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RUNNING HEADER: MODULE 4

Module 4- Planning for Second Language Acquisition Challenges


Meggan M. Sandoval
OTL- 565
CSU-Global online
Dr. Hanan Tawil-Hijazi
December 28, 2014

Module 3- Planning for Second Language Acquisition Challenges


CSU-G Course:

Your Name:

Meggan Sandoval

Subject / Course:

Cultural and Linguistic Diversity in the Differentiated

Topic:

Planning for Second Language Acquisition Challenges

Lesson Title:

Static Electricity

Level:

3-4

Lesson
Duration:

OTL 565

2 days

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON


WITH RESEARCH THAT SUPPORTS ITS EFFECTIVENESS

Common Core or State Standard(s):

Topical Vocabulary: Students at all levels of English language proficiency are exposed to grade
level words and expressions, such as: static electricity, charge, attract, repel. National Science
Education Standards B.3 Light, heat, electricity, and magnetism (Grades K-4): Electricity in
circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete
loop through which an electrical current can pass (CDE, 2011).

Description of Lesson as currently taught:

Pre-production- CDL Students tend to be non-verbal at the early stages of their learning, during
this pre-production stage encourage students to listen to rhythm and patterns of the content.
Introduce a KWL chart for the student to make background connection with the content.
Early-production- State reasons for outcomes of experiments on electricity performed using
visual representations and sentence starters (e.g., The bulb turned on because...,The balloons
attracted/ repelled because)The teacher will model an experiment here to the class.
Select and name reasons for outcomes of experiments on electricity performed using visual
representations of possible outcomes (e.g., electricity goes, electricity stops).
Speech Emergence- Describe reasons for outcomes of experiments on electricity using visual
representations and graphic organizers along with a set of experiments for the student to try. CDL
students will be grouped with English proficient student(s) to begin scaffolding static electricity in
their own experiments.
Intermediate Fluency- Summarize reasons for outcomes of experiments on electricity using
visual representations.
Advanced Fluency- Draw conclusions about experiments on electricity by submitting a exit slip.
CDL students have an option of drawing a visual, but should work on writing skills (CDE, 2011).

Module 3- Planning for Second Language Acquisition Challenges

Pre-Assessment AND Stage of Second Language Acquisition (SLA), if Applicable


Pre-Assessment

Pre-production-Educators should provide an outline of the notes on the


board for CDL students. A KWL should be modeled and introduced after a
lecture of the lesson. CDL students will be paired with English proficient
students to complete the KWL on static electricity. Avoid forcing CDL students
to speak prematurely. CDL students should be given time to demonstrate their
understanding (Stages of second language acquisition, table 3.3).
Early-production-CDL students will manipulate the static electricity
experiment to promote comprehension. This will encourage cooperative
learning for students. Students should be challenged regardless of their
language proficiency levels Stages of second language acquisition, table 3.3)
On that note, support staff should be on hand for any misconceptions the CDL
student may have.
Speech Emersion-After the initial experiment, CDL students should have an
opportunity to see a visual representation of the results of the experiment and
discuss their findings in groups and as a class.
Intermediate Fluency- Introduce complex vocabulary for the CDL students.
Advanced Fluency- Students will draw final conclusions through providing a
visual or paragraph of static electricity using or labeling vocabulary.

Second Language Acquisition Stage Identification (Preproduction, Early


Production, Speech Emergence, Intermediate Fluency, Advanced Fluency)

Learning Target (Objectives, Student Set Goals, and/or Essential Questions):

Objective Students at all levels of English language proficiency ANALYZE experimental


observations.
Students at all levels of English language proficiency are exposed to grade level words and
expressions, such as: static electricity, charge, attract, repel.
Student Set Goals Students discuss their observations and draw conclusions about the
outcomes of electricity experiment in small groups.
Students will write and use sophisticated vocabulary surround static electricity

Module 3- Planning for Second Language Acquisition Challenges

Essential Questions What is static electricity?


What are the vocabulary words for the lesson?
What did you learn from the experiment? (following the KWL chart)
Name an example of static electricity?

Learning Task (Remember to consider relevance and career/workforce readiness skills around what is
being taught AND Second Language Acquisition Stage Instructional Modification Ideas) NOTE: if do
not have any CLD students in your classroom, identify strategies that would meet the needs of other diverse
learners who are performing above or below the majority of the students in the class:
Number of Days: 1
Learning Task

Students will work in pairs to complete a KWL chart.


Students will work in groups to experiment static electricity.
Students will complete an exit slip.

Student Differences
You have learned that differentiation consists of planning lessons in response to
student differences in one or more of the following areas: Readiness, Interest, and/or
Learning Profile/Style. Choose which area you will use to differentiate your lesson.

Readiness: The level of a students skills or understanding of a topic, do some


need scaffolding and others challenged?
Interest: Finding ways for students to pursue individual areas of interest about the
topic; will choices be given?
Learning Profile/Style: What is the intellectual preference of the student?
Individual vs. group work; multiple- intelligences, etc.
My two CDL students personal preference is working with partners or groups. I am

constantly providing a plethora of opportunities for the students to work together to


further discuss and understand. CDL students should be guided by visuals, graphic
organizers, or charts. ELLs learn to express themselves with greater confidence
when working in small teams. In addition to 'picking up' vocabulary, ELLs benefit
from observing how their peers learn and solve problems (Colorado, 2007).
Varying Tasks
You have learned that in order to differentiate instruction the educator can vary the
task in one or more of the following areas: Content, Process, and/or Product. Choose

Module 3- Planning for Second Language Acquisition Challenges

which area you will differentiate. Then describe in detail exactly how you will
differentiate your lesson based on the area you selected.

Content: What students are to learn


A Greene (2014) state, another teaching technique that is beneficial for ELLs, is to
provide them with relevant background knowledge about a topic to be discussed in
class, or activate their existing knowledge of a topic. I believe this is highly
important when starting a lesson. Using a KWL chart can help encourage writing
proficiently in English at the first stage of pre-production. The content is the most
important part of the lesson because in the end, the content needs to be absorbed by
the student- differentiating is a must for ALL students. It is important to provide
CDL students with many strategic types of scaffolding to support student
development (Greene, 2014).

. Includes instructional strategies, adjustable assignments, and curriculum approaches.


Product: How students show what they have learned. Includes performance tasks
and assessment tools.

Feedback Strategy (Frequent checks for understanding):

Checking for understanding can be tricky with CDL students. NCTE (2008) expresses, set high
expectations for ELLs. ELLs will perform much better if placed according to academic
achievement rather than language proficiency; placement in challenging classes with quality
instruction will enable them to learn more. In this particular lesson the teacher will use the
students native language to help the student understand the vocabulary by providing a pocket
translator. This will allows the student to fill in the KWL chart, demonstrate the experiment, and
produce a slip with a final understanding.

Summative Assessment (Collect student data):

Exit Slip FormatDraw and label how static electricity is conducted or- write a summary about static electricity
using the following vocabulary; static electricity, charge, attract, repel.

Module 3- Planning for Second Language Acquisition Challenges

***Challenge words- Conduct, discharge, imbalance, and electrical.

SOURCES: Add a References Page for the research/sources you used to determine your
strategies above (begin on a new page and follow the APA guidelines in the CSU-Global Guide
to Writing and APA Style).

YOU WILL COMPLETE THE FOLLOWING SECTIONS IN


MODULE 4, AFTER THE LESSON IS TAUGHT

Self-Reflection for Continuous Improvement:

Implementing the lesson was challenging since the experiment involved new
terminology and complicated steps to get started. My strategy was to model
the experiment while I used new terminology. Considering the experiment was
new to the class, I was able to speak slower than usual and model my actions.
This seemed to grab the CDL students attention. I was able to draw all the

Module 3- Planning for Second Language Acquisition Challenges

students in by asking for volunteers. This allowed the students to get involved
in their own learning. After modeling the experiment, I was able to give the
students the KWL chart. The students were paired up with specific partners. I
paired the CDL student with a strong partner who could lead the way and help
the CDL student feel comfortable. My students have used the KWL chart in the
past. When the CDL student used the KWL chart, they had very poor sentence
structure. The sentence(s) did not assess the student, or show that she
understood the concept. Although when I asked her to show me how to do the
experiment, she was very good at it and used some words to articulate what
she understood in English.

Visual Display of Students learning measured from the KWL chart:

5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

Written

Orally

PhysicallyPhysically
Orally
Written

The graph above shows how CDL Student A learns best. I found that she
learns language and content working hands on with an assignment compared
to written assignments. When we first started, Student A was hesitant and
lacked confidence when completing the K part of the assignment with her
partner. As I modeled and presented a visual, she started participating and
tried to articulate sentences to show her comprehension. Her partner did most
of the writing until the experiment was brought out for each pair to share.

Module 3- Planning for Second Language Acquisition Challenges

Student A showed high confidence once starting the static electricity


experiment. She was able to use all terminology when piecing the experiment
together. Her exit slip showed a detailed visual of the experiment, although
her sentence was choppy. She added some terminology and labeled
everything correctly. When asked to orally explain; Student A was able to put
2-3 coherent sentences together and explain the overall lesson of static
electricity. She also used terminology when showing understanding. To ensure
all students are learning at their best learning style, I gave students a choice
to explain the experiment to me or write it out on an exit slip. This ensured all
students had an option to express their comprehension and feel comfortable.
The next time I teach the lesson, I will provide exit slips that will include drawn
out diagrams and word matching. This will allow the students to follow the
experiment and terminology smoothly until their final test. I want them to
learn and identify the material, not complicate their understanding.

Evidence of Implementation:
According to Teacher Vision, KWL charts assist teachers in activating students' prior knowledge of
a subject or topic and encourage inquisition, active reading, and research (2014). This can
especially work well for CDL students to build strategies in these types of experiments. Students
are able to activate and organize their thoughts and background knowledge. KWL charts can
show students a connection to their learning as well as answer all learning targets. The
metacognitive strategy of self-questioning is used to ensure that students comprehend the content
and understand what they have learned. Down below both students shows clear understanding of
what they know, want to know, and have learned.

Module 3- Planning for Second Language Acquisition Challenges

SOURCES: Add any additional sources or research you used in this second part of the
template to the Reference list you began earlier. (Remember to follow the CSU-Global Guide
to Writing and APA Style).

Module 3- Planning for Second Language Acquisition Challenges

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References
Colorado, C. (2007) Cooperative learning strategies. Colorin Colorado.
Retrieved from
http://www.colorincolorado.org/educators/content/cooperative/
Greene, R. (2013). 5 Key Strategies for ELL Instructiion. Teaching Channel. Retrieved from:
https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/
NCTE. (2008). English Language Learners. National Council of Teachers of Education.
Retrieved
from:http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBri
ef.pdf

Module 3- Planning for Second Language Acquisition Challenges


Teacher Vision (2014). Using KWL in the Classroom. TeacherVision. Retrieved from:
https://www.teachervision.com/graphic-organizers/skill-builder/48615.html

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