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Bereica BowlesGeorgetown College

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Introduction

As lifelong learners and educators of children, it is our responsibility to adapt to

the ever changing population that we are faced with in classrooms today. Now, more

than ever, we must look for ways to adapt our lessons so that all students can be

successful.

The following project was completed in an effort to both educate myself, as well

as other teachers involved in the project. A modified lesson plan was prepared for

Teacher J so that she could implement in future lessons. As teachers, we must educate

ourselves and each other so that we can be more effective in the classroom.

Student and School

School background

Blake Elementary is located at 3801 Bonaventure Boulevard, Louisville, KY

40219. It is a part of Jefferson County Public Schools (JCPS), a district that contains 173

schools and 100,316 students. Blake consists primary of kindergarten through 5th grade.

There are 510 students; 80 ELL students; 90% of student population is free/reduced

lunch. According to school website, they offer equity for all students by creating a

comprehensive school improvement plan (CSIP) that focuses on staff implementation of

best educational practices and strategies to address diverse learners and is embedded in

all content areas. CSIP is not posted on school website. Blake currently has two ESL

teachers and two assistants who work with ELL students. Typically, the less fluent in

English, the more likely the student is to get pulled out. While ESL teachers sometimes

co-teach in classroom with ELL student, students in program this year have greater

language needs and are being pulled out as opposed to staying in class.

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Teacher background professional

Teacher J holds a bachelor’s degree in French from UofL (due to lack of speaking it,

is just conversational in French now). She obtained her Master’s Art of Education

(MAT) from the University of Cumberlands in 2015. This is her 3rd year teaching; 3rd

year teaching ELL students. She was a substitute teacher prior to teaching and had

regular interactions with ELL students during that time. In addition to teaching, Teacher

J is also an exercise instructor during her free time.

Teacher background regarding ESL training

Teacher J has no ESL training; all of her experience is through working with ELL

students in her classroom the past three years.

Family background

According to ESL teacher, they were “unsuccessful in scheduling a home visit”.

Student (A) has one brother in kindergarten at same school, along with 2 toddler siblings

at home. Dominant language in the home is Arabic. Mother speaks some English.

Teacher J is unaware of family economic standing.

Student background

Student (A) is a 7 year old (will be 8 in November); first grader from Iraq. It is

believed that she has been in the United States for a year or so. At this time, I do not

know how well the student as well as the family masters the 4 domains of their home

language.

Student A’s current reading level is DRAA. Her WIDA ACCESS scores were:

Listening 5.1, Speaking 6, Reading 1, Writing 1.5, Composite 1.7. The ELL teacher

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pointed out the oral language far exceeding her literacy score; stating this kind of

discrepancy is uncommon.

Student A is pulled out for about 30-60 minutes a day for reading and

mathematics; struggles in reading. Neither ESL teacher nor classroom teacher have

responded to questions regarding accommodations. During observation of student A,

teacher asked ESL teacher what they are currently learning with her and she stated that

she wasn’t sure. Teacher feels student should be assessed for ECE placement; teacher

stated student is scoring very low; writes random letters that make no sense when

instructed to do a writing piece; teacher allows student to copy from her so that she writes

letters correctly.

Mrs. J. completed a 30 minute science lesson on plants and what they need to live.

Students had previously hung individual beans in baggies on the window so that they

could watch them grow. Today they will be pulling out their bean to observe signs of

growth. Students will then draw what they observed and state it in words.

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Methods

Role of technology for English learners in mainstream lessons

It is imperative for teachers to incorporate technology into the classroom as it provides

differentiation for our students, particularly CLD students. Technology provides

opportunities to model lessons, such as Mrs. Filer using the document camera to display

her picture and observation in words of what she saw when looking at her bean seed.

Technology also provides the opportunity to translate for students in their native

language. Technology can assist in student engagement for all students, particularly CLD

students and should be incorporated into lessons as much as possible.

The role of native language materials for English learners in mainstream lessons

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To be an effective teacher, all students need to feel included and valued in class; only

then can they be successful. It is important that students’ native languages are welcomed

and encouraged in class. By providing materials in a student’s native language, we are

encouraging the academic growth of said student and should encourage students to

continue acquiring their education in their native language. It is important to post word

walls in class, preferably two separate ones (English and native language), along with

visuals so that students can make the connections. By encouraging the addition of the

native language in class, this might spark an interest for the English speaking students to

learn some of the CLD student’s language. This would certainly add to the dynamics of

making the CLD student feeling important and accepted in class.

The role of home extension materials and activities for English learners in mainstream

lessons

It is imperative that English learners and their families feel welcomed and valued. Of

course, this is important for all students, but particularly important for those who have

different language and cultural backgrounds from the rest of the population. By

including parents and guardians in the education process, we are able to gather

information about our CLD student and use this information as we plan and reflect on our

lessons. It is important to include our CLD students’ culture, etc. into our lessons

whenever possible. Materials should be provided to the CLD student in his/her language

whenever possible, as well as providing information and letters to parents in their native

language. Parents can be our biggest supporters pertaining to the success of our students,

so it is imperative they feel valued and understood.

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Lesson and Lesson Modification

LS1.A: Structure and Function

All organisms have external parts. Different animals use their body parts in different

ways to see, hear, grasp objects, protect themselves, move from place to place, and seek,

find, and take in food, water and air. Plants also have different parts, roots, stems, leaves,

flowers, fruits) that help them survive and grow.

(1-LS1-1: Use materials to design a solution to a human problem by mimicking how

plants and/or animals use their external parts to help them survive, grow, and meet their

needs.)

LS3.A: Inheritance of Traits

Young animals are very much, but not exactly, like their parents. Plants also are very

much, but not exactly, like their parents.

(1-LS3-1: Make observations to construct an evidence-based account that young plants

and animals are like, but not exactly like, their parents.)  

Teacher J begins the lesson by telling students that they will be learning what plants need

to live. Everyone came to sit on the carpet so that she could read a book to them about

plants. She then asked students to pair up with a buddy to discuss what plants need in

order to live. After a couple of minutes, she asked students to share what they decided

and she wrote them on the board. (water, sun, air, soil, nutrients) She could have posted

pictures with the words. I would suggest an English word wall and an Arabic word wall,

and include these words on both. I would also suggest that Student A be provided a book

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in her native language, along with a taped recording of the story, so that she could follow

along as Teacher J reads to the class.

After the story about plants was read, students were called up to the window in groups of

4 to open their individual baggie to observe their bean. After observing whether or not a

root had begun to grow, students were then instructed to go back to their seats and fill in

their observation sheet located in their science notebook. Students were to fill in the date,

draw what they observed, and then write in words what they observed. Teacher J

projected her science notebook on the board using a document camera and filled in her

log as well. I would suggest worksheet is written in Student A’s native language, Arabic.

Teacher J then asks students “What happens to rye grass and alfalfa seeds in moist soil?”

Students watch as Teacher J fills a plastic cup with soil, rye grass seeds, alfalfa seeds,

more soil, then adds water. Teacher J has Student A put the cup in the window and

informs students they will be watching to see if anything grows.

Students are then instructed to turn to page 13 in their science notebook and draw the

contents of the cup, along with writing an observation of what they noticed. Teacher

modeled by drawing her cup and wrote down her observation of the contents in the cup. I

would suggest modifying the worksheet to meet student’s linguistic needs.

Rational for modifications grounded in PSP recommendations and ACCESS Scores

Rational for modifications grounded in theory

Rational for modifications related to student’s WIDA Can Do Descriptors

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Rational for technology modifications

Teacher J provided technology in her class by using the document camera to display her

science notebook as she modeled for students what they should write in their notebooks.

I thought this was a great idea. My technology modification suggested that she also

incorporate an audio version in Student A’s native language of the book that she read to

the class. I also suggested introducing Google Translate into her lessons to assist with the

translation.

Rational for modifications in target/home language with examples taking into

consideration home culture

Post pictures beside vocabulary words as teacher writes word.

Rational for home extension modifications with examples taking into consideration home

culture

Teacher J could involve Student A’s family to send in pictures and/or information about

plants that thrive in her native country. This will involve the family and strengthen that

relationship.

Recommendation and Summary Section specific to student and general for instructing all

ELs

Teacher Meeting for YouTube Video

https://youtu.be/zFEW6k34jgY

Rationale for content

The rationale for my video was to discuss the lesson that was taught with Teacher J and

to offer modifications that she could make that would enhance the learning of her CLD

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students. Teacher J has no formal training in working with CLD students, but has had

CLD students for the three years that she has been teaching. Teacher J was unable to

provide much information on her student’s biography, other than to say that Student A

was being considered for ECE because she tested borderline on her IQ test. My

modifications centered around using visuals, creating word walls (one in English, one in

Arabic), providing materials in Student A’s native language, along with providing audio

books in student’s native language. These modifications were suggestions based off my

readings and other information I have received in this class.

Teacher advocacy

As educators, we must be lifelong learners and should continuously seek out professional

development as well as collaborate with others to ensure that we are providing the best

possible education to our students, especially our CLD students. My interview with

Teacher J was to discuss some of the information that I have acquired while taking EDU

580. She was very receptive to my suggestions and resources that I provided her

regarding the needs of her CLD students so that they can be successful. I am hopeful that

she reflects over some of the information given to her and possibly seeks out future ELL

training that is offered through our district. This might be something that she shares with

her team as well because her school has a high population of ELL students.

WIDA information

Technology topics

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Teacher J used a document camera during her lesson to project what her bean seed

looked like so that the rest of the class could see it as well. She also used the document

camera to display her science notebook as she drew a picture and wrote a description of

her bean seed and its addition of a root. I offered a modification of providing CLD

students with audio books in their language so that students can listen/read along as she is

reading the story in English to the rest of the class. I also suggested Google Translate so

that she could translate information into Arabic for her student.

BLOG

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Reason for choosing categories

Reasons for choosing content

Lessons Learned and Summary

References

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