Melissa Faz

INST 363

Language Development Plan

 Description of the classroom and students

Crockett Elementary is made up of a total of 527 students. About sixty-five percent of the

school is Hispanic, twenty-six percent is black, about eight percent is white, and about one

percent of the school population is of two or more races. With this being said, minority

enrollment is ninety-two percent, which is more than the state average of seventy- one. In

addition, majority of the school is made up of English Language Learners (ELLs). The ELLs

range from beginning to advance language proficiency. Most of the ELLs in this school speak

Spanish. The ELLs in Mrs. Rosas 1st grade classroom all speak Spanish at home with their

parents and therefore, they are native Spanish speakers. There is a total of twenty students in

Mrs. Rosas class and they are all ELLs. The students English skills range from beginning to

mid-level speakers. All of the students in her class come from Hispanic families. Her class is

made up of about nine boys and eleven girls. Majority of the students in this class really enjoy

reading. The students who are at the mid- level of English proficiency tend to better comprehend

the reading material. On the other hand, it almost seemed as if the entire class enjoys science

because it is very hands on. In addition, the teacher is able to do much more modeling when she

is teaching science, therefore, the students are able to visually see what is expected of them.

When it comes to math word problems, the beginner speakers tend to struggle the most.

However, with manipulatives and the pull-out instruction, the teacher is able to help them better

understand the material. The ELLs are typically pulled out in groups for about 15 minutes

throughout the day. The teacher then takes time to go over material these students have most

difficulty with.
 Organizational diagram w/ rationale for ELLs

All students are ELLs

Students 3,7, and 11 are beginning speakers
The rest of the students are at mid- level
 In this classroom, all of the beginning English speakers are sitting next to mid- level

speakers. By doing this, the beginner ELLs will feel more comfortable being next to someone

who can help them out. The tables are also set up in groups. The reason for this is because an

important aspect of room arrangement is that it reflects an educators teaching style. For example,

each section of every row is laid out in even numbers so that students can collaborate in small

groups. This will facilitate interactive learning with partner pairs. In addition, there is a U desk

in the back of the room to be used as a work workstation. Using this arrangement will allow for

students to have more one- on- one instruction. Another element of classroom structure which a

teacher must take full responsibility is room arrangement. In order to facilitate mobility and

proximity, from the very first day of classes, it is crucial that a teacher rearranges the furniture in

the classroom. It should always be an educators objective to work the crowd. Therefore, in this

classroom, all of the desk are set apart so that it is easy to walk around. By doing this, students

can easily move around and interact with one another when instructed to do so by the instructor.

In addition, in the back of the room there are two important pieces of furniture. One of

these is a computer for students to use. During free time, students can read or hear stories. This

will allow for students to get extra time listening and reading the English language. In addition,

there are bookshelf in the back of the room. This area is called the classroom library. Here

students will be able to choose any books to read. These include math, science, social students,

and story books. These books can be used whenever needed. Overall, it is essential that these

students have access to all the materials in this room so that they can keep on practicing their

English without any restrictions.

 Description of how language and content are integrated in instructional activities with
rationale for ELLs
Math:
*This lesson will assess the students knowledge on shapes as well as their language skills.
The students will be accessing the TEKS and the language proficiency standards.

After teaching the students new shapes, the teacher will draw the shapes on the board but without

the names and will ask the students to raise their hand to name the shapes. The students will then

be required to find 4 shapes in the classroom (ex. square, circle, rectangle). Then the students

will fill in the sentence stems below. After they have completed the sentence stems, each student

will share their objects and read their sentences. By reading their sentences, ELLs will be able to

practice their oral language skills.

Shape: Sentence:
This shape is______ because it has ______
sides.
This shape is______ because it has ______
sides.
This shape is______ because it has ______
sides.
This shape is______ because it has ______
sides.

Science:
*This lesson would be teaching ELLs science TEKS while also giving them the opportunity
to practice using and learning new English vocabulary.

Students will be given a teacher made Forces Book over force, motion, speed, gravity, and

friction. The students will define and draw an illustration of these forces. Given a vocabulary

word bank, the students with their partners will discuss different characteristics of each force.

Then, given a sentence stem as partners, students will write a 3-5 sentence summary of what
each force does using the characteristics that they came up with. The students will then read their

summary to their partners to practice oral language skills. During this time the teacher will walk

around and monitor.

Summary sentence stem:

Force is a _______ or a pull. It can cause an object to ________, ________, or change _______.

Motion is a __________ in position. Moving __________.

Speed is how __________ something __________.

Gravity is the __________ that __________ objects towards each other.

Friction is a force that __________ down __________objects.

Social Studies:
*Because this activity uses visuals, students will be able to visually see what they are
learning. This activity will allow for the students to access the social studies material and
practice their English language skills.
The students will learn vocabulary to describe places in a city. They will be given five new

vocabulary words with pictures next to them. With these new learned words, they will draw a

map of a town (it can be theirs or an imaginary one). The students will then work in groups. After

this, they will write 6 sentence stems describing their map after they are done, they will present

their maps and sentence stems to the class.

Vocabulary words: post office, police station, fire station, hospital, library, school
Sentence stems:

My mom always goes to the ______ ______ to drop off mail.

Whenever I am sick I always go to the ___________.

This place is a place where it is always quiet, this place is called a ___________.

Criminals go to the ______ ______.

Whenever there is a fire the _____ _____ is always ready to go.

I go to _______ to learn new things.

 Culture and funds of knowledge of the ELLs addressed in the social and instructional
aspects of the plan

In order to become a cultural mediator, it is important to connect with each student and

their families. By learning about families and students, as a teacher, I will be able to be more

open minded about different family situations. For example, if a parent is not communicating

with us, it is important to first set that foundation and understand the reason behind this. In order

to set a good relationship with the parents we have to understand that they have hundreds of

other responsibilities going on. Another way to interact with families is by doing community

walks. By having an understanding of the community, we are getting an idea of where our

students come from. Many times there is a disconnect between teachers and students in schools,

as many teachers do not live in the area their students do. With community walking, educators

are able to share the resources they found with their students and parents. This is especially true

for families who are not familiar with the area, as the resources in and around the community are

essential.

In order to integrate culture in my classroom, as a teacher, I can start by personalizing my

lessons to what my students enjoy. I can create this environment by getting to know each

individual student as well as where they come from and how they learn. After this, I will create

lesson plans that will teach my students of different cultures and aspects of the world. Each

month, I can have different activities about different countries. By using maps, books, visuals,

and food, students will be able to learn about different countries and their cultures. For example,

if I were to be teaching about Brazil, I would bring a soccer ball, coxinhas (traditional finger

food), and samba music. Bringing these few items will help students understand and learn about

a new culture.
 As a future teacher, in order to plan for classroom management that builds community, I

have to be sure that students feel as if they belong not just in my classroom, but in our country.

Differences in culture and social roles can have a large effect on ELLs classroom participation

and achievement. For example, in different cultures it is disrespectful to make eye contact with

adults, physical contact is not appropriate, and vocally communicating is not respectful.

However, in the English language these things are important in order for the teacher to know that

the student is learning and growing in the classroom. Because of this, it is important that as a

teacher, I am able to recognize the differences in culture habits and learning styles and respect

these differences by facilitating learning in various ways. In recognizing the role of culture,

teachers should acknowledge the overwhelming anxiety that students may be feeling, and

empathize by helping to create a reciprocal learning environment where students feel respected

and encouraged. Another way to build community is by assigning students with buddies who will

show the ELLs around the school, and help them get comfortable with the environment

throughout the day. Not only does it help to have someone show them around the school, but it

also helps students build a social relationship with other students in the class.

Description of oral language development and content area strategies w/rationale for ELLs
1. Modeling: Teachers should model to students how to properly pronounce English words.
Model good vocabulary strategies for students, and provide completed models so they
can see what the teacher is saying and doing. Encourage students to also do this for their
peers. Good oral language communication should be 2-way, ongoing, instructional and
enjoyable. This is good for students because they get to first hand listen to how words
sound and then later get to practice with their peers.
2. Rhyme and Repetition: Use music, songs, and poems to teach phonemic awareness.
Students enjoy practicing common phrases in music rather than in conversation. In
addition, this helps ELLs better understand the sounds of each letter.
3. Action Routines Through Total Physical Response: Action routines can be a welcome
change during teaching sessions with the opportunity to walk, stretch and move around.
For example, teachers can use this to teach different parts of the body. They can start by
telling the students to place both hands on their head saying a complete sentence, "This is
my head". The students follow the example and repeat the sentence simultaneously. The
teacher and the children repeat the process for additional parts of the body. The teacher
should clearly pronounce This is my neck", "These are my eyes". Through this strategy,
ELLs are able to become familiar with parts of their body and will be not only be able to
point at where they are located, but they will also be able to properly pronounce them and
use them in a sentence.
4. Graphic Organizers: As teachers, we can use graphic organizers to help ELLs organize
ideas about words. One example is a concept wheel, where the word is put in the middle
of a circle, and concepts surround it. Examples could be words that answer who, what,
when, where, why, or how. Other words could be related to a specific topic:
photosynthesis, for example, could be surrounded by words like sunshine, making food,
sun, chlorophyll, oxygen, carbon dioxide. These are important for ELLs because it helps
expand their vocabulary.
5. Read Aloud: Read alouds are essential for students of all ages. This is beneficial to
ELLs because when students listen to good English being modeled, they increase
their understanding of how language works and hear vocabulary being used in context.
Asking students to verbally summarize what theyve heard is a good follow-up activity to
check comprehension and develop synthesizing skills.
6. Assign a buddy: Assigning a buddy to ELL students is very beneficial because it allows
for them to practice listening and speaking in English. Additionally, they are able to get
quick feedback and correction. The peers assigned to them would be advanced ELL
speakers so that the beginning speaker would be able to feel comfortable. This is not only
beneficial for the ELL, but this also helps the peer learn leadership and teaching skills.
7. Sorting: Sorting involves manipulating vocabulary words on cards. Students work
together to group, or sort, words based on commonalities such as word beginnings or
endings, vowel sounds, parts of speech, rhymes, meanings, or some other common
feature. Students may compare, contrast, or identify similarities. This is beneficial for
ELLs because it allows for them to build automatic recognition of words, thus promoting
fluent reading and writing.
8. Draw word meanings: Creating graphic representations of word meanings has been
widely recommended. Teachers can encourage students to share their representations. By
doing this, ELLs will have an opportunity to see lots of different pictorial renderings of
 word meanings, and may be able to enhance or revise their own mental images and
drawings.
9. Examples/non-examples: Examples/ non-examples can be used to develop vocabulary
in any subject area. This is beneficial for ELLs because background knowledge,
experiences, and having multiple exposures to new concepts, will help them gain
valuable perspectives on words as they help each other think through the various pieces
of information.
10. Wait time: After asking students questions, teachers must give students plenty of time to
respond. If ELLs feel as if they are being rushed, they will not be able to process the
material correctly. In addition, they will get nervous and will later feel discouraged to
orally answer any other questions. Therefore, wait time is beneficial for ELLs because it
allows them to have time to think and process the information being asked.

Assessments planned for ELLs

Rubric 1:
Points: Identify (discuss/ write) characteristics Create and read a 3-
of force, motion, speed, friction, and 5 sentence summary
gravity of forces
5 points Discusses with partner at least 3 After discussing with
characteristics partner, student
writes and read a
summary using at
least 3 characteristics.
3 points Discusses with partner at least 2 After discussing with
characteristics partner, student
writes and read a
summary using at
least 2 characteristics.
2 points Discusses with partner at least 1 After discussing with
characteristic partner, student
writes and read a
summary using at
least 1 characteristics.
/10 points
*This is an example of a rubric I would use for the science portion of the activity. I would
use this in the classroom to assess students in their knowledge of different types of forces.
This assessment is helpful to accurately assess ELLs because it allows for teachers to assess
the knowledge and English Language Proficiency of the students.

Rubric 2:
Look Fors 3 points 2 points 1 point
Eye Contact Looks at audience Some contact was No eye contact
during presentation made
Audibility Spoke clearly and Sometimes uses clear Speaks low
loud and loud voice
Speed Uses a rate of Speaking too fast or Speaking too fast or
speaking that is too slow during some too slow during entire
appropriate parts of presentation presentation
/3 points
*This rubric would assess the students knowledge of presenting and asses their oral
language abilities. As a teacher, I would use this rubric whenever my students are
presenting to me or in front of the classroom. This assessment is helpful because it focuses
on different presentation skills.

Rubric 3:
Points Orally pronounced correct Wrote correct number
number
10 points Orally said numbers 1-10 Wrote number 1-10 correctly
correctly
9 points Orally said 9/10 numbers Wrote 9/10 numbers correctly
correctly
8 points Orally said 8/10 numbers Wrote 8/10 numbers correctly
correctly
7 points Orally said 7/10 numbers Wrote 7/10 numbers correctly
correctly
6 points Orally said 6/10 numbers Wrote 6/10 numbers correctly
correctly
5 points Orally said 5/10 numbers Wrote 5/10 numbers correctly
correctly
4 points Orally said 4/10 numbers Wrote 4/10 numbers correctly
correctly
3 points Orally said 3/10 numbers Wrote 3/10 numbers correctly
correctly
2 points Orally said 2/10 numbers Wrote 2/10 numbers correctly
correctly
1 point Orally said 1/10 numbers Wrote 1/10 numbers correctly
correctly
0 points Orally said 0/10 numbers Wrote 0/10 numbers correctly
correctly
/10 points

*This rubric would be used for the beginner ELLs. This will assess their knowledge, ability

to write the first basic numbers and their oral language skills. This assessment is helpful

because it is simple and it helps me determine how many numbers my students know from

1-10.