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Gabriela: A Case Study

Gabriela: A Case Study. EDUC 5435 June 2007 D. Enright & B. Gahr. Gabriela. Age 11 6 th grader Currently an ELL student Grades K-5 Early Transitional Program ADEPT score Advanced SLEP score 49/71 Woodcock Mu ñoz 3-4 Broad, 4 Oral, 3 Read/Write Redesignating to Transition status.

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Gabriela: A Case Study

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  1. Gabriela: A Case Study EDUC 5435 June 2007 D. Enright & B. Gahr

  2. Gabriela • Age 11 • 6th grader • Currently an ELL student • Grades K-5 Early Transitional Program • ADEPT score Advanced • SLEP score 49/71 • Woodcock Muñoz 3-4 Broad, 4 Oral, 3 Read/Write • Redesignating to Transition status

  3. ELD Structures Identified • Overuse of the word “so” • Lack of content specific vocabulary • Occasional misuse of verb tense (perfect & conditional tenses) • Undeveloped word choice skill (synonyms, antonyms) • Lacks prepositional phrases used for sequencing

  4. Strategy: Pictorial Input Chart with Read Aloud • Focus is on sequencing events using prepositional phrases, adjectives & adverbs • Age appropriate: Using a graphic organizer to develop the skill of connecting/sequencing consecutive events • Age appropriate: Using high-interest, non-fiction book (One Tiny Turtle by Nicola Davies) & Picture Cards • Age appropriate: Using sentence frames to complete a sequencing paragraph

  5. Strategy (continued) • This strategy delivers comprehensible topic-specific vocabulary & concepts through visual and auditory support • This strategy can be used for a range of language functions (e.g. ask & answer questions, making predictions, describing location, etc.)

  6. Demonstration • This activity was adapted from Project GLAD (Guided Language Acquisition Design) • Each student will make a graphic organizer following the teacher model • Students will engage in oral language practice using Think, Pair, Share & Whip Around

  7. Procedure • Bring Language to Life: give each team a set of Turtle Picture Cards • Ask students what they know about the life cycle of a turtle

  8. Picture Card

  9. Picture Card

  10. Procedure (continued) • Read aloud “About Turtles” in the front of the book One Tiny Turtle by Nicola Davies • Using a prepared, lightly sketched Pictorial Input Chart, model writing Loggerhead Sea Turtles in the center, and drawing 5 ovals around the center to contain sketches of a turtle during its life cycle

  11. Pictorial Input Chart

  12. Pictorial Input Chart

  13. Procedure (continued) • Give each student 8 ½ x 11 blank white paper to write and draw the title and 5 ovals like the teacher’s model • Display and use prompts* for partners to Think, Pair, Share in recalling details from the story

  14. Prompts • Where does the turtle go? • What size is it? • What does it eat? • Describe its shell.

  15. Procedure (continued) • Teacher begins read aloud, One Tiny Turtle, and stops at p. 8 to sketch the turtle “the size of a bottle cap” • Students draw a sketch similar to the teacher’s on their graphic organizer • Teacher continues reading to p. 14 and students use Think, Pair, Share to respond to teacher prompts • Teacher and students sketch turtle the size of a dinner plate

  16. Procedure (continued) • Teacher repeats the process – read to p. __, prompt students, they Think, Pair, Share, teacher and students sketch p. 16 – the seaweed jungle p. 17 – the warm lagoons p. 21 – the size of a barrel 12. Teacher finishes reading the story aloud • Go back to the beginning of the story and use prompts to generate recall of details with students

  17. Procedure (continued) • Teacher models labeling the Pictorial Input Chart with important details and arrows to show life cycle, and students label their chart at the same time

  18. In Your Group • Partners use their charts to take turns telling the life cycle of the sea turtle while teacher monitors student practice

  19. Where to go from here: • Use intermediate sequence vocabulary (first, next, then, after, finally) to express 5 things you did before class • Use Sequence Sentence Frames* & Pictorial Input chart to generate sentences for a paragraph • Use Whip Around for structured oral language practice using posted sentence frames* • Each student will write a paragraph to retell events using sequence vocabulary and their graphic organize • Student paragraphs will be used for assessment and to plan further language instruction

  20. Sentence Frames • First, __________________________. • After three to four years, _____________. • In one to two years _________________. • Prior to returning ___________________. • By the time 30 years pass, ___________. • In order for the species to survive, _____.

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