Section 6

READING
1. Grade level of the ELL: 9
2. Subject: Language Arts
3. English language proficiency level of the ELL: 2
4. Identification of 5-10 vocabulary words related to a content area: topic, paragraph,
infer, main idea, summary.
5. ELP Standards, Common Core, and PA Academic standards/anchors: ELP2.R2;
CCSS.ELA-LITERACY.SL.9-10.1.C, CCSS.ELA-LITERACY .RI.9-10.1; CC.1.2.9-10.A
6. Materials: Reading passage, passages with blank topic sentences (multiple choice)
7. Introduction- Activating/Building Prior Knowledge: General questions of the
student about getting a bad grade, sleeping in, change in plans, getting in trouble.
This activity will help student make connections to the reading passages to be done in
the lesson.
8. Procedures/Development: After discussing intro topics, student will read 4
passages designed for reading for inferences. She will read the topics and I will ask her
the accompanying questions, writing down her answers. I will ask her then to retell the
stories, which is a summary, keeping a checklist during her retell. I will ask her yes/no
questions and record her answer and whether or not it is correct. I will then show her
the parts of a paragraph and explain that the first sentence (a topic sentence) tells
what the paragraph is about. I will ask her to read paragraphs without topic sentences
and then to tell me what the paragraph is about. I will record her answers. I will then
ask her to re-read the same paragraphs and choose the topic sentence from a multiple
choice list. We will discuss why she chose the answers that she did.
9. Assessment- Formative and /or authentic methods. Methods of assessment
include retell, summarizing, and responding to questions about inferred meaning. She
will also choose the overall meaning of a paragraph, orally after reading, and they by
supplying by multiple choice the topic sentence. During her retell, I will use checklist to
note present or absent skills of inference.
10. Adaptations- I changes some of the reading text to standardize spelling (wanna
changed to want to) and discussed paragraph meaning first before asking student to
provide an answer.
11. Connection- Changing the name of a certain video game to a video game and
wanna to want to is helpful for a level 2 who is probably not familiar with certain
aspects of American culture and also written vernacular is bound to be confusing for a
level 2.
WRITING- This lesson supports what student is working on in ESL.
1. Grade level of the ELL: 9
2. Subject: Language Arts
3. English language proficiency level of the ELL: 2
4. Identification of 5-10 vocabulary words related to a content area: subject, verb,
compound sentence, agreement, clause, description, conjunction
5. ELP Standards, Common Core, and PA Academic standards/anchors: ELP.2.W2;
CCSS.ELA-LITERACY.L.9-10.1.B, CCSS.ELA-LITERACY.W.9-10.2, CCSS.ELA-
LITERACY.w.9-10.4; CC.1.4.9-10.A
6. Materials: clause worksheet, simple/compound sentence practice, sample of
student writing, senses homework sheet
7. Introduction- Activating/Building Prior Knowledge: Ask student to describe
activities she like to DO. Ask her what materials (nouns) she needs for those activities
(verbs). She is already familiar with FANBOYS conjunctions and she will list them for
me. Will also review previous writing sample (from needs assessment), listening for
errors.
8. Procedures/Development: Notes will be given on subjects, verbs, and sentences. In
order to determine types of sentences (simple, compound, complex) the student will
be given on the SmartBoard sentences in which she will mark each subject and verb
combination. In sentences that have two clauses, we will circle comma FANBOYS or
underline the word that creates a dependent clause. We will label each simple,
compound, or complex. She will then take an online quiz in which she identifies
different clauses, sentences, and conjunction/marker words.
Homework for this lesson and preparation for future lessons: Because the student is
already familiar with topic sentences, body details, and conclusion, she will next write
a response to a prompt trying to answer with at least one sentence type. She will also
fill out a survey on sensory details and complete a graphic organizer, describing her
brother which will be the topic of a speaking assessment later on.
9. Assessment- Formative and /or authentic methods. Methods of assessment
include SmartBoard completion of subject/verb combos, practice identifying clauses
and labelling simple, compound, or complex sentences, online sentence quiz, and a
take-home prompt response.
10. Adaptations- Working with the SmartBoard. Keeping a list of FANBOYS handy. Extra
time for written response.
11. Connection- For a level 2, too many worksheets can be daunting, so to help her
engage, I chose to have her come to the Smartboard and work on sentence parts. I also
think having a FANBOYS list is helpful when looking for these words between clauses
instead of having them all in her head and the written response for assessment is done
at home so she has the extra time she needs.

SPEAKING
1. Grade level of the ELL: 9
2. Subject: Language Arts
3. English language proficiency level of the ELL: 2
4. Identification of 5-10 vocabulary words related to a content area: prompt;
pronunciation, repeat, acceptable, improvement, angel, naughty.
5. ELP Standards, Common Core, and PA Academic standards/anchors: ELP2.RS2;
CCSS.ELA-LITERACY.L.9-10.1.C; CCSS.ELA-LITERACY .L.9-10.4; CC.1.5.9-10.D,
CC.1.5.9-10.G
6. Materials: interview questions, alphabet chart and checklist, ability to show visuals
of items.
7. Introduction- Activating/Building Prior Knowledge: List three things you first think
about when teacher mentions the students childhood.
8. Procedures/Development: Discuss the things on the introduction list. Based on a
printed list of question about childhood, student chooses two and I choose two (they
may overlap). We interview each other and provide spoken responses. Next, the
concept of word association is adapted in that I will ask the student to provide one
English word relating to childhood that begins with each letter of the alphabet. I will
record her answers and notate whether or not her beginning sound pronunciation is
skillful and overall word pronunciation. Student will then present a short speech in
which she will be graded according to the same rubric in her needs assessment in
order to determine growth.
9. Assessment- Formative and /or authentic methods: interviewing with student,
opportunities to provide spoken words on the topic of childhood, and a presentation
about a family member, using text or her graphic organizer.
10. Adaptations- Include scaffolds, supports used during the lesson: If the student is
unable to think of a word associated with childhood for a given letter, I will describe an
item or show a picture from Google images. Some letters of course will be impossible
(x). She will also be able to read her speech from her L1 if she chooses or her graphic
organizer.
11. Connection- A level two may need a description of a bottle or a picture in order to
vocalize the word. When she is hesitant, these scaffolds may help her come up with the
word. It will be up to the student if she wants to make notes in her L1 when giving her
speech about her family member. She may also use written English or use her graphic
organizer which is completed with descriptive details.
LISTENING- This lesson supports material from one of the students classes.
1. Grade level of the ELL: 9
2. Subject: Language Arts
3. English language proficiency level of the ELL: 2
4. Identification of 5-10 vocabulary words related to a content area: /p/ words:
peculiar, perceive, performance, permanent, persistent, personnel, persuade,
philosophy, poison, and possession.
5. ELP Standards, Common Core, and PA Academic standards/anchors: ELP2.R2;
CCSS.ELA-LITERACY.SL.9-10.1.C; CCSS.ELA-LITERACY .RI.9-10.1; CC.1.2.9-10.A
6. Materials: list of ten words, cloze activity sheet
7. Introduction- Activating/Building Prior Knowledge: ask student to identify the
letter p, and then name words that begin with the /p/ sound. I will ask her questions
or show visuals (what do you make soup in? what is this?) if she struggles.
8. Procedures/Development: The student will listen to a list of words and write them
down. She will then be given a printed list of words and asked if she knows what each
means. She will also be asked to identify the part of speech. Using these words in a
bank, she will complete a cloze activity in which each item has context clues as to
meaning. If she does not do well, she can translate each word and re-do the cloze
activity. I will ask her oral questions to help her with meaning (is poison bad for you?).
Using her list of non-translated words, I will ask her again to listen to the list and write
down each word, using each word in the sentence from the cloze activity.
9. Assessment- Formative and /or authentic methods: student writing, cloze activity,
oral responses
10. Adaptations- identifying parts of speech, re-doing the activity after translating,
oral questioning, translating, using a word bank for the listening exercise at the end.
11. Connection- Identifying parts of speech can be helpful when supplying words in a
cloze activity. For a level 2, it is important to re-do tasks with support if it is not
successful at first to build confidence. Writing the words blind at the beginning can
help me to know if she is familiar with any of the words already, but using the word
bank at the end when asking her to write words for listening will definitely help a level
2 connect what she is hearing with the written, correct word.