ELL

Presentation
Ashley Edminster
 MEET LUNA!
● Second Grader
● Marshallese
● Energetic,
motivated, and
hardworking
● Low affective filter
● Luna’s Needs
○ Fluency
○ Vocabulary
DLEA #1: My Day at School!
Language Experience Approach:

1. We created a popplet
2. Wrote sentences about our popplet
3. We took pictures around the school
4. We put them together to create a book

Video:
https://www.youtube.com/w
atch?v=0hm1y7v8_wE&t=8s
Title 1 Connection: Fluency
● Re-reading texts helps build fluency
● Learning certain “vocabulary” words a

student may struggle with can help with fluency

Reading a familiar story: Practicing her vocabulary

words:
https://www.youtube.com/watch?v=3 https://www.youtube.com/watch?v=a
pGySLuuOWA crksXxeriM
Practicing the ‘Four Domains of Language’(Research Connections)
RECEPTIVE PRODUCTIVE

Listening: Reading:

Luna Listened as I read a familiar Luna read multiple stories written

story to her. by both her and others.

Speaking: Luna also read sentences that she

had written.
Luna spoke in front of her class
about her story. Writing:

Luna told me about the different Luna wrote her sentences to create
things in her story and in her her own story.
life.
DLEA #2: My Weekend Holiday
Language Experience
Approach:
Luna Writing Sentences for her
DLEA:
https://www.youtube.com/watch?v=feAIsVzB
xJs

1. We created a popplet
2. Wrote sentences about
our popplet
3. We found pictures online
and took some in person
4. We put them together to
create a book
Engagement Theory
● Intrinsically Motivated: ● Social:
○ Luna was curious to ○ Luna wanted to talk
learn more based on the about what she was
books she choose and reading and how she
the things she wrote could do the things
about. she was reading
about in her story
Psycholinguistic Theory
1. Emphasizes use of authentic reading 1. We used a text that was at Luna’s
materials level and something she would enjoy
2. Use texts written in natural lang 2. The language in the book was very
3. Errors can provide a window to their natural (BICS)
mind 3. When Luna would make errors I
4. Reading as a language would understand what we needed to
process(natural) work on
5. Person who was a reader over 4. The reading was very natural
someone who would become a because it was language she was
reader used to
Reading a story: 5. I read the book to Luna before she
read it to help scaffold
https://www.youtube.com/watch?v=kZoPVV-
wXLI
Informal Progress monitoring Progress Monitoring:

DLEA Lesson Example: ● Re-checked the lesson plan field notes

from a prior lesson, before making a
March 22, 2017 lesson and planning for the next lesson
● Consistently looked back to see how she
“Luna was finally back today and after missing about 2
weeks I noticed she is struggling a bit more than she had been progressing with her stories,
was before she left. I assume she did not speak a lot of reading, and vocabulary proficiency
English while she was gone because she was at a
family reunion and she talked about how they did a lot of
“martial” things. During her reading of the book she
struggled with words she did not struggle with before.
She did okay with some of the vocabulary words we
have been working on but struggles with others. While
writing her sentences she needed a lot more scaffolding
with what to say and how to spell words. “
Using Technology: IPAD
Spelling City: Spelling
Practice

Magnetic ABC: Spelling and

ending practice

Popplet: Brainstorming tool

Book creator: Made a DLEA

story
Title 1 Applications and Observations
● Scaffolded Reading
● Word Work/ Vocabulary
● Read familiar texts(re-read for fluency)
● Read a new text and do a picture work to
create a framework for reading

Title 1 videos:
1- https://www.youtube.com/watch?v=YoOKIDa9I64
2- https://www.youtube.com/watch?v=xEY9xp6GOmw