Transcript ConnieG&Keri - BUENO-CAMP

Ming: A Case Study
EDUC 5435, Summer 2007
Keri Kilker and Connie Garcia
Book used: One Frog Too Many
By Mercer and Marianna Mayer
Ming: Student Background Information
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Older 2nd grader (retained in 2nd grade in ’05’06/started 1st grade at the age of 7)
Attends Denver Metro Elementary School
Most current HLS (’06-’07) 70% of language
spoken in the home = English/ 30% = Chinese
Chinese was learned first and usage and
knowledge of Chinese and English are now equal
Reading and Writing are done only in English
Ming’s ESL Information
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Last documented LAU level= LAU B
(obtained through the Woodcock-Munoz in
’04-’05)
Currently receives pull-out ESL for 5
hrs/wk.
Ming’s regular ed teacher and her ELL
Specialist think she has a higher LAU level
Ming’s CELA/District Assessments
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2007 CELA: Speaking 505/3
Listening 538/5
Reading 419/1
Writing 466/2
Overall 483/3
PALS: Primmer/DRA: 12
2nd grade Writing: 11/16
2nd grade Math: 69
Ming’s Strengths
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Use of expression in her voice
Use of correct, simple emotion adjectives
Use of the past progressive tense (was
______ing)
Able to use some slang: ‘cuz and “they
were saying mean stuff to him”
Stayed on topic; the story had continuity
and flow
ELD Structures Identified
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Issues with plural subject/verb
agreement (error: 6 times)
Issues with pronunciation (/th/ vs.
/dd/) with the words “other” and
“another” (error: 6 times)
Run-on sentences without proper
transitional words
Teaching Strategy: Plural Subject/Verb
Agreement
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Single subject / verb agreement vs.
plural subject / verb agreement
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This can be difficult for ELL learners
After mastering single subject / verb
agreement an intermediate ELL student
might need direct teaching on the
plural subject / verb agreement
Demonstration
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Cooperative Grouping (groups of 3)
3 sets of cards that contain pre
determined vocabulary (subject,
was / were, feelings as adjectives)
Students create sentences with
cards
Students expand sentences with the
word “because” on the chart paper
Procedure
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The teacher does a picture walk through
the book “One Frog Too Many.”
Number off in groups of 3
Each group receives a baggie with 3 sets of
cards: subjects, verbs, feelings/adjectives
Person 1 takes the subject cards and places
them face down in front of him/her. Person
2 places the “was/were” cards face up in
front of him/her. Person 3 places the
feelings cards face down in front of
him/her.
Procedure continued
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All 3 students approach the paper and write a
sentence adding the word “because” and finishing it
(with something related to the story or not).
When the 3 sit down, they rotate “jobs”. (Person 1
now is the person choosing “was/were”, Person 2
becomes the person choosing the emotion card and
Person 3 becomes the person who chooses the
subject.)
After the groups have rotated so each one has had a
turn at all 3 jobs, the class comes back together.
Each student stands and reads one of the sentences
created on the chart paper.
The teacher then can facilitate more oral language
by asking questions about the sentences after
everyone has had a chance to read a sample.
What comes next???
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Choose another wordless picture book or story
that the student is familiar with and at his / her
reading level
Whichever type of book is chosen, there should
be characters in the book that can serve as both
singular and plural subjects so when she tells or
re-tells her story, she can continue working on
this skill.
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WPB: Tell the story in their own words
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Storybook; Re-tell the story in their own words