CASE OF PAVI Grade 8, Age 13 ELL from India

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CASE OF PAVI Grade 8, Age 13 ELL from India by Mind Map: CASE OF PAVI Grade 8, Age 13 ELL from India


1.1. ORAL STEP 1

1.1.1. Follow instructions for classroom routines using visual cues and pre-taught English words and phrases

1.1.2. Primarily uses L1 interspersed with English key words and visual support to express self and ask questions


1.2.1. Demonstrate understanding by responding to a highly visual text, using a combination of visuals, drawings, L1, pre-taught vocabulary and gestures

1.2.2. Locate information in a highly visual text, using common text features


1.3.1. Organize key information by classifying it with the support of L1 and visuals

1.3.2. Use appropriate vocabulary from a list with visual support for simple writing tasks


2.1. Participates in daily Guided-Reading group with other STEP1 students (some of whom speak Punjabi)

2.2. Provided additional 1:1 in-class support at least twice daily by the Spec ED or ESL teacher to assist with modified tasks

2.3. Student provided with personalized dual-language visual dictionary to add to in class (with teacher support)


3.1. Attends integrated classes for most of the day (only withdrawn for guided reading and occasional support when 1:1 period not available)

3.2. Is placed near or by Punjabi speakers when possible to develop peer connections and support work habits

3.3. Extra-curricular interests almost exclusively in L1 (e.g., music videos, dancing) though some peers will connect with him re: these things in L1; does appear to be social / demonstrate pro-social behaviours in L1


4.1. Lack of progress in L1 (screener noted poor academic knowledge and evidence of achievement even in L1)

4.2. Potential memory concern (remembers only simple things day-to-day; can forget information such as directions or numbers in the short term, names, etc.)

4.3. Underdeveloped graphamotor skills; writing in L1 contains numerous errors

4.4. Student understands number magnitude and demonstrates knowledge of addition, subtraction, and multiplication, but knowledge of division is limited

4.5. Making slow and limited progress towards decoding sounds even with direct guided intervention



5.1.1. -strategic seating and peer pairing

5.1.2. -fidget toys and movement breaks to help with focus issues

5.1.3. -quiet withdrawal space is available as needed (with or without peers)


5.2.1. -curriculum is greatly reduced in complexity; focus on word and concept identification only at this stage

5.2.2. -student assessments are highly structured (e.g., organizers, heavy use of non-text features) to guide understanding

5.2.3. -student focuses on a few expectations (clusters) at a time to help with poor memory and slow acquisition of new concepts; needs extensive repetition

5.2.4. Math and Social Studies/Science concepts are greatly simplified to reflect a lack of prior experience with prerequisite content

5.3. UD / DI Elements

5.3.1. -regular access to technology and translation + speech-text options

5.3.2. -flexible assessment options (e.g., choice in topic, format (oral, written, pictoral) when appropriate and L1 interests included when possible

5.3.3. -student assessments are highly structured (e.g., organizers, heavy use of non-text features) to guide understanding


6.1. Limited prior schooling (attended rural village school intermittently in Punjab)

6.2. Arrived as a sponsored immigrant; living in a household with few English speakers (interpreters required for all communication)

6.3. No history of trauma or other dramatic events that may have impacted his physical or emotional development (aside from moving)

6.4. No prior academic records to consult

6.5. Screening and conversation indicates limited proficiency in L1

7. Next Steps:

7.1. -continue to build competence with technology (e.g., navigating menus) to develop some self sufficiency (e.g., ability to access a translator independently)

7.2. -continue to develop friendships with L1 speaking peers and encourage social language exposure

7.3. connect with high school and community agencies to develop transition supports and plan for what will happen during and after high school if delays are not remedied (e.g., apprenticeships, mentor programs)