain:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
Teacher: Teacher:
What is the Explain why you
clue in the would put that
caption and caption with that
picture that picture.
helped you
match them?
Student: 1 Student: 2
Can say the Explains
highlighted in
clue words sentences
that are why he
showing a choose to
relationship pair the
between the caption
two. with the
caption.

KEY VOCABULARY and ACADEMIC LANGUAGE FEATURES

Vocabulary Terms Parts of Speech Language Features
photograph noun Ph/f sounds
Photo/photograph/photographer
illustration noun Illustrate/illustration/illustrator-
nominalization
caption noun

Identify any academic language features you will focus with your ELLs. Reference the WIDA
standards’ academic language features (word, sentence, discourse level). Some examples are
as follows:

 For this lesson, I will focus on the academic language feature of nominalization at the
word level to help them distinguish the difference between a photograph and an
illustration.

MATERIALS:
Pictures and photographs cut out to do a class sort on chart paper
Captions to use whole group
Photographs and captions from A Tadpole Grows Up and Ocean Creatures (These books are
written at two different levels. The groups will be given supplies appropriate to their
reading level.)
Book Laura Ingalls Wilder to use whole group

Updated December 6, 2018

Premade Bridge Maps for each student
Glue
Chart paper
Markers
Scissors
Tape

PROCEDURE:
Introduction: whole group
-(Motivation) I will hold up a picture of a cluster of frog eggs and ask “What is this a picture of?”
Once the students have a few seconds to look at the picture I will give them one minute to turn
and talk to their partner. After that we will share out and I will reveal the page in the book that
has a caption on the picture explaining what it is.
-I will then explain to them that we are continuing to learn about text features in nonfiction
books and using pictures, illustrations, and captions is a way to help us understand what the
author wants up to know.
-Next, I will hold up a photograph and an illustration and discuss with the class what similarities
and differences we see. These will be listed on the chart paper. After the discussion, I will hold
up various photographs and illustrations. I will ask for student volunteers to identify it and
explain why they believe it is a photograph or illustration. Questions include: “What clues
helped you decide?” and “How could you tell the difference?” Then they will glue it in the
correct place on the two column chart paper.
-Once we complete this activity, I will hold up and read a caption to them. I will ask, “Why
would these words be important to the photograph and illustrations we just looked at?” We
will discuss the caption as a class. Then, one at a time we will read and place the captions with
the correct photograph or illustrations on a Bridge Map.

Practice/Application- Small group

-Students will be given pictures, captions, and a bridge map to compete the activity during this
time. The pictures and captions are predetermined based on the student’s ability.
-Once the students have all of the materials, I will direct them to cut out and glue all of the
photographs on the Bridge Map. When this step is done, they will read a caption and talk to
me about what photograph they think it goes with. I will be there to ask guiding questions as
needed. For example: “What is the clue in the caption and picture that helped you match
them?” And “Explain why you would put that caption with that picture.”
-This process will be repeated for each of the captions.

CLASSROOM-BASED ASSESSMENTS:
-Student conversation with the teacher
-Student conversation with their peers (as I listen)
-Completed Bridge Map –collected at the end of the lesson
-Discussion as we distinguish between photographs and illustrations
GRADE 1

Updated December 6, 2018

STANDARDS-BASED ASSESSMENTS:
ELD STANDARD: #2 English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts
TOPIC: Using text features (photographs, illustrations, and captions)

COGNITIVE FUNCTION: Students at all levels of English language proficiency describe the difference
between a photograph and an illustration and identify a caption to go with each.

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Emerging Developing Expanding Bridging
Students: 1,2,3 Students: 4 Students: Students: Students:

Identify either a Describe how a

DOMAIN: Speaking

Level 6 - Reaching
photograph or photograph is
illustration by different than
pointing to the an illustration
correct one when talking
when given a with the
choice of two teacher.
pictures.
Identify it by
using the word
photograph or
illustration.

With a partner With partner

identify clue read the
words in the caption and
DOMAIN: Reading

caption that identify clue

describe what is words that
seen in the describe the
picture and picture then
highlight them. match the
picture to the
caption.

TOPIC-RELATED LANGUAGE (key vocabulary): Students at all levels of English language proficiency
interact with grade-level words and expressions, such as: turtles, arms, eggs, breathe, fish, frog,
tadpole, hatch, grow

Updated December 6, 2018

References:

Gottlieb, M. (2016). Assessing English Language Learners: Bridges to Educational Equity:

Connecting Academic Language Proficiency to Student Achievement, 2nd Ed. Thousand Oaks,
CA: Corwin

Short, Deborah, and Echevarría Jana. Developing Academic Language with the SIOP Model.
Pearson, 2016.

Updated December 6, 2018

 Part IV
Instruction-Assessment Project
Lesson Plan 2: Assessments and Student Work
Step 1: PLANNING

LESSON PLAN
Brandy Mathewson
GRADE LEVEL: First
CONTENT AREA: Reading

CONTENT STANDARD: 1.RL.2.1 Ask and answer questions about main idea and key details in a
text.

WIDA STANDARD: 2 The Language of Language Arts, Grade 1-2 (English language learners
communicate information, ideas, and concepts necessary for academic success in the content
area of Language Arts)
LESSON TOPIC: Asking questions to clarify meaning.
OBJECTIVES:

 Content Objective(s) The students will be able to ask questions as they read a
text to clarify meaning.
 Language Objective(s) Using sentence frames that start with question words the
students will be able to ask questions as they read a text.

SUPPORT:

Linguistic Support Graphic Support Sensory/Kinesthetic Interactive Support

Support
1. Definition of key 1. Fiction book- 1. Each student will 1. Whole group
terms (said, The Bossy have the circle discussion and
ordered, scolded, Gallito map they made to read a loud
demanded, 2. Circle map with use as they read 2. Teacher
commanded) question words 2. Index cards with guidance
2. Use of students 3. Sentence frames one question 3. Small groups-
home language with question word on each to some EL

Updated December 6, 2018

 3. Translanguaging words the help them to form students will be
with peers for students can use questions paired with
support to verbally ask a another Spanish
question speaker
4. Sentence frames
for the students
to write a
question.

LEVELED QUESTIONS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Where is the Do you How did Gillito
stick Gillito talks understand ask the stick to
about? what the do hit the goat?
Gallito is
asking the
goat to do?
Student Student Student
response…points response…to response…He
to the stick eat the grass scolded the
stick.

KEY VOCABULARY and ACADEMIC LANGUAGE FEATURES

Indicate your key vocabulary by part of speech; for example:

Vocabulary Terms Parts of Speech Language Features

said, ordered, scolded, verb Shades of meaning and
demanded, commanded more vivid verbs

MATERIALS:
The Bossy Gallito –text
Anchor chart with question words
Poster of strategies
Circle maps
Sentence frames
Index cards
Pencils

Updated December 6, 2018

PROCEDURE:
-(Motivation) I will hold up the book and say, “I have a story about a rooster that thinks he can
tell everyone in his town what to do. Do you think that the others in the town should listen to a
rooster?” We will have a brief share out of opinions
-I will say, “We have been asking questions to wonder what will happen in stories, now we are
going to talk about asking questions to clarify something we may not understand in a story.” We
will review the questions words we have been using on the anchor chart. During this time I will
have the students complete a circle map with me that they can keep to use as a reference.
-I will read and discuss with the three strategies we can use when we need to clarify something.
-I will show them the book and read the title.
-The first part of the book I will use to model how to ask questions for clarification. I will stop
on the first page where the text uses both Spanish and English and say, “Wait a minute, I don’t
understand these words, I need to read that again and see if I can figure out what is going on
here.” Hopefully some of my EL students will recognize the Spanish words and try and help me
too.
-I will continue through the next few pages using the three strategies as I think out loud. Next, I
will ask the students to raise their hand if they don’t understand as I read and ask a question. We
will use one of the strategies to try and answer the question. Then it will be the students turn to
practice.

Practice/Application

-Some EL students will have index cards with question words, some will have a sentence starter
poster to help them phrase a question if they don’t understand something. I will be asking
questions as we progress. I will ask, “Where is the stick Gillito talks about?,” “Do you
understand what the Gallito is asking the goat to do?,” and “How did Gillito ask the stick to do
hit the goat?” on the appropriate pages.
- I will have conversations with the students as we read to determine if they are understanding.
Some of the students will write their questions down and some will verbally ask me.
-To end the lesson I will ask “Why is it important to ask questions if we don’t understand part of
the book?” “What are the three strategies we used to help us answer those questions?”

CLASSROOM-BASED ASSESSMENTS
1. (Assessment as a learning practice facilitated by the teacher)- Discussing student work: as
we progress through the lesson students will contribute and we will discuss their
questions and strategies as well as how that helped them understand what was happening
in the story.
2. (Assessment as a learning practice for working independently) –Recounting learning
experiences: Through conversations with my students they will express verbally what
they have learned during the lesson.

Updated December 6, 2018

STANDARDS-BASED ASSESSMENTS

Updated December 6, 2018

 GRADE

ELD STANDARD: #2 English language learners communicate information, ideas, and concepts necessary for a
content area of Language Arts.
Topic: Asking and answering questions to clarify a text.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ask questions
to clarify information in a fiction text.

TOPIC-RELATED LANGUAGE (key vocabulary): questions, ask, clarify

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Emerging Developing Expanding Bridging
Students: Students: Students: Students: Students:
DOMAIN: Speaking

Level 6 - Reaching
Point to the Using a Using the index
correct part of sentence frame cards with
the picture and the picture question words
when asked a in the book ask ask the teacher
question by the a question with a question
teacher that the help of the about the book.
relates to the teacher.
understanding
of the text.

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Emerging Developing Expanding Bridging
Students: Students: Students: Students: Students:
DOMIAN: Reading

As the teacher Read the Using one of

reads and sentence frame the three
points to clue to help you strategies we
words in the form a learned, read
text that relate question. With the text with the
to the question, the help of the teacher to help
read them with teacher find you answer
her. clue words in your question.
the text that
relate to the
picture clue.

Updated December 6, 2018

 Part V
Instruction-Assessment Project
Interpretation of Lesson

Brandy Mathewson

Oral Language Literacy

The majority of my students are a Level 1 or approaching Level 2. For the

purpose of this lesson, I planned using a book that was written in English and

incorporated Spanish throughout. This was done with the intention that the

students would “help” me understand as we progressed by verbally

participating and discussing some of the vocabulary in Spanish that they knew.

I also used an anchor chart that we made in a previous lesson so that we could

refer to it and have visual clues when forming a question. To differentiate for my

students, I provided index cards with question words that they could use when

forming questions, sentence starters for students who are approaching a level

two, and had students directly in front of me that I wanted to be able to help

the most and have specific conversations with. Each of the students filled in a

circle map as I guided listing question words to use as a reference in front of

them. We also went over three strategies that we can use while reading to help

answer questions that we have. As a follow-up to the lesson the students were

placed in small ability groups. They had paper that they could us to write

questions they had as I read a book. Then we discussed these questions within

Updated December 6, 2018

the groups as well as how asking questions can help us understand what the

author is trying to tell us.

Student Performance

All of the students are at a Level 1 according to WIDA although some of them

are performing at a Level 2 at this point in the school year. The lower Level 1

students were able to participate within the discussion a little bit. When they

were confident they did ask questions using the supports I intended for my

students that are performing at a Level 2. The pictures were referred to often

while forming these questions and sometimes myself or a peer helped with the

wording. For example, one student was telling about a picture and made a

statement that we turned into a question.

The EL students that are performing higher were asking questions with little or no

prompting. With the exception of one EL student (who is just beginning to say

some words in English) EL students at all levels were very involved verbally with

the Spanish words. They readily corrected me and explained what the words

were in English. They were also translating for our friend who isn’t speaking

English yet without me asking in order to include her.

Language Domains

When the lesson first began I did a short review about what question words are

and how we can use them to help us understand a story. During this time the

Updated December 6, 2018

students were reading them from an anchor chart and writing the words on a

circle map so they could use them during the reading of the book. We were

also discussing and brainstorming what they were. In the video you can see the

students talking to each other, translating for a student who is just beginning to

understand English, speaking Spanish and English to each other, as well as

answering me. As I started reading the book I was modeling 3 strategies I

wanted the students to use to help answer questions along with asking questions

myself. They students were actively listening during this time. This was

evidenced by the comments and questions they couldn’t help but shout out. 

Throughout the lesson I continued to read the book and gave the students

opportunity to ask questions about the text or pictures. According to Short and

Echevarria, “The activities need to be relevant to the lesson concepts and

should give students a chance to read, speak, listen, and write about the

content topics.” (Page 22) I feel that based on the current language abilities of

my students this lesson provided that.

Formative Adjustments/Assessments

As I went through the lesson, I realized that an EL student that does not receive

EL services as a level 5 was not asking questions out loud although he appeared

to be involved in the lesson. I offered him the index cards and he moved to sit

with buddy to help each other in this task. Also, I wanted my student who is just

learning English to participate so I started a conversation with her and asked,

“Where is the stick?” She didn’t respond even after prompting so I asked
Updated December 6, 2018
another student, showed her the answer, and continued the discussion. This lead

to talking about the difference between a stick from a tree and how the author

used a stick to mean a broom.

Language Patterns

The EL students were able to produce a question although not always in the

correct sentence format. For example, One EL student raised his hand and said,

“I have a question.” “Why did the water didn’t want to clean El Perico’s beak?”

His meaning was clear and he understood what a question was. I also noticed

that the EL students are starting to change their tone to indicate they are asking

a question. As the lesson progressed I was evident they were understanding the

content because they were asking multiple questions, calling out, and

correcting me in both English and Spanish.

Once I got a few pages into the book students started noticing how the parrot

was asking or telling the other characters to do something. One student

enthusiastically explained that he is, “Commanding, demanding, yelling at

them” to do things! This led to a quick reminder about a previous lesson on using

vivid verbs to describe action and a discussion about how he was talking to

everyone. One EL student says, “That’s mean.” “He, he had to say it nicely.”

That same student noticed the tone change at the end of the book and how

the parrot said please. He was able to correctly predict that El Sol would say yes

based on this understanding. In his words, “El Sol, he say yes.” In chapter 2 of
Updated December 6, 2018
Short and Echevarria’s book they say, “Having a wide vocabulary also means

one generally knows more synonyms and related words, as well as multi-

meaning words.” (Page 23) This discussion naturally lead to talking about verbs

and how these words are saying the same thing (synonyms) in different tones

from the parrot.

Instead of asking do you understand what the Gallito is asking the goat to do I

started asking my students right at a level 2, “Do you have a question?” This lead

to more involvement. Some examples of EL questions as a direct result of this is,

“How is the rooster going to clean his beak?” “Why didn’t the sick want to hit the

goat?” Why doesn’t the fire want to do it?” and others shouting out answers to

their questions like, “Maybe it was his friend.” For these ELs I was impressed with

their ability to form the questions as independently as they did. On the last WIDA

test they were levels 1.7, 1.7, and 1.9. I feel that they were showing a much

deeper understanding of the skill and text than these levels.

Scaffolds/Supports

During the lesson the EL students did use the scaffolds that I had provided. One

was using the circle map to remind him of question words and three were using

the index cards. I did not notice any of them using the sentence frames,

although I provided verbal prompting which may have taken place of that. The

EL students also used Spanish throughout for communication with each other

and to help restate things that I said for clarification. In planning these and other
Updated December 6, 2018
scaffolds I referenced Margo Gattlieb’s article Assessing English Language

Learners Bridges to Educational Equility page 53.

WIDA Performance Indicators Outcomes

My Level 1.0 student struggled in in the domain of speaking and reading in this

lesson. For example, when she was asked to point to the stick in the picture she

was not able to do it even after my directions were translated. She is at an

unfair advantage because she doesn’t fully understand me and does try her

best to participate relying on her peers for support.

El students at a Level 1.7 and 1.9 were able to largely perform the WIDA

standards in the domain for speaking and reading. For example, in speaking,

they were not only able to point to picture clues with and without prompting,

they were able to form questions that went along with appropriate text and

pictures using the index cards. In the reading domain, they were also

performing at a Level two by finding clue words that related to the pictures as I

read them.

The English only students were able to form and ask questions using the scaffolds

provided. Further taking the discussion to vivid verbs the parrot was using and

Updated December 6, 2018

 how the tone of the parrot reflected how the characters were responding to

him.

To address the performance indicators that were not met by my Level 1 EL

student I will provide a follow up lesson in Spanish through our paraprofessional

who helps her at different times throughout the day. I want to assess whether

she can perform the same task in Spanish and ensure that she understood what

I was asking her to do. Then I will work with her in a small group providing the

same scaffolds with the hope that she will be able to start responding by

pointing when prompted.

References:

1. Gottlieb, M. (2016). Assessing English Language Learners: Bridges to

Educational Equity: Connecting Academic Language Proficiency to
Student Achievement, 2nd Ed. Thousand Oaks, CA: Corwin.
2. Short, D. & Echevarria, J. (2015). Developing academic language with the
SIOP model. Boston/New York: Pearson
3. WIDA Stand PK-12, https://wida.wisc.edu/sites/default/files/resource/2012-
ELD-Standards.pdf

GRADE 1

ELD STANDARD: #2 English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of Language Arts.
Topic: Asking and answering questions to clarify a text.

Updated December 6, 2018

COGNITIVE FUNCTION: Students at all levels of English language proficiency ask questions
to clarify information in a fiction text.

TOPIC-RELATED LANGUAGE (key vocabulary): questions, ask, clarify

Level 1
Level 2
Entering Level 3 Level 4 Level 5
Emerging
Students:
Students: Developing Expanding Bridging
Speaking
Speaking Students: Students: Students:
1 not met
4 met
2 met
DOMAIN: Speaking

5 met

Level 6 - Reaching
3 met

Point to the Using a Using the index

correct part of sentence frame cards with
the picture and the picture question words
when asked a in the book ask ask the teacher
question by the a question with a question
teacher that the help of the about the book.
relates to the teacher.
understanding
of the text.

Level 1
Level 2
Entering
Emerging Level 3 Level 4 Level 5
Students:
Students: Developing Expanding Bridging
Reading
Reading Students: Students: Students:
1 not met
4 met
2 met
5 met
3 met
DOMIAN: Reading

As the teacher Read the Using one of

reads and sentence frame the three
points to clue to help you strategies we
words in the form a learned, read
text that relate question. With the text with the
to the question, the help of the teacher to help
read them with teacher find you answer
her. clue words in your question.
the text that
relate to the
picture clue.

Updated December 6, 2018