SEI Lesson Tool
Name: _______Kelly Nash______________________ Date: _________10/20/15_______________
Grade Level___2_____
Teaching Context: 2nd grade- regular education
Curriculum or Content Area: 2nd grade- general education
___17____ students in my class, of which ____2___ are ELLs
My ELLs’ linguistic and cultural background(s):
A.A. mostly speaks Russian at home with her family. When talking with her brother she usually speaks English. Did not attend any
pre-school. She speaks and understands Russian and is taking classes to learn to read and write as well. Her parents are well
educated and also speak good English.
H. C. is new to our school this year, coming from Quincy. He attended a language based pre-school in Quincy in addition to K-1. His
family is from China and speaks mostly Mandarin at home. His grandmother speaks a different dialect from China. The parents speak
Mandarin almost exclusively but H.C. does speak English with his siblings at home. H does not read or write Mandarin but speaks and
understands well.
My ELLs’ level(s) of English Proficiency:
WIDA ACCESS <Semester/Year>
5.0
4.0
3.2
5.0
4.3
3.8
5.0
4.1
H. C.
2.0
2.0
2.0
4.0
2.2
2.0
3.0
2.3
1
http://www.wida.us/standards/CAN_DOs/
Listening 15%, Speaking 15%,
Reading 35%, Writing 35%]
A. A.
Overall
Literacy
[Listening30%, Reading 70%]
Listening
Comprehension
Speaking
[Listening 50%, Speaking 50%]
Writing
Oral Language
Reading
Student(s):
[Reading 50%, Writing 50%]
See WIDA “Can Do” descriptors1 to help explain proficiency level based on ACCESS scores
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Other support services that my ELLs receive:
H.C. recently qualified for speech services but has not started receiving them yet.
Lesson Standards and Objectives
Content State Standards (discipline, standard number, and description):
Content Objective(s): Students will be
able to participate in a Partner Reading
activity during guided reading with an
article, The Difference Between Maps
and Globes.”
Language Objective(s): Language Objectives should be directly linked to the language skills students will need to be
successful in achieving the content objective.
Language Objectives Differentiation for Proficiency Levels:
Mentor Text or Source:
From ReadWorks.org- The Difference Between Maps and Globes
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Targeted Tiered Vocabulary2 from Mentor Text or Source
Tier 2 & Tier 3 words should be integrated into student product/assessment.
Ship, people, men, women,
children, place, months, dark, wet,
houses, built, food, eat, sick,
windows, ceiling, ocean
Year, ship, ocean, place, home,
weather, bad, winds, strong
Dog, family, kids, house, grandma,
movie, theater, roller coaster,
police, hero, home, “give away”,
sad, good
Letter, writer, question, author,
story, date
Happy, sad, surprised, tired, bored
Round, flat, map, different, same,
pocket, planet, place, spin, picture
Trip, sailed, worship, land, crops
Land, years ago, nearly, land, sail, across, north, plan,
end up,
Breath/breathe
Breathless, breathtaking
“lose your breath”, visit, horrible, reward, burglar,
view, “wanted”, miracle, “on the horizon”,
save/saved, faint,
Comparison, transform, amazed, description, craft,
body, greeting, closing, signature
Glad, ecstatic, excited, satisfied, delighted, joyful,
thrilled, blue, depressed, down, gloomy, melancholy,
glum, upset, nervous, alarmed, amazed, shocked,
stunned, startled, astonished, dazed, lazy, sleepy
sluggish, exhausted, flabbergasted
Pilgrims, the Mayflower, Atlantic
England
Pilgrims, Atlantic Ocean, Virginia,
Mayflower, Plymouth,
Halitosis vs. Hally Tosis (dog’s name)
metaphor, simile, sensory images
North America, atlas
Globe, similar, space, passage
Student Prerequisite Skills or Background Knowledge:
What content or language knowledge or skills do my ELLs need to successfully complete the content and language objectives? What background knowledge or skills might my ELLs already have in their
2
For more information on Tiered vocabulary, see Beck & McKeon (1985), Calderón (2007).
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primary language but may need help in transferring to English?
The content, language knowledge and skills that my ELLs need to have to successfully complete the objectives are:
-Previous experience with the 7 Steps, Partner Reading, Think Aloud strategies
-Previous experience with multiple choice questions and open-ended questions
-Knowledge of tiered vocabulary words
-Decoding and comprehension strategies to read at a GRL G or above
-Previous experience with retelling/summarizing
Assessment of content learning and language development:
Have I included Tier 2 & Tier 3 words in my assessment of my student’s discourse: written or oral?
I will assess my ELLs content learning and language development through:
-
informal assessments such as observing the students at work
-
listening in on students during Turn and Talk discussions during the 7 Steps
-
analyzing the completed multiple choice and open-ended questions
-
conversing with students as they complete their Partner Reading
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Content and Concept Language Integration
How have I integrated all possible domains into my teaching and learning strategies and activities?
Discourse Integration:
Sheltered Instruction Strategies
Which domain(s) does my strategy/activity target?
How does this strategy connect my content and language objectives?
Reading
Listening
Writing
Lesson Sequence:
Speaking
How does this strategy facilitate my students’ ability to access the content?
How does this strategy facilitate my students’ ability to comprehend the mentor text,
build essential knowledge, or produce oral or written discourse connected to the
content objective?
How does this strategy provide comprehensible input for my students?
7 steps
X
x
1. Developing an understanding of some of the
trickier words and concepts before reading the text
allowed the students to focus on the overall meaning
of the text. They were able to discuss the meaning of
the text with a partner and answer follow-up
questions that addressed surface level understanding,
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more thoughtful inferencing, as well as author’s craft.
This strategy helped my ELLs to produce academic
discourse by helping them to feel confident about
words that they would be using frequently to explain
the basis of the text and motive of the Pilgrims to
leave England. We had a group discussion about why
people would want to leave a place where they
weren’t allowed to go the church they wanted, or eat
foods that they liked. The discussions caused the
students to feel indignant about England’s rules.
When I briefly referred to learning that would be
coming up about some children not being allowed to
go to school because they had to help their parents
work, all students had something to add to the
discussion.
2. This strategy provides my students with the
important vocabulary words they will need to know,
understand and use to be able to understand, access,
and respond to the content material within the text.
The 7-steps is crucial to developing the vocabulary of
my ELL students so that they not only learn to use
these words within the context of this lesson, but
understand and apply them in other related curriculum
and beyond. When students turn and talk and try to
use the word as many times as they can, the ELL
student is hearing a variety of contexts for these new
words. If as a class, we display the word and make
efforts to use the word throughout the days, weeks,
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months, these once “new” words will become a
natural part of their vocabulary allowing them access
to the content.
3. Without comprehension of these key words, the
larger meaning of the story would be missed or
misunderstood making demonstrating understanding
of the mentor text nearly impossible. With access to
key vocabulary words, ELL students establish a
foundation to build upon as the concept develops. The
7-steps strategy gives students a practice period in a
low-pressure situation, just one peer partner, to try out
the word in sentences as well as hearing the word
used in a variety of contexts. Oral practice makes
using the word in writing significantly easier and
much less of a risk when the time comes.
4. This strategy provides comprehensible input by
developing understanding of the key words of a
content area, unit, or text at an appropriate level for
ELL students. The seven-step strategy develops the
context for each word in a variety of ways. Students
hear the word in the context of a text, a dictionary,
and an age/level appropriate definition. Because the
strategy provides a predictable structure, a variety of
definitions and contexts, and an opportunity to try
using the word orally, ELL students are able to
develop their understanding of the word. Given this
basis for important vocabulary words, students will be
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able to use the connections they have made to the
presented vocabulary to understand other parts of the
text as well.
Partner Reading
X
X
X
1. Variation #3 proved effective for ELLs because it
provided students the opportunity to discuss the pretaught vocabulary in a low-pressure partner situation.
It was helpful for the ELL students to hear the
vocabulary being used by native English speakers.
The native English speakers in some cases helped
their ELL partners with comprehension of the text.
The ELL students were able to model their speaking
parts after the example of the stronger speaking
English students and hear someone else’s opinion and
interpretation of the text. Some students were more
open and honest than others about their understanding
of the text and it was helpful for all students to hear
that there were parts that each partner could help
with. Both groups of students responded that reading
with a partner helped them to keep their focus so that
they remembered more details. They also helped them
to remember the meanings of the pre-taught
vocabulary words.
2.
This strategy facilitates my students’ ability to access
the content by providing an opportunity to listen to
their peers comment about the reading as well as
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orally express their own thoughts and opinions.
Students also take turns reading enabling ELL
students to listen to their peers reading from the same
context. This can help ELL students with
pronunciation and decoding issues. This support will
be useful when they need to access and apply the
contextual information at a later date. Hopefully, the
chances of the ELL student being understood increase
as well. These low-pressure opportunities also allow
students to revise and adjust their thinking
appropriately in cases of misunderstanding.
3. This strategy is a tremendous aid in facilitating
understanding of the mentor text. Hearing the
thoughts and opinions of their partner and being held
accountable for responding to the text orally keeps the
students actively involved with the text.
The production of oral discourse is a necessity in the
Partner Reading strategy. The fact that the discourse
is within a low-pressure situation helps ELL students
to take the risk of trying out new language. The first
attempt is the most difficult. Used successfully will
increase confidence and assist ELL students in using
the language in other contexts, including writing.
4. Partner reading provides comprehensible input by
allowing the student who is not decoding to focus all
of their attention on the meaning of the text. When the
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roles switch, the input from a peer regarding the
content of the reading is shared, helping the reader to
gain a deeper or possible a different interpretation of
the text. In both situations, the ELL student only
needs to focus on one aspect of reading at a time,
making successful comprehension more likely.
Partner reading also provides comprehensible input
by having a peer relay their thoughts and opinions in
a child-friendly way. In most cases, the peer will be
using language that is easier for the ELL student to
access than if an adult were to share their thinking.
Think Aloud
X
X
X
1. This strategy helped my ELL students to achieve
the content and language objectives through the use
of a model for speaking. A visual track of our
thinking as to the parts of a story was on chart paper
near me and where my Ell students were sitting. This
strategy helped students to produce academic
language because they heard the language orally
many times before trying it themselves. All of the key
words students needed to use was also written on a
chart displayed so that every child had access to it.
Also, by sharing some of my own thoughts, opinions
and experience, they were able to recall some of their
own experiences to share with a classmate.
2. Think alouds facilitate my ELL students’ ability to
access the content through oral clarification and an
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audible thought process by the teacher. Having an
adult break down difficult language within the context
of the material to be learned helps ELL students to be
able to focus on the content instead of the unfamiliar
words. Therefore, students can create their own
meaning for the content instead of being burdened by
a multitude of new language.
3. This strategy is crucial to the comprehension of a
mentor text and one I use frequently in all whole class
lessons. All students benefit from hearing a teacher’s
interpretation, word clarification and connections to a
story. Even when students have a decent
understanding of the text, hearing the thinking of a
teacher helps to deepen their understanding, which
facilitates expressing their grasp of the information to
others. If students gain confidence through a
commonality between their own understanding and
their teachers, it increases the likeliness they will
share their thinking with the class. Peer sharing in
turn increases confidence for others to take a risk and
share.
4. Think alouds provide comprehensible input by
taking difficult material and bringing it down to the
students’ level. In this situation, the teacher has the
ability to take a difficult text and make it applicable
and comprehensible to students. Activating
background knowledge, explaining difficult
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vocabulary words and sharing thinking throughout the
text makes the content more accessible for ELLs and
other students as well. The teacher can also check
understanding during the think aloud and provide
additional clarification if necessary.
RAFT
X
X
X
X
1. This strategy helped my ELL students to see an
example of what the final product could look like. We
brainstormed many possibilities that students could
use and this exposed ELL students to a wide variety
of possibilities for their own writing. This way, they
did not have to come up with everything on their
own/with their partner. They were able to piggyback
and expand upon ideas they agreed with most. The
ELL students in my classroom were able to produce
academic language after hearing it modeled
thoroughly by myself and their peers. They were able
to pull from past charts we produced as a class that
broke down craft moves of Jane Yolen’s that we
could use in our own writing.
2. This strategy was helpful in providing the access to
the content through extensive modeling and partner
work. Modeling the process, and deciding on the
focus of our letter promoted interest across the
classroom. Because the students were invested in the
activity, they put more effort into understanding the
content so they could relay the connected
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information. In order for the student to complete the
assignment, they needed to be familiar with the
content and able to use the related terms in the correct
context.
3. This strategy helped to produce oral and written
discourse. Because I gave the second graders a
partner to complete this assignment, students needed
to agree on what they were going to write before
putting it down on paper. In this way, they were able
to orally rehearse and bounce their ideas off their
partner before recording it. Partners helped each other
to include academic language in their writing. For
ELL students, working with a partner proved
especially important because they had multiple
opportunities to hear, speak and write the information
related to the content.
4. RAFT provided comprehensible input through the
multiple opportunities to see and hear the language
necessary to completing the assignment. First, they
heard the language during a teacher think aloud and
then had time to discuss the material in their own
words with a native English-speaking peer.
Ratiocination
X
X
X
1. This strategy helped my ELL students by providing
them with a word bank to make their writing more
interesting and to expand their vocabularies. All
students were able to make poignant changes with
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the support of a partner, our class charts and
teacher support when necessary. Having charts of
categorized feelings words helped my ELL
students to engage with their partner when they
tried to get across why or why not they thought a
particular word would or wouldn’t work. They
had to say a little more about their feelings and
the basis for their feelings, which some students
were also able to incorporate into their writing.
Choosing from the chart took the anxiety away
because they already had a group of possible
choices but just needed to choose the right one.
2. This strategy facilitated my students’ ability to
address the content by giving them a very specific
focus to improve upon. ELL students have to think
about so many things as they write, taking away from
the quality of their writing at times. Given a specific
focus, a word bank and practice with the tiered words,
they could concentrate on just improving the feelings
words in their pieces. Using interesting words raises a
students’ score when writing is assessed formally.
This focused practice ensures ELL students’ scores
will rise along with the class.
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3. Ratiocination facilitated my students’ ability to
produce written discourse by compelling them to
improve upon something that is typically difficult.
Choosing the best and most precise word is no easy
talk for native English speakers in second grade. ELL
students have the added challenge of less exposure to
the multitude of words we use in the English
language. This strategy also allowed my ELL students
to converse with a partner to decide on the best
vocabulary word to fit their piece. Through oral
discourse and hearing another child’s rationale, they
gained more exposure and experience with feelings
words.
4. Ratiocination helped my ELL students to receive
comprehensible input by honing in on a difficult
aspect of English learning with a partner. By
incorporating the 7-steps to introduce and give
practice with new vocabulary, students were better
able to use new and interesting vocabulary words in
their pieces.
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Further Practice:
Homework or extension activities: How do these activities reinforce the comprehension and discourse as well as content or language objectives I have set for my ELLs?
-
The content material covered will be built upon during Social Studies geography lessons.
The skill of summarizing will be practiced throughout the year during guided reading, reading conferences, think alouds,
“buzzing” about our books and reader responses.
Asking questions to clarify will be built upon during reading lessons.
Lesson Integration Checklist:
□ My Content and Language Objectives support each other.
□ I differentiated my language objectives to accommodate my students’ proficiency levels.
□ I used my students’ proficiency levels when choosing my instructional strategies to support their content and language
learning.
□ I chose activities that integrate speaking, writing, reading, and listening to the extent possible.
□ I differentiated my assessment to accommodate my students’ proficiency levels.
□ My assessment reflects the targeted language from my lesson’s mentor text or source.
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Steps in Building an SEI Lesson
After selecting the appropriate academic content and WIDA ELD standards:

Develop content and language objectives

Choose a mentor text that appropriately aligns to the standards and objectives

Analyze/Parse text

Choose & Tier vocabulary

Identify main concepts & connect with previous lessons

Select strategy to pre-teach vocabulary

Design activity to draw on background knowledge

Select reading comprehension strategy

Develop an activity that allows students to engage in the content, consolidating knowledge & skills

Select/develop assessments (formative/summative)