1. The ELL Student...
2. Dear Teacher...
3. Level 1 and Level 2 Classroom Support
3.1. These groups essentially spend 2 of the 6 hours of their school day in small group. As the general education teacher, it is my duty to also scaffold and differentiate my lesson when they are in the classroom. I must also tap into their way of learning in order to reach them.
4. Level 1: Entering & Level 2: Emerging
5. Reading Assignment
5.1. The Language of Language Arts
5.2. Topic: Narration
5.3. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE text features related to narrative points of view.
6. Activity
6.1. Students will identify language that indicates narrative points of view (e.g., “he felt scared”) from illustrated text using word/phrase banks with a partner
6.1.1. Students will identify language that indicates narrative points of view (e.g., “I” v. “he/she”) from illustrated text using word/phrase banks with a partner
6.2. Whole Group Activity/Mini Lesson: Introduction to Point of View {1st, 2nd, and 3rd person) Highlighting nouns, pronouns, and verbs
6.2.1. Whole Group Activity/Mini Lesson: Introduction to Point of View {1st, 2nd, and 3rd person) Highlighting nouns and pronouns
6.3. Level 1 & 2: Students will read and annotate the text working with a partner to identify appropriate parts of speech that correspond to the correct Point of View.
6.3.1. Example Content for Language Use: After a whole group discovery activity exploring narrative points of view, students review example narrative texts to discover how first- and third-person narrations convey different perspectives
6.4. Small Group Level 1 & 2: To access vocabulary students will use pictures to associate with the words; Discuss. (Extended: (Use words in a sentence)
7. References
8. Three Strategies
9. Level 3 & 4 Classroom Support
9.1. These groups are have earned continued placement in their classroom environment. As the general education teacher, my duties are to work directly with the ELL teacher to make sure that overall goal and lesson is being executed. Differentiating assignments and providing proper resources.
9.1.1. Teaching Inclusively
10. Push-Ins
10.1. The Push-In ELL program model theory is that pulling students out of a general educational setting is unproductive in time management and possibly prevents students from a full integration in their class.
10.1.1. 1. Team Teaching is when both the ELL and the General Education Instructor alternate in the delivery of the lesson.
10.1.2. 2. Small Group Instruction is when the ELL instructor pulls a small group when students are working independently in order to reinforce or reteach a strategy.
10.1.3. 3. One-on One Instruction is a more intimate way for the teacher service a student in order to assess his/her reading and writing skills during independent time.
11. Level 3: Developing & Level 4: Expanding
12. Activity
12.1. Students will categorize passages based on narrative points of view from illustrated text using word/phrase banks with a partner
12.1.1. Students will compare narrative points of view in extended texts using graphic organizers with a partner
12.2. Whole Group Activity/Mini Lesson: Introduction to Point of View {1st, 2nd, and 3rd person) Highlighting nouns, pronouns, and verbs
12.2.1. Whole Group Activity/Mini Lesson: Introduction to Point of View {1st, 2nd, and 3rd person) Highlighting nouns, pronouns, and verbs
12.3. Example Content for Language Use: After a whole group discovery activity exploring narrative points of view, students review example narrative texts to discover how first- and third-person narrations convey different perspectives
12.3.1. Annotating Text
12.4. In groups of 2: Students will have annotate short excerpts to identify the Point of View; Discuss
12.4.1. In groups of 2: Students will have annotate short excerpts to identify the Point of View and then compare each Point of View using a graphic organizer; Discuss