Case Studies, Lesson Plan Template
and References
and References
What Do These Methods and Strategies
look like in a mainstream classroom?
Case Study #1
As you read the following example:
The bell rings and students in Julie’s third grade classroom file in the door, chatting happily with each other. Julie greets the students as they walk in. There is a math problem on the screen, and students pick up individual whiteboards, and begin working to solve the problem. After a few minutes, student volunteers share their thought process with the class in answer to the math problem. Students complete a timed math facts test, which is differentiated for their level depending on what facts they have previously “passed off.”
The school day proceeds with students participating in an “opening” routine, saying the Pledge of Allegiance, completing math skills related to the calendar, and discussing the schedule for the day. Julie shows a baby picture of one of the students, reading clues about that student while the rest of the class guesses who it is. Next, Julie goes over the previous day’s homework, answering questions students had, modeling and working through problems on the whiteboard. This evolves into a math lesson on multiplication. Students use manipulatives to create arrays on their desks, learn a procedure for multiplication on their calculators, and sing a song to help them remember their “times 3” facts. Math time ends with students playing multiplication games with a partner, such as “multiplication war,” “multiplication tic-tac-toe,” and “multiplication dominoes.” All of the students are highly engaged in their games.
Students finish their games and get settled back in their seats. A photograph of Martin Luther King, Jr. is projected onto the screen. The students have been learning about the civil rights movement. Julie begins the lesson with a connection to the students’ lives by asking, “If somebody was mistreating you, how would you solve that problem?” The students give various answers, and then Julie leads the discussion into the peaceful ways Martin Luther King, Jr. tried to solve problems. The students then do a shared reading of an article about the marches and speeches Martin Luther King, Jr. implemented. Each student has a copy of the article and they all read together.
After the reading, the PowerPoint presentation continues with many photographs from the 1960’s. Julie facilitates a discussion among the students about mistreatment and “separate but equal.” This discussion is full of higher-level thinking questions, inferences, and connections to the students’ background knowledge and current lives. “These are actual photos. Other people in the country saw things like this going on, and they wanted to help the blacks out. They didn’t like what they saw; they didn’t think it was fair… In your own life, think about it. If you’re out on the playground and you see someone getting bullied, would you help him or her? Could you do it in a peaceful way?” The emotion in the room is high – students are standing up, many hands are raised, and some students are shouting out.
A writing assignment is the last part of the lesson, with Julie asking the students to come up with their own opinions and think for themselves about how to make the world a peaceful place. It appears that all of the students have ideas, as they begin writing furiously. Julie asks if anyone wants to share their idea, and several students volunteer to read their assignment to the class.
look like in a mainstream classroom?
Case Study #1
As you read the following example:
- Make a list of the scaffolding strategies that the teacher is using to teach ELLs
- Make a list of scaffolding strategies that could have been included
- See the answers by clicking the link at the end of this case study
The bell rings and students in Julie’s third grade classroom file in the door, chatting happily with each other. Julie greets the students as they walk in. There is a math problem on the screen, and students pick up individual whiteboards, and begin working to solve the problem. After a few minutes, student volunteers share their thought process with the class in answer to the math problem. Students complete a timed math facts test, which is differentiated for their level depending on what facts they have previously “passed off.”
The school day proceeds with students participating in an “opening” routine, saying the Pledge of Allegiance, completing math skills related to the calendar, and discussing the schedule for the day. Julie shows a baby picture of one of the students, reading clues about that student while the rest of the class guesses who it is. Next, Julie goes over the previous day’s homework, answering questions students had, modeling and working through problems on the whiteboard. This evolves into a math lesson on multiplication. Students use manipulatives to create arrays on their desks, learn a procedure for multiplication on their calculators, and sing a song to help them remember their “times 3” facts. Math time ends with students playing multiplication games with a partner, such as “multiplication war,” “multiplication tic-tac-toe,” and “multiplication dominoes.” All of the students are highly engaged in their games.
Students finish their games and get settled back in their seats. A photograph of Martin Luther King, Jr. is projected onto the screen. The students have been learning about the civil rights movement. Julie begins the lesson with a connection to the students’ lives by asking, “If somebody was mistreating you, how would you solve that problem?” The students give various answers, and then Julie leads the discussion into the peaceful ways Martin Luther King, Jr. tried to solve problems. The students then do a shared reading of an article about the marches and speeches Martin Luther King, Jr. implemented. Each student has a copy of the article and they all read together.
After the reading, the PowerPoint presentation continues with many photographs from the 1960’s. Julie facilitates a discussion among the students about mistreatment and “separate but equal.” This discussion is full of higher-level thinking questions, inferences, and connections to the students’ background knowledge and current lives. “These are actual photos. Other people in the country saw things like this going on, and they wanted to help the blacks out. They didn’t like what they saw; they didn’t think it was fair… In your own life, think about it. If you’re out on the playground and you see someone getting bullied, would you help him or her? Could you do it in a peaceful way?” The emotion in the room is high – students are standing up, many hands are raised, and some students are shouting out.
A writing assignment is the last part of the lesson, with Julie asking the students to come up with their own opinions and think for themselves about how to make the world a peaceful place. It appears that all of the students have ideas, as they begin writing furiously. Julie asks if anyone wants to share their idea, and several students volunteer to read their assignment to the class.
To see the Answers for Case Study #1,
Click the Link Below:
The example from the case study is listed on the front of the Flash Card and
the Scaffolding Strategies are listed on the back of the Flash Card
Click the Link Below:
The example from the case study is listed on the front of the Flash Card and
the Scaffolding Strategies are listed on the back of the Flash Card
Case Study #2
As you watch the following example in the video below:
As you watch the following example in the video below:
- Make a list of the scaffolding strategies that the teacher is using to teach ELLs
- Make a list of scaffolding strategies that could have been included
- See the answers by clicking the link at the end of this case study
To see the Answers for Case Study #2,
Click the Link Below:
The example from the case study is listed on the front of the Flash Card and
the Scaffolding Strategies are listed on the back of the Flash Card
Click the Link Below:
The example from the case study is listed on the front of the Flash Card and
the Scaffolding Strategies are listed on the back of the Flash Card
Template for a Lesson Plan
- Click on the link below for a sample template that can be used to plan a lesson for a mainstream class with ELLs
- Print and fill out the template to practice modifying one of your lesson plans to accommodate for the ELLs in your class
References
Alber, R. (2014). 6 Scaffolding Strategies to Use With Your Students. Retrieved from: http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Blanc, N., Carol, R., Griggs, P., & Lyster, R. (2012). Lexical scaffolding in immersion classroom discourse. Utrecht Studies in Language and Communication, (24), 31-51. Retrieved from http://proxying.lib.ncsu.edu/index.php?url=/docview/1243064214?accountid=12725
Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2011). Cognitive psychology and instruction (5th ed.). Upper Saddle River, NJ: Pearson.
Culatta, R. (2011). Zone of Proximal Development. Retrieved from: http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html
Cummins, J. (2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. Encyclopedia of Language and Education, 487-499. doi: 10.1007/978-0-387-30424-3_36
Echevarria, J., Vogt, M. & Short, D.J. (2004). Making content comprehensible for English learners: The SIOP Model (2nd ed.). Boston, MA: Pearson Education, Inc.
English Language Learners. A Policy Research Brief produced by The National Council of Councils of Teachers. (2008). Retrieved from: http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf
Fast Facts. English Language Learners. (n.d.). Retrieved from: http://nces.ed.gov/fastfacts/display.asp?id=96
Green, R. (2013). 5 Key Strategies for ELL Instruction. Retrieved from: https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/
Haynes, J. (2007). Explaining BICS and CALP. Retrieved from:
http://www.everythingesl.net/inservices/bics_calp.php
Haynes, J. (2005). Pre-production and The Silent Period. Retrieved from:
http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php
Herrmann, Erick. (2014). The Importance of Guided Practice in The Classroom. Retrieved from: http://exclusive.multibriefs.com/content/the-importance-of-guided-practice-in-the-classroom
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum
How to Develop a Lesson Plan that Includes ELLs. (2007). Retrieved from:
http://www.colorincolorado.org/educators/content/lessonplan/
Leavitt, A. (2013). Teaching English language learners in the mainstream classroom: The methods teachers use. The Researcher, 25(1), 79-93.
Ranney, S. (2012), Defining and Teaching Academic Language: Developments in K-12 ESL. Language and Linguistics Compass, 6:560–574. doi:10.1002/lnc3.354
Robertson, Kristina. (2009). Supporting ELLs in the Mainstream Classroom: Language Tips. Retrieved from: http://www.colorincolorado.org/article/33047/
Rubinstein-Ávila, E., & Fink, L. (2013). Scaffolding content and language demands for "reclassified" students. Voices from the Middle, 20(4), 28-33. Retrieved from http://proxying.lib.ncsu.edu/index.php?url=/docview/1350295738?accountid=12725
Selecting Vocabulary, Academic Word List. Retrieved from: http://www.uefap.com/vocab/select/awl.htm
Scaffolding Methods. (2012, June 19). Retrieved from:
http://www.oise.utoronto.ca/eslinfusion/Classroom_Resources/Scaffolding_Methods.html
Shoebottom, P. (2014). ESL Workshop Scaffolding Theory. Retrieved from: http://esl.fis.edu/teachers/fis/scaffold/page1.htm
Shoebottom, P. (2014). Second Language Acquisition-essential information. Retrieved from: http://esl.fis.edu/teachers/support/cummin.htm
Smit, J., A. A. van Eerde, H., & Bakker, A. (2013). A conceptualisation of whole-class scaffolding. British Educational Research Journal, 39(5), 817-834. doi:10.1002/berj.3007
Teed, R., McDaris, J., & Roseth, C. (2012). Cooperative Learning. Retrieved from: http://serc.carleton.edu/introgeo/cooperative/index.html
The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12. Retrieved from:
http://www.cal.org/what-we-do/projects/project-excell/the-go-to-strategies
20 Collaborative Learning Tips and Strategies for Teachers. (2014). Retrieved from: http://www.teachthought.com/learning/20-collaborative-learning-tips-and-strategies/
Zone of Proximal Development and Scaffolding. (2014). Retrieved from:
http://www.toolsofthemind.org/philosophy/scaffolding/
Blanc, N., Carol, R., Griggs, P., & Lyster, R. (2012). Lexical scaffolding in immersion classroom discourse. Utrecht Studies in Language and Communication, (24), 31-51. Retrieved from http://proxying.lib.ncsu.edu/index.php?url=/docview/1243064214?accountid=12725
Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2011). Cognitive psychology and instruction (5th ed.). Upper Saddle River, NJ: Pearson.
Culatta, R. (2011). Zone of Proximal Development. Retrieved from: http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html
Cummins, J. (2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. Encyclopedia of Language and Education, 487-499. doi: 10.1007/978-0-387-30424-3_36
Echevarria, J., Vogt, M. & Short, D.J. (2004). Making content comprehensible for English learners: The SIOP Model (2nd ed.). Boston, MA: Pearson Education, Inc.
English Language Learners. A Policy Research Brief produced by The National Council of Councils of Teachers. (2008). Retrieved from: http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf
Fast Facts. English Language Learners. (n.d.). Retrieved from: http://nces.ed.gov/fastfacts/display.asp?id=96
Green, R. (2013). 5 Key Strategies for ELL Instruction. Retrieved from: https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/
Haynes, J. (2007). Explaining BICS and CALP. Retrieved from:
http://www.everythingesl.net/inservices/bics_calp.php
Haynes, J. (2005). Pre-production and The Silent Period. Retrieved from:
http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php
Herrmann, Erick. (2014). The Importance of Guided Practice in The Classroom. Retrieved from: http://exclusive.multibriefs.com/content/the-importance-of-guided-practice-in-the-classroom
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum
How to Develop a Lesson Plan that Includes ELLs. (2007). Retrieved from:
http://www.colorincolorado.org/educators/content/lessonplan/
Leavitt, A. (2013). Teaching English language learners in the mainstream classroom: The methods teachers use. The Researcher, 25(1), 79-93.
Ranney, S. (2012), Defining and Teaching Academic Language: Developments in K-12 ESL. Language and Linguistics Compass, 6:560–574. doi:10.1002/lnc3.354
Robertson, Kristina. (2009). Supporting ELLs in the Mainstream Classroom: Language Tips. Retrieved from: http://www.colorincolorado.org/article/33047/
Rubinstein-Ávila, E., & Fink, L. (2013). Scaffolding content and language demands for "reclassified" students. Voices from the Middle, 20(4), 28-33. Retrieved from http://proxying.lib.ncsu.edu/index.php?url=/docview/1350295738?accountid=12725
Selecting Vocabulary, Academic Word List. Retrieved from: http://www.uefap.com/vocab/select/awl.htm
Scaffolding Methods. (2012, June 19). Retrieved from:
http://www.oise.utoronto.ca/eslinfusion/Classroom_Resources/Scaffolding_Methods.html
Shoebottom, P. (2014). ESL Workshop Scaffolding Theory. Retrieved from: http://esl.fis.edu/teachers/fis/scaffold/page1.htm
Shoebottom, P. (2014). Second Language Acquisition-essential information. Retrieved from: http://esl.fis.edu/teachers/support/cummin.htm
Smit, J., A. A. van Eerde, H., & Bakker, A. (2013). A conceptualisation of whole-class scaffolding. British Educational Research Journal, 39(5), 817-834. doi:10.1002/berj.3007
Teed, R., McDaris, J., & Roseth, C. (2012). Cooperative Learning. Retrieved from: http://serc.carleton.edu/introgeo/cooperative/index.html
The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12. Retrieved from:
http://www.cal.org/what-we-do/projects/project-excell/the-go-to-strategies
20 Collaborative Learning Tips and Strategies for Teachers. (2014). Retrieved from: http://www.teachthought.com/learning/20-collaborative-learning-tips-and-strategies/
Zone of Proximal Development and Scaffolding. (2014). Retrieved from:
http://www.toolsofthemind.org/philosophy/scaffolding/