After reading the website of NYS bilingual regulations and resources, I learned abundant knowledge about the effort that government provides. Under the regulation "new provisions in CR Part 154", it mentioned,"to finding innovative ways to ensure that ELLs are provided with the services that they need." I incorporated ICT skills into the lessons.
Generally speaking, it's very challenging to offer the resources into specific lesson because of lack of documents of students' level. However, I will take some action based on what I learned from the website for lessons.
1. Assessment. Understanding students' prior knowledge of English as well as their native language. Some students struggle the scenario of below grade level on literacy in both languages.
During the process, the adviser can get the support of targeted language interpreter from Boards of Cooperative Educational Services (BOCES) to work out it.
2. Assistance.
a. If the school provide the program "The New York State Seal of Biliteracy (NYSSB)", the school district will provide resources for teaching. Though some schools don't employ the project, "a school can reach out to other schools within the district to let students participate in their NYSSB program" or " Individualized Education Program (IEP)" if the students are qualified.
b. As the website provided, OBEWL offers ELLs with interrupted/inconsistent formal education (SIFE), e.g. the program "Bridge" can assist students pre-9 lessons and training. And I will try the after-school program to assist them in all below lesson plans.
c. For sufficient work, school districts should adopt the policy on the education of ELLs, plan and provide appropriate services for them, and get fundings through local funds but are supplemented by State LEP Aid, known as State Bilingual Categorical Funds.
I tried to apply the approaches from the textbook. There are three materials attached and each of them has a reading lesson and writing lesson respectively.
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Main Topic: Diverse Food
Grade: 5th
Name: YiYi Chou
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First material for reading and writing: Fish Cheeks
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For reading lesson, I would like to apply "Reader-generated Question" approach my class.
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For writing lesson, I would like to apply "Drawing as Pre-writing" approach in my class.
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Subtopic—What is that food?
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Subtopic—What is the representative food in your country?
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Learning Objectives:
1. Students will be able to acquire new vocabulary.
2. Students will apply the new vocabulary to make the connection to the content.
3. Students will recognize another country and part of the culture.
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Learning Objectives:
1. Students will review the new vocabulary.
2. Students will practice communication with peers.
3. Students will develop writing skill and the influent of multimodality.
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Standards:
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Standards:
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Before the lesson,
1. Show them the main new vocabulary and the topic we will talk about later.
2. Allow students have time to understand the new words through the teacher' demonstration or small group discussion.
3. Encourage them to use the new words to generate some questions relate to the topic. It's okay if ELLs just generate question without related words.
During the lesson,
Read aloud by the teacher via smartboard and remind them to locate the answers responded to their prior questions. Emphasize the new vocabulary when pointing to the word.
After the lesson,
Pair them to have a discussion. If the content doesn't answer all of their questions, I will take them to the library to consult librarian and have them read relevant books.
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Before writing,
1. Make sure students understand the new vocabulary introduced in the reading text.
2. Prepare blank papers for each student.
During writing,
1. Have students brainstorm on "What food can represent the U.S. or your home country?".
2. Demonstrate how to use text fonts, size, color to convey their ideas.
3. Allow students to draw and write down their ideas.
4. For struggling students, they have permission to use native language if they need. but the teacher can assist them to reformulate their writing or translate into English.
After writing,
1. Students can read aloud to the whole class by turn.
2. Post their work on the bulletin board.
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For reading lesson, I would like to apply "Word Cards" approach.
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For writing lesson, I will try "Rhetorical Approach" in my class.
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Subtopic—Do you dare to eat?
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Subtopic—Hyper-time!
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Learning Objectives:
1. Students will be able to acquire new vocabulary.
2. Students will recognize the connection in the real world.
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Learning Objectives:
1. Students will review the new vocabulary.
2. Students will practice communication with peers.
3. Students will develop writing skill and the influent of multimodality.
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Standards:
ISTE
3c.Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
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Standards:
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Before the lesson,
1. Ask students how to describe food, write the answers in index cards respectively.
2. The teacher can also provide 1-2 strong words to stimulate students.
3. Explain the class will see a video talking about exotic food that they might not experience before. And the main purpose of this video is to expand their vocabulary about food description.
4. hand out the tablet to each student.
5. Demonstrate how to turn on subtitle if they need.
During the lesson,
2. Allow students to finish watching at their pace.
3. Divide students into the small group. Pass them the handout of the subtitle in the video and ask them to circle the word they are not familiar
4. Have each group read aloud of the list of unfamiliar vocabulary and write them down in index cards respectively.
5. Explain the definitions of the words.
After the lesson, 1. Play the video again, ELLs can check the handout if they need.
2. Put all index cards on the word wall.
3. During the center time, ELLs can copy all vocabulary in their notebook.
4. The teacher can call ELLs to table individually to make sure the process.
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Before the lesson,
1. Ask students what they remember from the previous video? Which vocabulary?
2. Review every word.
3. Tell students they will have a new mission to become a gourmet to introduce the delicacy from Europe. They will have a poster to promote their food in Kindergarten.
4. Hand them the tablet.
During the lesson,
1. Divide students into the small group.
2. Play the video again and allow each to choose a country.
3. Demonstrate how to adjust the wording from video into promotion.
4. Have them brainstorm and discuss their draft. ELLs can use the native language to contribute their knowledge.
5. Encourage them to revise their draft by themselves.
6. Read aloud the text and invite other students to give feedback.
7. Produce the final work on an A4 paper.
After the lesson,
1. The teacher could stick all copies in a poster.
2. Post it in the Kindergarten hallway or bulletin board.
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Third reading and writing material:
Frankenstein Kiwi Pops, Candy Corn Granola Bars, Peanut Butter "Candy" Apples |
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For reading part, I would like to try "Cross-Age Project" in my class
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For writing part, I will utilize "Process Writing: Computers" in class.
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Subtopic—Trick or treat!
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Subtopic— I am a connoisseur!
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Learning Objectives:
1. Students will be able to acquire new vocabulary.
2. Students will be able to apply the communication skill with older students.
3. Students will recognize the connections in the real world.
4. Students will develop the capability of reading the recipe and social skills during Halloween.
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Learning Objectives:
1. Students will review and acquire vocabulary.
2. Students will practice communication with peers.
3. Students will develop ICT skills, word-process, Google Docs and Blogger.
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Standards:
ISTE
3c.Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
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Standards:
ISTE
3b. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
6aStudents choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
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Before the lesson,
1. Invite older ELLs to the class (they have gotten cross-age project training already)
2. Introduce "tutors" to the whole class.
3. Announce the Halloween is around the corner so we will try some treats!
4. Divide students into the three groups and make sure each group with the tutor(s).
During the lesson,
1. Hand them treat recipe respectively.
2. Encourage them to read together and circle the unfamiliar vocabulary.
3. The teacher can assist each group to make sure they understand the words and process.
4. Assign them to prepare the ingredients for the next week "cooking activity".
After the lesson (follow up activity),
Allow students to realize their recipe and share with other classmates.
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Before the lesson,
1. Stimulate students to recall the experience about the "Halloween treats".
2. Share them a specific term called connoisseurs, and what they do in culinary industry.
3. Tell students they will become one-day-connoisseur, and they need to write down reflection or feedback about the treat.
During the lesson,
1. Have the whole class brainstorm on the treats in the views of appearance, smell, taste, texture, preparation, and preservation. (If they are really interested, they can check website, like https://www.zomato.com/thefoodconnoisseur)
2. Demonstrate them how to use Google Docs.
3. Encourage them to type in computers. Students can edit and revise their draft anytime. ELLs can use their native language to work.
4. The teacher can assist ELLs for their writing by recalling the vocabulary from recipes or revise their grammar and punctuation individually.
After the lesson,
The teacher can create the class Blogger and upload the writing for the public. Students and their family can continue giving feedback through the Blogger.
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