Instructional Resource GuideAllison True

TESL-220

Stallions

December 13, 2012

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Table of Contents

Cover Page 1

Table of Contents 2

Introduction 3

ELL Learning Outcomes 5

Instructional Strategies 7

Work Samples 9

Annotated Bibliography 13

Summary Reflection 16

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Introduction

The level being taught is second grade. This classroom is a culturally and linguistically diverse

classroom that includes English language learners. The topic that will be taught to the class is the life

cycle. The focus will be on the life cycle of monarch butterflies. The topic allows for a large range of

reinforcing and learning activities. Each activity will be geared toward a stage of second language

acquisition.

As I went through the possible topics for this instructional resource guide, I had a lot of topics to

choose from. I knew, however that I wanted to teach an area in science. When I came across life cycles, I

knew I could do a lot with that topic. There are a lot of great activities and lessons to teach that go along

with life cycles.

Once I knew my topic, I had to decide how I would teach it so that I would be teaching to all

second language learners. There are five stages in second language acquisition, and each has strategies

that go along with them. These strategies make for great modifications to the curriculum so as to

enhance their learning.

Stage one second language acquisition is the silent period, also called preproduction. This stage

can last from ten hours up to six months. Students often have about 500 receptive words in their

vocabulary. They may not make any utterances in the classroom, but can do some classroom activities

by drawing and pointing. Strategies for this level include the use of coloring and hands-on activities. This

allows the student to express their knowledge of understanding without having to speak. Also, lots of

visuals such as movies help for comprehension of the second language learner.

The next stage is early production. This stage can last an additional six months. By now second

language learners have usually developed close to 1,000 words, and can speak in one or two word

phrases. Strategies for a second language learner in this stage are to continue the use of visuals, playing

simple yes or no games, asking questions that require one-word answers, and a lot of vocabulary

practice. These strategies help increase the vocabulary of the student and does not put pressure of

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them to answer more than they can understand. It allows them to stay comfortable with their ability to

answer with one or two words.

The third stage is speech emergence. This stage can last up to an additional year and students

have developed about 3,000 words. Students in this stage begin to use simple dialogue and respond

with short phrases and easy sentences. The longer sentences they do produce typically have many

grammatical errors and pronunciation differences. Again, the use of visuals is continued along with the

increase of vocabulary practice by reading books. Group work and class discussions are suggested

strategies as well as creating simple poems and reading aloud to the class.

The next to last stage is intermediate language fluency. This stage may take up to another year,

but students have typically doubled their vocabulary to about 6,000 words. Second language learners in

this stage can also make more complex sentences as well as questions, being able to speak at greater

lengths. Lots of vocabulary use and visuals are still being used in the classroom. Other strategies include

short writing assignments, small group research, and reading aloud in class such as in buddy reading

pairs.

The last stage of second language acquisition is advanced language proficiency. This stage is a

multi-year process. A student’s accent often remains, however the student has learned how to

communicate well in social situations. Not only this, but they can handle a greater level of independence

in academic settings. Teaching strategies for this final stage include more complex writing, puzzle

sentences, and specific activities to incorporate the specialized vocabulary they have attained. It is

important to try and cater as best as possible to each level. Second language learners can slip from one

stage back into a previously accomplished stage and with this instructional resource guide I plan on

keeping these second-grade students growing and learning.

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ELL Learning Outcomes

Science Standards of Learning for Virginia Public School

Grade Two

GoalsThe purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives:

1. Develop and use an experimental design in scientific inquiry.

2. Use the language of science to communicate understanding.

3. Investigate phenomena using technology.

4. Apply scientific concepts, skills, and processes to everyday experiences.

5. Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and understanding.

6. Make informed decisions regarding contemporary issues, taking into account the following:

public policy and legislation;

economic costs/benefits;

validation from scientific data and the use of scientific reasoning and logic;

respect for living things;

personal responsibility; and

history of scientific discovery.

7. Develop scientific dispositions and habits of mind including:

curiosity;

demand for verification;

respect for logic and rational thinking;

consideration of premises and consequences;

respect for historical contributions;

attention to accuracy and precision; and

patience and persistence.

8. Develop an understanding of the interrelationship of science with technology, engineering and mathematics.

9. Explore science-related careers and interests.

Grade Two

The second-grade standards continue to focus on using a broad range of science skills in understanding the natural world. Making detailed observations, drawing conclusions, and recognizing unusual or

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unexpected data are stressed as skills needed for using and validating information. Measurement in both English and metric units is stressed. The idea of living systems is introduced through habitats and the interdependence of living and nonliving things. The concept of change is explored in phases of matter, life cycles, weather patterns, and seasonal effects on plants and animals.

Life Processes2.4 The student will investigate and understand that plants and animals undergo a series of

orderly changes as they mature and grow. Key concepts includea) animal life cycles; andb) plant life cycles.

With each goal and standard for second grade science that is accomplished from this lesson on

the life cycle there will be support for each second language learner in the different phases of language

acquisition. Through the accomplishment of goal two, using the language of science to communicate

understanding, each stage of second language acquisition is learning new vocabulary. This is important

for each stage to continue to grow in the English language. In experiencing the richness and excitement

of scientific discovery of the natural world though the collaborative quest for knowledge and

understanding, second language learners first have to work together with their classmates. In

experiencing scientific discovery they are also getting the hands-on experience they need. Finally, in

their demand for verification, curiosity, and patience and persistence students are pushed to use their

prior knowledge and newly attained vocabulary. In learning about the life cycle they will verify the life

cycle of the monarch butterfly by growing them themselves. All students in the class will show their

curiosity and patience as the butterfly goes through each stage before their eyes. The very hands-on

learning that is in this instructional resource guide allows those of every stage of second language

acquisition to learn and gain new knowledge.

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Instructional Strategies

Book Reading

To begin learning about the life cycle, I will take this picture book and read it to the class. ELL

students will learn new vocabulary and be able to put some if not all into context by the visuals

provided in the book.

Power Point

After the class reading, I will give a power point presentation briefly going over the life cycle. It will include vocabulary just seen in the picture book as

well as vocabulary that will be seen in the class textbook. The repetition of words and careful

explaining will help ELL students to understand the new words. Also, the visuals that will be in the

power point will aid to their understanding.

Group Reading

The class will be broken up into groups of three. In their groups they will be assigned to the section in their science book about the life cycle. Each group

member will get a turn to read a portion of the book as they will be playing popcorn. This allows

ELLs to hear other say words so that they might fix their pronunciation. Reading the text also

reinforces the vocabulary being learned on the topic of life cycles.

Group Activity The small groups will be paired up with another small group to make a larger group of six. Each

student will get a blank piece of paper and a set of pictures. Each picture will be a stage of a butterfly.

Each group will, together, decide which stage come first second third and fourth. When they are finished they are to glue the pictures on the paper in the order they decided. If there is time they can

color in the pictures with their own coloring utensils. Working in the group allows ELL students to, if they don’t understand, better grasp the task

at hand. As they watch other doing the activity they gain knowledge on what is happening and

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then are able to participate and ask group members questions. It also allows them some time

to enhance their conversational language.

Movie

Once everyone has finished the group activity all students will return to their seats for a movie. The movie will be on monarch butterflies. It shoes the life cycle and journey hey make each year. It gives

great visuals that will aid ELL students in their learning of the new material.

Class Discussion/Review

When the movie is finished we will go over the group activity as a class. We will put each picture

in correct order. This gives ELL students the correct answers without causing embarrassment in the

class. The floor will then be open for discussion on the movie watched and material learned. Anyone that has a question will be able to get it answered. Students are encouraged to try and answer other classmates’ inquiries. Class discussions bring sin

more vocabulary use and practice with academic language.

Growing Butterflies

The students will get the chance to watch as butterflies grow from eggs to full grown insects.

The hands on learning gives them perspective on what they have been taught on the life cycle. There will be a butterfly home in one of the

corners of the classroom. Correct nutrition will be provided to them. Eventually we will have a

release date for the butterflies. Everyone will go outside to watch as the insects they saw grow

flutter away.Journal Entries The journal entries go hand-in-hand with growing

the butterflies. Each day that we have the butterfly sanctuary, the students will be required to make a journal entry. They are to write a story about their butterfly. Something new happens each day and

eventually their story should tell about the growth of the insect. They can be as creative as they

would like. On the release day of our butterflies, the students will write in their journals about the

journey the butterflies will take. They can have them go on the same journey as the movie or their

own, new journey. The journal entries are not required to be written stories. For those ELL

students who have a very limited vocabulary, they have the option of drawing a picture each day to represent the story they would have written in English. Also, they have the option of writing in

their native tongue. Whichever shows their

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comprehension of the material is what I want them to do.

Work Samples

Power Point

After the class reading, I will give a power point presentation briefly going over the life cycle. It will

include vocabulary just seen in the picture book as well as vocabulary that will be seen in the class

textbook. The repetition of words and careful explaining will help ELL students to understand the new

words. Also, the visuals that will be in the power point will aid to their understanding.

Modification

The power point is already geared toward those in the silent period. There is no requirement to speak.

Although the student must comprehend the vocabulary being taught, the power point has many visuals

for the student to look at. At the end of the power point I would make sure to have a slide of the key

points that should have been grasped. This would put emphasis on certain words to an ELL student in

the silent period would know what to focus on comprehending. In addition to the power point, I can

make a print out. The print out can be simply of the power point slides. This would allow the child to

follow along as I read through each slide, hopefully comprehending more of what I was saying. Also,

instead of simply printing out the slide show I can create a simple version of it. This would be more like a

summary of what was on the slides. It would have visuals to go with every vocabulary word learned.

Group Activity

The small groups will be paired up with another small group to make a larger group of six. Each student

will get a blank piece of paper and a set of pictures. Each picture will be a stage of a butterfly. Each

group will, together, decide which stage come first second third and fourth. When they are finished they

are to glue the pictures on the paper in the order they decided. If there is time they can color in the

pictures with their own coloring utensils. Working in the group allows ELL students to, if they don’t

understand, better grasp the task at hand. As they watch other doing the activity they gain knowledge

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on what is happening and then are able to participate and ask group members questions. It also allows

them some time to enhance their conversational language.

Modification

The modification is already in the group activity. There is no pressure for an ELL student in the silent

period to say anything in their larger group. Instead they can just follow along with what the other

students are doing. As they recognize what the instructions are they order the pictures and glue them

down. Then they have the opportunity to color in their pictures. This hands-on activity is perfect for the

silent stage. They get the visuals, but are also learning the cycle of a butterfly by placing the pictures in

the correct order.

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Journal Entries

The journal entries go hand-in-hand with growing the butterflies. Each day that we have the butterfly

sanctuary, the students will be required to make a journal entry. They are to write a story about their

butterfly. Something new happens each day and eventually their story should tell about the growth of

the insect. They can be as creative as they would like. On the release day of our butterflies, the students

will write in their journals about the journey the butterflies will take. They can have them go on the

same journey as the movie or their own, new journey. The journal entries are not required to be written

stories. For those ELL students who have a very limited vocabulary, they have the option of drawing a

picture each day to represent the story they would have written in English. Also, they have the option of

writing in their native tongue. Whichever shows their comprehension of the material is what I want

them to do.

Modification

Again, the modification is built right in. There, again, is no pressure or need for those of the silent period

to speak. ELL students of this period do not even need to write down words. Their English vocabulary is,

usually, limited to 500 receptive words. Having a daily assignment that requires them to write could

cause then unneeded stress. Instead, they have the option of creating daily drawings in their journal to

make up a story. In some cases, if it is serious enough, ELL students in the silent period will be allowed to

write in their native tongue. Writing their own story in their native tongue will allow them to relay just

how much they are learning in class, and will reduce stress about the entries.

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Annotated Bibliography

Díaz-Rico, L. T., & Weed, K. Z. (2010). The Crosscultural, Language, and Academic Development

Handbook: A Complete K-12 Reference Guide (A. M. Ramos, Ed.). Boston, Massachusetts,

United States of America: Pearson Education Inc.

This book has a range of information for teaching English language learners that goes

from how to teach certain subjects to how standardized tests and assessments affect

these students. For this resource guide this book is a useful source. From pages 135-139

the book specifically talk about teaching science to English language students. One key

point I took from this was “organizing instruction around broad themes…puts science in

a comprehensible context” (Díaz-Rico & Weed, 2010). By taking the life cycle and

focusing on something broad I am using this to put science into a comprehensible

context for everyone.

Godwin, S. (2005). The Case of the Missing Caterpillar: A First Look at the Life Cycle of a

Butterfly. Minneapolis, Minnesota, United States of America: Picture Window Books.

This book is a picture book about the life cycle of a butterfly. It will be used to introduce

the topic to the students. The vocabulary in the book will be repeated throughout the

lesson. The visuals in the book will give a better comprehension to the new vocabulary

for ELL learners.

Hackett, J. K., Moyer, R. H., & Adams, D. K. (1989). Merrill Science: Teacher Edition (S. R. Thraen,

R. Davisson, Dylewski, T. A. McCowen, & A. E. Priestley, Eds.). Columbus, Ohio, United

States of America: Merrill Publishing Co.

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This book is a second grade level science book. With this book I am able to look at the

context the children will be learning directly from the book and branch off from it. In the

book the children see the stages of life for a butterfly. From this I am able to expand by

having them watch real butterflies grow, which gives them a hands on experience as

well as visual.

Ritsko, A. (Director), & Arledge, E. (Producer). (2008). The Incredible Journey of the Butterflies

[DVD]. Canada: Ontario Inc. Films a Trois, & The National Film Board of Canada.

This NOVA video goes through the long journey Monarch butterflies take every year.

From watching this video the children see the full life cycle of these insects. Also, to add

on to the video the children will be writing their own butterfly adventures as to where

they would go to if they were a butterfly. The video and the writing assignment attached

to the video will build on the students’ vocabulary, writing skills, and creative thinking.

(2010). Science Standards of Learning for Virginia Public Schools. Retrieved from Virginia

Department of Education website:

www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml

This site is the Virginia Department of Education website, where all standards of

learning for the state of Virginia public schools can be found. Here I was able to look at

the standards of learning for science grade level 2. This allowed me to pick which

standards of learning the students would accomplish and then build the proposed

activity around them. Also, after creating the proposed activity, this site allowed me to

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look back at the standards again and see other standards that fit in that were not

originally chosen. The standards of learning that are being covered are:

2.4 The student will investigate and understand that plants and animals undergo

a series of orderly changes as they mature and grow. Key concept A) animal life

cycles

2.5 The student will investigate and understand that living things are part of a

system. Key Concepts A) living organisms are interdependent with their living

and nonliving surroundings B) and an animal’s habitat includes adequate food,

water, shelter or cover, and space

http://amazingworksheets.blogspot.com/2012/04/butterfly-life-cycle-1.html

This is a worksheet on a butterfly’s life cycle. There are four pictures. Each picture is a stage of

the life cycle. This will be part of a group activity for the students. They will take each picture

and place them in order for the life cycle. Then, they will be able to color in the pictures. This

hands on activity will help ELL students better comprehend the concept of the life cycle.

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Summary Reflection

Creating an instructional resource guide has taught me a lot over the semester. First,

with the resource guide proposal and then creating the actual instructional resource guide. My

projected learning outcomes from the resource guide proposal were that by the end of this

project, I will have learned how to correctly plan my time to create activities such as this

proposal. Along with this, I said that I would have learned the many different types of resources

that can be used to engage and teach children. Lastly, I projected that I would know how to

begin to plan and form lessons and activities that will be able to teach a wide range of learners

while incorporating standards of learning for that grade.

I feel that I have accomplished my projected learning outcomes. This project spanned

the course of this semester. From the beginning until now I have greatly expanded my

knowledge of English language learners and how to teach them. The research proposal certainly

showed me how to correctly plan my time as a teacher. One must always plan ahead for

activities, especially when it involves live animals.

When taking my ideas from my proposal and putting them into the instructional

resource guide, I found that I could add more to what I had. Instead of simply using four

activities to teach the subject matter to the students I was able to add more. I added a wider

range of activities that would incorporate the strategies needed to teach the different stages of

second language acquisition. Before, I had not even known about language acquisition. Having

this new knowledge allowed me to better my material for the benefit of the ELL students.

In expanding my activities, I found many online resources that I could utilize. There was

the department of education for the basis of the subject matter. Then there were online sites

that had worksheets. There were many other resources that I did not end up using, but now

know of. This will aid me in the future when I start to create my own lesson plans. The wide

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variety of resources I found is what allowed me to create such diverse activities. Without the

diverse activities I would not have been able to properly teach to the ELL students in the class.

My overall experience has taught me to teach with various strategies. With using

various strategies I can help many students struggling to understand the material due to lack of

knowledge in the English language. A teacher can take an everyday activity and slightly modify it

to better enhance the learning capability of a culturally and linguistically diverse classroom.