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Lesson Plan Strategy Summary

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Faosiyah Madres

on 9 September 2014

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Transcript of Lesson Plan Strategy Summary

The Pre-emergent ELL student has “no ability or a very limited ability to communicate in English” ("Arizona Department Of Education", 2014). The student is also able to non-verbally sequence pictures and ideas from a read aloud or presentation.
Low Intermediate
Low intermediate student at this level has the ability to decode and comprehend text independently read in English. The student relies on visual and contextual clues to comprehend text. The student is developing phonemic awareness and uses sounds symbol relationships and syllabication rules to decode.
High Intermediate
Students at this level have adequate language skills for day-to-day communication. They can understand the main ideas and points behind academic texts, but may still struggle with structural and lexical errors. These students may still have difficult with idiomatic expressions and words with multiple meanings. Students at this level are writing with organization, good structure, and vocabulary with small structural errors. Overall, students at this level are very comfortable communicating and writing in English.
Lesson Plan Strategy Summary
Faosiyah Madres, Katie Obal,
Richard Wood, and Jymmie Eskew-Tingle

SEI/500 Structured English Immersion

September 8, 2014

Professor Terry McLean

Butterfly's Life Cycle
Grade: 2 Subject: Science and Language Arts
Teacher Guided Activity
1. When reading The Very Hungry Caterpillar to students, instead of the teacher asking the ELL questions about the story, she could ask the student to point to the different phases of the caterpillar in the book.
Oral Vocabulary
2. While the teacher is reading the book, she can ask the Pre-emergent students to repeat key vocabulary words and ideas aloud.
Sequence of Events
3. Instead of having the Pre-emergent students write a butterfly story on the back of their phases activity, ELL students will simply color and place the phases in order on their construction paper.
The Emergent ELL student can "formulate simple phrases and sentences in English" ("Arizona Department of Education", 2014). The Student is able to complete small step tasks with sequencing and labeling.
Questions and Answers
For Emergent ELL students, they can respond to the teacher's questions by using singular key word responses or phrases.
Emergent students can verbally say what the main idea of the book was after the story is over.
Sequence of Events
Emergent students can place phases in order, give each picture a caption, and number the phases.
Decode and Comprehend Text Independently
With the low- intermediate level they are able to decode and comprehend text independently. The student does rely on visual and contextual clues to comprehend the text.

With this being stated, while you are reading “The hungry caterpillar” have pictures of the stages to place in front of the student. This will help with a better comprehension of the stages, as you are reading the stages of the child point to each stage as you read it.

Phonemic Awareness
The student is developing phonemic awareness and uses sounds/symbols relationship and syllabication rules to decode.
Cause and Effect Chart
Have the students break down the information in parts in using the cause and effect chart.
- tells about the event or action
- Tells about what happen

For this lesson, the instructor could have the students create a cause and effect chart after the students have the read the book. Instead of having the students complete a worksheet, the cause and effect charts challenges the students to think deeper about life cycles, caterpillars, and how they are made.

Create ( Generate, Plan , Produce)
For high intermediate students, instead of having them just produce a story about butterflies, have the student generate an idea on how a butterfly could relate to their life, plan, or write a short outline for their story, and produce the short butterfly story with real life examples.
Graphic Organizer
"ELLs in this level can formulate simple phrases and sentences. Students can unitize parts of a speech. Students still rely on visuals and still have limited ability to decode text. Student can correctly apply capitalization, spacing, and ending punctuation" (Arizona Department of Education, 2014).
Arizona department of education. (2014). Retrieved from http://www.azed.gov/english-

McKnight, K. (2014).
Use graphic organizer for effective learning
. Teachhub.com. Retrieved
September 7, 2014, from http://www.teachhub.com/teaching-graphic-organizers

Rodriguez, D. (2014).
Butterfly's Life Cycle
. Lessonplanpage.com. Retrieved September 5,
2014, from http://lessonplanspage.com/sciencelabutterflycycleworksheetstory2-htm/

Wallace, S. (2004).
Effective Instructional Strategies for English Language Learners in
Mainstream Classrooms
. Retrieved from http://education.jhu.edu/PD/newhorizons

Provide ELL students with graphic organizer to organize The Very Hungry Caterpillar sequence of events. Model and present visuals for them to understand. McKnight (2014), "graphic organizer supports students by enabling them to literally see connection and relationships between facts, information, and terms" (para. 4).

Give students The Very Hungry Caterpillar graphic organizer. Have students write in simple sentence the sequence of events and draw a simple picture to connect meaning and visuals
Guided Interaction
Teacher structure lessons so students work in small groups or partners to understand content by listening, reading, speaking, and writing.

Teachers can assess students' understanding with a Performance Assessment. Students in this lesson can put together a skit on The Very Hungry Caterpillar.
The Very Hungry Caterpillar Language Arts lesson plan. Strategies for teachers to implement into the lesson plan to help ELLs in Pre-Emergent, Emergent, Basic, Low Intermediate, and High Intermediate levels.
(Rodriguez, 2014)
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