EDUC 5435, Summer 2007
Keri Kilker and Connie Garcia
Book used: One Frog Too Many
By Mercer and Marianna Mayer

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Older 2 nd grader (retained in 2 nd grade in ’05-
’06/started 1 st grade at the age of 7)
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Attends Denver Metro Elementary School
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Most current HLS (’06-’07) 70% of language spoken in the home = English/ 30% = Chinese
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Chinese was learned first and usage and knowledge of Chinese and English are now equal
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Reading and Writing are done only in English

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Last documented LAU level= LAU B
(obtained through the Woodcock-Munoz in
’04-’05)
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Currently receives pull-out ESL for 5 hrs/wk.
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Ming’s regular ed teacher and her ELL
Specialist think she has a higher LAU level

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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
2 nd grade Writing: 11/16
2 nd grade Math: 69

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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

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Issues with plural subject/verb agreement (error: 6 times)
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Issues with pronunciation (/th/ vs.
/dd/) with the words “other” and
“another” (error: 6 times)
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Run-on sentences without proper transitional words

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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

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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

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The teacher does a picture walk through the book “One Frog Too Many.”
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Number off in groups of 3
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Each group receives a baggie with 3 sets of cards: subjects, verbs, feelings/adjectives
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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.

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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).
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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.)
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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.
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The teacher then can facilitate more oral language by asking questions about the sentences after everyone has had a chance to read a sample.

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Choose another wordless picture book or story that the student is familiar with and at his / her reading level
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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