1. Sylvia: A Case Study EDUC 5435 Summer 2007

2. Sylvia Age: 9 Age: 9 Born: Denver, Colorado to parents who were born in Mexico Born: Denver, Colorado to parents who were born in Mexico Sylvia is in a general education classroom and goes to an ESL classroom three times a week. Sylvia is in a general education classroom and goes to an ESL classroom three times a week. Grade: 3rd Grade: 3rd How do you know the student: Sylvia was a student at a school I was volunteering at How do you know the student: Sylvia was a student at a school I was volunteering at Language Proficiency Data: CSAP: Sylvia is proficient in reading, writing and math Language Proficiency Data: CSAP: Sylvia is proficient in reading, writing and math

3. ELD Structures Identified Improper agreement with to be verbs Improper agreement with to be verbs Lack of vocabulary Lack of vocabulary Missing prepositions Missing prepositions Improper use of prepositions Improper use of prepositions Missing articles Missing articles Short choppy sentences Short choppy sentences

4. Strategy Focus: subject and verb agreement Focus: subject and verb agreement The student will work with the different forms of the verb “to be” using different subjects. The student will work with the different forms of the verb “to be” using different subjects. The student will be able to write complete sentences using proper subject and verb agreement. The student will be able to write complete sentences using proper subject and verb agreement. Students will say their subject, verb and sentence aloud to practice speaking and listening skills. Students will say their subject, verb and sentence aloud to practice speaking and listening skills.

5. Strategy Students will work civilly in a group to complete the task. Students will work civilly in a group to complete the task. This activity is age appropriate and can be used to teach subject/verb agreement with multiple languages and at different academic levels. This activity is age appropriate and can be used to teach subject/verb agreement with multiple languages and at different academic levels. The activity uses both individual and cooperative learning strategies. The activity uses both individual and cooperative learning strategies.

6. Procedure 1. Hand out the “to be” worksheet to each child in the class. 2. As a group, review the verb form “to be” 3. As a group, review the different subjects that can be used in a sentence. 4. The teacher should then explain how the game is played.

7. Procedure One child in the group rolls the dice to find out what subject form will be used. They write the number rolled in the box next to the line titled subject. One child in the group rolls the dice to find out what subject form will be used. They write the number rolled in the box next to the line titled subject. The student writes the subject on the appropriate line. The student writes the subject on the appropriate line. One child in the group rolls the dice to find out what verb form will be used. He or she writes the number rolled in the box next to the line titled verb. One child in the group rolls the dice to find out what verb form will be used. He or she writes the number rolled in the box next to the line titled verb. The student writes the verb on the appropriate line. The student writes the verb on the appropriate line. The student then completes the sentence on the appropriate line. The student then completes the sentence on the appropriate line. The child writes a complete sentence on the appropriate line. The child writes a complete sentence on the appropriate line.

8. Procedure As a student is completing the sentence another child in the group uses the dice to find their subject and verb. As a student is completing the sentence another child in the group uses the dice to find their subject and verb. When each child in the group has a complete sentence they share it with their team. When each child in the group has a complete sentence they share it with their team. The group then decides if the sentence is correct or needs to be changed. The group then decides if the sentence is correct or needs to be changed. The group works together to make changes if necessary. The group works together to make changes if necessary. Repeat the procedure two additional times to complete the worksheet. Repeat the procedure two additional times to complete the worksheet.

9. In your group Sit in a group of four Sit in a group of four Get a worksheet from the group leader Get a worksheet from the group leader Roll the dice Roll the dice Put in the subject that matched the number rolled on the dice Put in the subject that matched the number rolled on the dice Use the appropriate to be verb (past or present) depending on the number rolled. Use the appropriate to be verb (past or present) depending on the number rolled. Write a complete sentence using the subject and verb on the provided line Write a complete sentence using the subject and verb on the provided line

10. Where to go from here: To extend this activity, the student can use the same format with different verbs. To extend this activity, the student can use the same format with different verbs. (For example, “to go” or “to see”)