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 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

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

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 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, _____.