Transcript A Case Study - BUENO-CAMP

Gabriela: A Case Study
EDUC 5435
June 2007
D. Enright & B. Gahr
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
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
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
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.)
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
Procedure
1. Bring Language to Life: give each team a
set of Turtle Picture Cards
2. Ask students what they know about the
life cycle of a turtle
Picture Card
Picture Card
Procedure (continued)
3. Read aloud “About Turtles” in the front of
the book One Tiny Turtle by Nicola
Davies
4. 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
Pictorial Input Chart
Pictorial Input Chart
Procedure (continued)
5. Give each student 8 ½ x 11 blank white
paper to write and draw the title and 5
ovals like the teacher’s model
6. Display and use prompts* for partners to
Think, Pair, Share in recalling details
from the story
Prompts
Where does the turtle go?
What size is it?
What does it eat?
Describe its shell.
Procedure (continued)
7. Teacher begins read aloud, One Tiny Turtle,
and stops at p. 8 to sketch the turtle “the size
of a bottle cap”
8. Students draw a sketch similar to the teacher’s
on their graphic organizer
9. Teacher continues reading to p. 14 and
students use Think, Pair, Share to respond to
teacher prompts
10. Teacher and students sketch turtle the size of
a dinner plate
Procedure (continued)
11. 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
13. Go back to the beginning of the story and use
prompts to generate recall of details with
students
Procedure (continued)
14. 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
In Your Group
Partners use their charts to take turns
telling the life cycle of the sea turtle while
teacher monitors student practice
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
Sentence Frames
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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, _____.