RUNNING HEADER: MODULE 3

Module 3- Planning for Second Language Acquisition Challenges

Meggan M. Sandoval
OTL- 565
CSU-Global online
Dr. Hanan Tawil-Hijazi
December 28, 2014

Module 3- Planning for Second Language Acquisition Challenges

CSU-G Course:

Your Name:

Meggan Sandoval

Subject / Course:

Cultural and Linguistic Diversity in the Differentiated

Topic:

Planning for Second Language Acquisition Challenges

Lesson Title:

Static Electricity

Level:

3-4

Lesson
Duration:

OTL 565

2 days

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON

WITH RESEARCH THAT SUPPORTS ITS EFFECTIVENESS

Common Core or State Standard(s):

Topical Vocabulary: Students at all levels of English language proficiency are exposed to grade
level words and expressions, such as: static electricity, charge, attract, repel. National Science
Education Standards B.3 Light, heat, electricity, and magnetism (Grades K-4): Electricity in
circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete
loop through which an electrical current can pass (CDE, 2011).

Description of Lesson as currently taught:

Pre-production- CDL Students are non-verbal at the early stages of their learning. During the preproduction stage, encourage students to listen to rhythm and patterns of the content. Introduce a
KWL chart for the student to make background connections with the content.
Early-production- State reasons for outcomes of experiments on electricity performed using
visual representations and sentence starters (e.g., The bulb turned on because...,The balloons
attracted/ repelled because) The teacher will model an experiment to the class.
Select and name reasons for outcomes of experiments on electricity performed using visual
representations of possible outcomes (e.g., electricity goes, electricity stops).
Speech Emergence- Describe reasons for outcomes of experiments on electricity using visual
representations and graphic organizers, along with a set of experiments for the student to try. CDL
students will be grouped with English proficient student(s) to begin scaffolding static electricity in
their own experiments.
Intermediate Fluency- Summarize reasons for outcomes of experiments on electricity using
visual representations.
Advanced Fluency- Draw conclusions about experiments on electricity by submitting an exit slip.
CDL students have an option of drawing a visual, but should work on writing skills (CDE, 2011).

Module 3- Planning for Second Language Acquisition Challenges

Pre-Assessment AND Stage of Second Language Acquisition (SLA), if Applicable

Pre-Assessment

Pre-production-Educators should provide an outline of the notes on the

board for CDL students. A KWL will be modeled and introduced after a lecture
of the lesson. CDL students will be paired with English proficient students to
complete the KWL on static electricity. Avoid forcing CDL students to speak
prematurely. CDL students should be given time to demonstrate their
understanding (Stages of second language acquisition, table 3.3).
Early-production-CDL students will manipulate the static electricity
experiment to promote comprehension. This will encourage cooperative
learning for students. Students should be challenged regardless of their
language proficiency levels (Stages of second language acquisition, table 3.3)
Support staff should be on hand for any misconceptions the CDL student may
have.
Speech Emersion-After the initial experiment, CDL students should have an
opportunity to see a visual representation of the results of the experiment, and
discuss their findings in groups and as a class.
Intermediate Fluency- Introduce complex vocabulary for the CDL students.
Advanced Fluency- Students will draw final conclusions through providing a
visual or paragraph of static electricity using or labeling vocabulary.

Second Language Acquisition Stage Identification (Preproduction, Early

Production, Speech Emergence, Intermediate Fluency, Advanced Fluency)

Learning Target (Objectives, Student Set Goals, and/or Essential Questions):

Objective Students at all levels of English language proficiency ANALYZE experimental

observations.
Students at all levels of English language proficiency are exposed to grade level words and
expressions, such as: static electricity, charge, attract, repel.
Student Set Goals Students discuss their observations, and draw conclusions about the
outcomes of electricity experiment in small groups.
Students will write and use sophisticated vocabulary that surrounds static electricity

Module 3- Planning for Second Language Acquisition Challenges

Essential Questions What is static electricity?

What are the vocabulary words for the lesson?
What did you learn from the experiment? (following the KWL chart)
Name an example of static electricity?

Learning Task (Remember to consider relevance and career/workforce readiness skills around what is
being taught AND Second Language Acquisition Stage Instructional Modification Ideas) NOTE: if do
not have any CLD students in your classroom, identify strategies that would meet the needs of other diverse
learners who are performing above or below the majority of the students in the class:
Number of Days: 1
Learning Task

Students will work in pairs to complete a KWL chart.

Students will work in groups to experiment static electricity.
Students will complete an exit slip.

Student Differences
You have learned that differentiation consists of planning lessons in response to
student differences in one or more of the following areas: Readiness, Interest, and/or
Learning Profile/Style. Choose which area you will use to differentiate your lesson.

Readiness: The level of a students skills or understanding of a topic, do some

need scaffolding and others challenged?
Interest: Finding ways for students to pursue individual areas of interest about the
topic; will choices be given?
Learning Profile/Style: What is the intellectual preference of the student?
Individual vs. group work; multiple- intelligences, etc.
My two CDL students personal preference is working with partners or groups. I

constantly provide a plethora of opportunities for the students to work together to

further discuss and understand. CDL students should be guided by visuals, graphic
organizers, or charts. ELLs learn to express themselves with greater confidence
when working in small teams. In addition to 'picking up' vocabulary, ELLs benefit
from observing how their peers learn and solve problems (Colorado, 2007).
Varying Tasks
You have learned that in order to differentiate instruction the educator can vary the
task in one or more of the following areas: Content, Process, and/or Product. Choose

Module 3- Planning for Second Language Acquisition Challenges

which area you will differentiate. Then describe in detail exactly how you will
differentiate your lesson based on the area you selected.

Content: What students are to learn

As Greene (2014) states, another teaching technique that is beneficial for ELLs, is
to provide them with relevant background knowledge about a topic to be discussed
in class, or activate their existing knowledge of a topic. I believe this is beneficial
when starting a lesson. Using a KWL chart can encourage writing proficiently in
English at the first stage of pre-production. The content is the most important part of
the lesson because the content needs to be absorbed by the student- differentiating is
a must for ALL students. It is important to provide CDL students with many
strategic types of scaffolding to support student development (Greene, 2014).

. Includes instructional strategies, adjustable assignments, and curriculum approaches.

Product: How students show what they have learned. Includes performance tasks
and assessment tools.

Feedback Strategy (Frequent checks for understanding):

Checking for understanding can be tricky with CDL students. NCTE (2008) expresses, set high
expectations for ELLs. ELLs will perform much better if placed according to academic
achievement, rather than language proficiency. Placement in challenging classes with quality
instructions will enable them to learn more. In this particular lesson, the teacher will use the
students native language to help the student understand the vocabulary by providing a pocket
translator. This will allow the student to fill in the KWL chart, demonstrate the experiment, and
produce a slip with a final understanding.

Summative Assessment (Collect student data):

Exit Slip FormatDraw and label how static electricity is conducted or- write a summary about static electricity
using the following vocabulary; static electricity, charge, attract, repel.

***Challenge words- Conduct, discharge, imbalance, and electrical.

SOURCES: Add a References Page for the research/sources you used to determine your
strategies above (begin on a new page and follow the APA guidelines in the CSU-Global Guide
to Writing and APA Style).

Module 3- Planning for Second Language Acquisition Challenges

YOU WILL COMPLETE THE FOLLOWING SECTIONS IN

MODULE 4, AFTER THE LESSON IS TAUGHT

Self-Reflection for Continuous Improvement:

Explain what went well in the implementation of your lesson. What changes would
you make to improve based on student achievement data and/or evidence? A visual
display of the student achievement data must be included (i.e., table, graph, chart,
etc.). What are the next steps for the students in your class, a group of students,
and/or an individual student to ensure EVERY student is proficient? What are the next
steps for you in becoming better at differentiating your instructional approaches for
all learners in your classes? Use research (Module readings from the course text and
1-2 articles from outside sources) to support your choices and ideas.

Evidence of Implementation:
Attach student work, photos of the lesson in progress demonstrating student motivation/engagement and/or
any other evidence as proof of implementation. Remember to maintain student confidentiality (e.g., names
removed, etc.) and follow school policies around student photos, etc.

Module 3- Planning for Second Language Acquisition Challenges

SOURCES: Add any additional sources or research you used in this second part of the
template to the Reference list you began earlier. (Remember to follow the CSU-Global Guide
to Writing and APA Style).

Module 3- Planning for Second Language Acquisition Challenges

References
Colorado Department of Education (2014). Colorado English Language Proficiency. Colorado
standards. Retrieved from:
http://www.cde.state.co.us/standardsandinstruction/coloradostandards-celpstandards
Colorado, C. (2007) Cooperative learning strategies. Colorin Colorado.
Retrieved from
http://www.colorincolorado.org/educators/content/cooperative/
Greene, R. (2013). 5 Key Strategies for ELL Instructiion. Teaching Channel. Retrieved from:
https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/
NCTE. (2008). English Language Learners. National Council of Teachers of Education.
Retrieved
from:http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBri
ef.pdf