Ming: A Case Study

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

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Ming: A Case Study. EDUC 5435, Summer 2007 Keri Kilker and Connie Garcia Book used: One Frog Too Many By Mercer and Marianna Mayer. Ming: Student Background Information. Older 2 nd grader (retained in 2 nd grade in ’05-’06/started 1 st grade at the age of 7) - PowerPoint PPT Presentation

Transcript of Ming: A Case Study

Page 1: Ming:  A Case Study

Ming: A Case Study

EDUC 5435, Summer 2007Keri Kilker and Connie Garcia

Book used: One Frog Too ManyBy Mercer and Marianna Mayer

Page 2: Ming:  A Case Study

Ming: Student Background Information

Older 2nd grader (retained in 2nd grade in ’05-’06/started 1st grade at the age of 7)

Attends Denver Metro Elementary School

Most current HLS (’06-’07) 70% of language spoken in the home = English/ 30% = Chinese

Chinese was learned first and usage and knowledge of Chinese and English are now equal

Reading and Writing are done only in English

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Ming’s ESL Information

Last documented LAU level= LAU B (obtained through the Woodcock-Munoz in ’04-’05)

Currently receives pull-out ESL for 5 hrs/wk.

Ming’s regular ed teacher and her ELL Specialist think she has a higher LAU level

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Ming’s CELA/District Assessments

2007 CELA: Speaking 505/3 Listening 538/5 Reading 419/1 Writing 466/2 Overall 483/3 PALS: Primmer/DRA: 12 2nd grade Writing: 11/16 2nd grade Math: 69

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Ming’s Strengths

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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ELD Structures Identified

Issues with plural subject/verb agreement (error: 6 times)

Issues with pronunciation (/th/ vs. /dd/) with the words “other” and “another” (error: 6 times)

Run-on sentences without proper transitional words

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Teaching Strategy: Plural Subject/Verb Agreement

Single subject / verb agreement vs. plural subject / verb agreement

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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Demonstration

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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Procedure

The teacher does a picture walk through the book “One Frog Too Many.”

Number off in groups of 3

Each group receives a baggie with 3 sets of cards: subjects, verbs, feelings/adjectives

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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Procedure continued 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).

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.)

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.

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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What comes next???

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

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.

WPB: Tell the story in their own words

Storybook; Re-tell the story in their own words