Planning Commentary Template

Secondary English-Language Arts

English as an Additional LanguageTask 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.1.Central Focus

a.Describe the central focus and purpose for the language and content (subject matter) you will teach in the learning segment.

[The central focus for the learning segment is based of the third grade journeys reading curriculum. More specifically the focus is on unit 5 lesson 22 about animal migration. As part of the ESL program in Des Moines school district we provide extra support and supplements to the general education curriculum. Also since many of our students do not have the same background knowledge as your English speaking peers we implement lessons that will help give them the background knowledge they need to be successful in the general education reading classroom. In regards to language, students in the general classroom will be expected to successfully use the words compare and contrast along with applying it to the content in the stories. Through out the learning segment during ESL group time we will continue to provide opportunities for writing, listening, speaking and reading to help students reach grade level expectations.]

b.Given the central focus, describe how the ELPD standards, content standards, and learning objectives within your learning segment address students development of ELPD and content for all of the following that apply:

grammatical competence (vocabulary and structure)

pragmatic competence (appropriate use of communication strategies)

discourse competence (cohesion and coherence)

metalinguistic competence (language learning strategies)

[ After being presented with the central focus of animal migration from the journeys curriculum. I looked for standards that would align with the students continual development with in grammatical competence, pragmatic competence and metalinguistic competence. One main focus with the students is to have them learn and master vocabulary for the journeys story so they can be successful during the general education classroom. Thus one of the language objectives, I can statements, is for student to define vocabulary words both orally and in writing. In regards to pragmatic competence one of the objectives for the learning segment is to be able to share information with a partner. This helps students practice proper communication skills and development of oral language both in BICS and CAPS. Lastly, the common core standard for reading compare and contrast the most important points and key details in two texts on the same topic focuses student learning on both language and content. Students in the learning segment will focus on learning what it means to compare and contrast and then taking that language and applying it to a topic of migrating animals.]

c.Explain how your plans build on each other and make connections between language competencies (listed above) and content to support students English language development in at least one of the four modalities (speaking, listening, reading, or writing).

[ The learning segment provided follows the gradual build through out the week that my mentor teacher and the other ESL teacher uses at the school. The first day of each journeys lesson is devoted to finding out students background knowledge on the lessons topic and filling in the background knowledge they are lacking. The next day we take the background on the topic to help teach the vocabulary that is needed to successfully read the story and participate in the general education classroom. The third day of the learning segment has students take the vocabulary they learned and their gained knowledge on the topic to complete a writing aspect. Lastly, the fourth lesson focuses on comprehension and demonstrating what they learned. This demonstration could be through a project, informal or formal assessment. All four modalities are used through out the week via gradual release of responsibility. The first day students are speaking and listening in order to gain the background knowledge. On the second day with vocabulary students are still speaking and listening but now the focus is put on a small group or partners instead of a whole group setting. The third day students practice taking what they have learned and have been expressing through speaking and put it into writing. In these particular lessons about animal migration students had to read and speak about what they and others wrote about facts about migration. Lastly, students are expected to not only read but comprehend a summary on their reading level. Then speak about what they read in a whole group setting. They must take what they learned and apply it to successfully orally complete the venn diagram and answer the Kahoot questions. ]

2.Knowledge of Students to Inform Teaching

For each of the prompts below (2ab), describe what you know about your students with respect to the central focus of the learning segment.

Consider the variety of English language learners in your class who may require different strategies/support, such as students with IEPs or 504 plans, Students with Interrupted Formal Education (SIFE), readers who struggle in their first language, students at varying levels of language proficiency, long-term ELLs, underperforming students or those with gaps in academic knowledge, and/or gifted students.

a.Prior academic learning and prerequisite skills related to the central focusCite evidence of what students know, what they can do, and what they are still learning to do.[ Before planning the learning segments I collaborated with my mentor teacher discussing the story and topic at hand. She said the students will have had lessons/ background knowledge about migration especially human migration since many of them have moved from place to place. However, most of the students will have no background knowledge when it comes to locust and animals that migrate. Thus I knew I would have to spend a large portion of my lesson helping students fill their knowledge bucket about locusts and grasshoppers. I made sure to gather videos and visuals to help them connect the word locust and grasshopper to the actual animal. I also asked Mrs. Blanco to provide Fransico and Jovanny with the Spanish words for locust and grasshoppers. In regards to the activities and instructional strategies I knew students had at least one pervious experience with most of the different activities I would be using to provide the content since I have seen Mrs. Pulliam refer to them or use them with the group in my observation week. The students are still practicing their writing and reading skills. I knew the stand up, hands up, pair up activity and reading the ell summary would challenge students in terms of the modalities of reading and writing. Students are also still working on comparing and contrasting items. Students have had practice comparing characters in stories. However, they have not taken the compare and contrast reading and writing skills and apply it to a nonfiction topic such as migration animals. ]

b.Personal/cultural/community assets related to the central focusWhat do you know about your students everyday experiences, cultural backgrounds and practices, and interests?[ All of the students in this learning segment qualify for free and reduce lunch. Thus are from families from low socio economic status. My mentor teacher has commented that these students do not have the most preferred living situations. They live with multiple family members/ families in small unsafe apartments. One student has refugee status. Two students have SIFE . Including one student who had never been enrolled in school in both his home country Mexico and Des Moines. Not till October this year did he have his first school experience starting out in third grade. Lastly, every student besides one only speaks/ hears English at school. Their family only speaks their L1 at home. Thus their English practice and application outside of school is very minimal. Most of the students are pulled out for additional small group settings besides ELL. Two students get served for math special education. Along with four other students see the reading intervention teacher. Despite having the odds stacked against them the students in this learning segment are extremely hard working. They have a positive attitude towards school and learning. ESL group has provided them with a safe place to come and be themselves along with experiencing readings at their level. The sense of community with in the group is amazing. They are respectful and help each other out to be successful in class. Many of the students enjoy doing activities that involve technology or movement. ]3.Supporting Students English Language and Content Learning

Respond to prompts 3ab below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. Use principles from research and/or theory relevant to ELL education to support your explanations.

a.Justify how your understanding of your students prior academic learning and personal/cultural/community assets (from prompts 2ab above) guided your choice or adaptation of language tasks and materials when planning to provide English language development within content-based instruction. Be explicit about the connections between the learning tasks and students prior academic learning, assets, and research/theory.

[ It is essential no matter if you teach ESL or general education to know your students. Knowing your students background and background knowledge allows you to address each students specific needs. Knowing that my students do not have the opportunity or support to speak English at home tells me that it is important to provide tasks in the classroom that gives them the chance to practice speaking and listening in English. Knowing that the students have struggled with learning vocabulary in the past tells me that I need to provide multiple opportunities for them to learn and experience the vocabulary. Thus I planned not only direct instruction for the vocabulary but hands on activities and applications for them to use the vocabulary. Lastly, through out my career at Drake in ESL classes we have spoke about the importance of using visuals. I made sure to provide visuals in my instructional materials and assessments. These visuals help students gain background knowledge and have something to connect to when the general education teacher discusses the topic of migration or a vocabulary word about migration. ]

b.Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs including teaching ELPD through content.

Consider students with IEPs or 504 plans, Students with Interrupted Formal Education (SIFE), readers who struggle in their first language, students at varying levels of language proficiency, long-term ELLs, underperforming students or those with gaps in academic knowledge, and/or gifted students.

[Through out the learning segment I provide engagement techniques from Kagan strategies. These strategies hold all students accountable for participation and learning the content. Most of the strategies are hands on and provide visuals. Both are important to help insure the success for students with interrupted formal education and students with IEPs. These strategies also benefit the whole class. Other supports that I have in place are grouping students. Having students work and talk with peers is important. Many times a student can explain to a peer the concept in a way that helps that peer. Thus students practice being the teacher and learn from each other. Also having students work with partners allows them to practice the language modalities of listening and speaking. Lastly, having Mrs. Blanco translate information and direction in Spanish benefits the students whose L1 is Spanish. They are then better prepared to learn and comprehend the material hearing it in both Spanish and English. ]4.Supporting English Language Development in the Content Areas

a.Language Function. Identify one language function essential for students to engage in the content-area learning within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.AnalyzeArgueCategorizeCompare/contrastDescribeExplain

InterpretPersuadePredictQuestionRetellSummarize

[ The language function I chose for this learning segment is compare and contrast. ]

b.Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)

[ In lesson four on Thursday march 12th students will be able to practice the language function of compare and contrast. During this lesson students will be using the language function of compare and contrast through the two modalities of reading and speaking. Students will read a short summary of their journeys book. While reading students will be instructed to identify key features or actions that pertain to a locust migration as well as key features or actions that pertain to a whale migration. They will also look for actions or features that both the locust and whale migration have in common. Next students will use speaking skills to communicate their findings. As a class they will decide where it goes on the venn diagram. At the end we will go over our venn diagram and see how the whales and locusts migration compares and contrast. ]

c.Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) associated with the content area students need to understand and/or use:

Vocabulary or key phrases

Plus at least one of the following:

grammatical competence (vocabulary and structure)

pragmatic competence (appropriate use of communication strategies)

discourse competence (cohesion and coherence)

metalinguistic competence (language learning strategies)

Consider the range of students understandings of the language function and other language demandswhat do students already know, what are they struggling with, and/or what is new to them?

[Given the language function of compare and contrast there are other language demands that will present themselves through out the lessons. One of the biggest demands will include vocabulary. Students were introduce to term migration the previous week with Mrs. Pulliam. However, many other vocabulary words associated with migration will be new to them. Seeing how the students have done with learning previous vocabulary words helps me predict how they will handle learning new vocabulary. I have seen that most of the students struggle with adding new vocabulary. I believe they struggle with learning and applying the new vocabulary because of they lack the background knowledge associated with the words. The students are in a stage were speaking and reading the vocabulary word is something they can do. However, they struggle with taking the word and appropriately using it in conversation in and outside of the classroom. Another language demand that will be presented is in regards to communication. ]

d.Language SupportsRefer to your lesson plans and instructional materials as needed in your response to the prompt.

Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language demands identified in prompts 4ac.

[In the learning task students will have a variety of opportunities to see and practice the language function of compare and contrast. I view each lesson as a building block in order to help students reach the ultimate goal of being able to comprehend and apply the language function of compare and contrast. I make sure to start off by building background on the topics that will be compared. Next teaching and providing the necessary vocabulary for students to verbalize and write compare and contrast. Then providing opportunities for students to practice comparing and contrasting in partners and on their own. I also make sure to use the gradual release of responsibility and scaffolding through out the learning segment. I start out by using whole group and modeling how to find information and use a venn diagram in lesson one. I made sure to provide opportunities for myself to give examples and model tasks before they work in partners and individually. Another way I provide instructional support is through the use of checking in with students and answering their questions. Lastly, collaborating with the third grade teachers allowed me to see what type of tasks they are doing in the general education classroom in order to successfully support my students with the content and additional language demands. ]

5.Monitoring Student Development of English Language and Content

In response to the prompts below, refer to the assessments you will submit as part of the materials for Task 1.a.Describe how your planned formal and informal assessments will provide direct evidence of students development of English language proficiency within content-based instruction throughout the learning segment.[ Through out the learning segment students will have the opportunity to show me their knowledge in both informal and formal assessments. During whole group time I will make sure stop and check for student understanding by doing temperature checks. By having students put a thumbs up, thumbs side way or thumbs down it will allow me to see who is on track understanding the information. The temperature checks will allow me to see what students are not comprehending the information or task at hand. Thus I can make sure to go over or review that information in another way to help the students reach that understanding. If I see only one student with a thumbs down that tells me I need to work one on one to help that student be successful and provide that student with the information in a way that is specific to their needs and strengths. Another way I will be monitoring student development will be through the use of observation. During different activities, especially writing or partner activities I will float around the room checking in with students. I will be looking over their writing for the stand up, hands up, pair up activity. I will be looking for students following the directions and remembering the key rules for writing a sentence (capital letter to start with and a period at the end). Lastly, for the formal assessment of the Kahoot quiz game students will be using listening and reading skills to answer the questions. With in reading the questions students will have to decode the vocabulary words used in the questions. When going over as a group the answers to the questions in the Kahoot quiz game I will have students articulate why they picked that answer/ why the answer is the correct answer. This will give me inside to the students thinking. It will give students the opportunity to practice speaking. Lastly, the Kahoot data will provides me with a data sheet to see what students missed what questions and if there are any trends. I will be able to see if they struggled with questions that were content related or language related. ]

b.Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their development of English language proficiency within content-based instruction.

Consider the variety of English language learners in your class who may require different strategies/support, such as students with IEPs or 504 plans, Students with Interrupted Formal Education (SIFE), readers who struggle in their first language, students at varying levels of language proficiency, long-term ELLs, underperforming students or those with gaps in academic knowledge, and/or gifted students.

[ One adaptation that will be provided is Mrs. Blanco will help by verbally translating the questions and responses for the two students with SIFE and speak Spanish. The use of visuals in the quiz will help students retrieve background knowledge to help connect to the written words and answer the questions. These visuals will be the same ones that students saw through out the week when discussing migration and the vocabulary that goes along with it. Lastly, students will have an appropriate length of time to answer the questions. This time will be based off the level of difficulty of the question and what time I think it will take students to comprehend the question and then select the correct answer. ]

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