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Ming: A Case Study

Ming: A Case Study. EDUC 5435, Summer 2007 Keri Kilker and Connie Garcia Book used: One Frog Too Many By Mercer and Marianna Mayer. Ming: Student Background Information. Older 2 nd grader (retained in 2 nd grade in ’05-’06/started 1 st grade at the age of 7)

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Ming: A Case Study

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  1. Ming: A Case Study EDUC 5435, Summer 2007 Keri Kilker and Connie Garcia Book used: One Frog Too Many By Mercer and Marianna Mayer

  2. Ming: Student Background Information • Older 2nd grader (retained in 2nd grade in ’05-’06/started 1st grade at the age of 7) • Attends Denver Metro Elementary School • Most current HLS (’06-’07) 70% of language spoken in the home = English/ 30% = Chinese • Chinese was learned first and usage and knowledge of Chinese and English are now equal • Reading and Writing are done only in English

  3. Ming’s ESL Information • Last documented LAU level= LAU B (obtained through the Woodcock-Munoz in ’04-’05) • Currently receives pull-out ESL for 5 hrs/wk. • Ming’s regular ed teacher and her ELL Specialist think she has a higher LAU level

  4. Ming’s CELA/District Assessments • 2007 CELA: Speaking 505/3 • Listening 538/5 • Reading 419/1 • Writing 466/2 • Overall 483/3 • PALS: Primmer/DRA: 12 • 2nd grade Writing: 11/16 • 2nd grade Math: 69

  5. Ming’s Strengths • Use of expression in her voice • Use of correct, simple emotion adjectives • Use of the past progressive tense (was ______ing) • Able to use some slang: ‘cuz and “they were saying mean stuff to him” • Stayed on topic; the story had continuity and flow

  6. ELD Structures Identified • Issues with plural subject/verb agreement (error: 6 times) • Issues with pronunciation (/th/ vs. /dd/) with the words “other” and “another” (error: 6 times) • Run-on sentences without proper transitional words

  7. Teaching Strategy: Plural Subject/Verb Agreement • Single subject / verb agreement vs. plural subject / verb agreement • This can be difficult for ELL learners • After mastering single subject / verb agreement an intermediate ELL student might need direct teaching on the plural subject / verb agreement

  8. Demonstration • Cooperative Grouping (groups of 3) • 3 sets of cards that contain pre determined vocabulary (subject, was / were, feelings as adjectives) • Students create sentences with cards • Students expand sentences with the word “because” on the chart paper

  9. Procedure • The teacher does a picture walk through the book “One Frog Too Many.” • Number off in groups of 3 • Each group receives a baggie with 3 sets of cards: subjects, verbs, feelings/adjectives • Person 1 takes the subject cards and places them face down in front of him/her. Person 2 places the “was/were” cards face up in front of him/her. Person 3 places the feelings cards face down in front of him/her.

  10. Procedure continued • All 3 students approach the paper and write a sentence adding the word “because” and finishing it (with something related to the story or not). • When the 3 sit down, they rotate “jobs”. (Person 1 now is the person choosing “was/were”, Person 2 becomes the person choosing the emotion card and Person 3 becomes the person who chooses the subject.) • After the groups have rotated so each one has had a turn at all 3 jobs, the class comes back together. Each student stands and reads one of the sentences created on the chart paper. • The teacher then can facilitate more oral language by asking questions about the sentences after everyone has had a chance to read a sample.

  11. What comes next??? • Choose another wordless picture book or story that the student is familiar with and at his / her reading level • Whichever type of book is chosen, there should be characters in the book that can serve as both singular and plural subjects so when she tells or re-tells her story, she can continue working on this skill. • WPB: Tell the story in their own words • Storybook; Re-tell the story in their own words

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