Name: Genevieve Taylor, Dani’el Figueroa, Ana...

Brenda HornerEdison State College Dr. Rollins ESOL Capstone Project SOLOM Matrix Activity

Interviewee’s Native Language: __Spanish____Approximate Age: __8_____Country of Origin: ____Cuba__________________________Approximate years living in the United States: ______3_____________

SOLOM (Rating scale)

Listening Speaking

Comprehension Fluency Vocabulary Pronunciation Grammar

Rationale for that score (provide specific examples):

Kevin occasionally needs clarification if he comes across an idiom or unfamiliar word. I have had to discuss with him a idiom used in the reading book “ his blood turned to ice” and interpreted that this is not what actually occurred but that the character was just very shocked in the story


Kevin is only slightly hesitant during his reading or to speak in English. He does speak in everyday conversations in the classroom or in group discussions. He does have to search for the correct expression when he encounters an unfamiliar word. During shared reading I have noticed the pausing if comes to a word he hasn’t seen before.


Kevin needs some work on his vocabulary. Kevin is still learning and expanding his vocabulary in the English language. He used simple sentences during our last writing assignment and totally omitted using any of the new vocabulary words we had just learned for the week.


Kevin has good pitch and tone when he does repeat a word in English. He tends to try and speak a little too fast though from time to time. I have noticed in conversation that he still rolls his “R’s” a little too much during conversation when saying certain words.


Word errors make comprehension very difficult from time to time. Kevin does make some mistakes with grammar and word order. He has used a familiar Spanish word in the place of an unfamiliar English word when writing. The spelling may be similar was similar to the English word but inappropriate in the sentence.

Score: 4 Score: 4 Score: 3 Score: 4 Score: 3

Total Score (by adding each score from all five areas): _____18 _______

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Level of Oral Proficiency (from SOLOM levels of Oral Proficiency table): _____Level 3 _ Intermediate Fluency___

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Name: Brenda Horner Date: 8-16-13

Content Area(s): Language Arts/ Reading Grade Level: 3 Allocated Time: 30 minutes

Topic: Comprehension

Standards:CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Instructional Objectives/Learner Outcomes:

Students will be able to identify the Character, Setting, and Theme of the story “Flash to Bang “with 80 percent accuracy or better.

Assessment:Graphic Organizer

Materials:Reading book TESmart board

Vocabulary:CharacterSettingTheme

Instructional Procedures:

Hook

Introduction

Step-By-Step Procedures

Closure

5 min.

(amount of time)

1. Teacher will have the Flash Gordon song playing as students walk into the classroom.

2. The smart board will have the picture of the story they will read on the smart board.

3. Use the smart board and graphic organizer to discuss as a whole group what the Literacy Elements: Character, Setting, and Theme have students give examples of each element on the smart board.

4. Remind students of the weekly concept- Trying New Things. Have students read “Flash to Bang” on p. 25

5. Reread the first two paragraphs of the story modeling how to use the graphic organizer, and then allow the students to work in small groups to finish the graphic organizer. (ELL: Remind students to use their background knowledge about thunderstorms to identify the setting). Use white boards to draw pictures of parts of the book and organize thoughts

6. The groups will share with the class their graphic organizer to compare and contrast. They should be very similar in answers.

12 min.(amount of time)

10 min.

(amount of time)

3 min.

(amount of time)

Accommodations:ELL 1 or 2

Vocabulary A vocabulary list with Spanish and English for the student will be provided.

Instructional I will check with the student frequently and repeat while speaking clearly the

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ELL 3 or 4

ESE

directions for students understanding.Grouping

Student will be working in a small group, one student that can speak their native language in case they need help.

Vocabulary Student will have a Spanish/ English dictionary.

Instructional I will give the student the instructions in advance to check for any questions they may have.

Grouping Place the student in a group with English speakers to increase their exposure to the English language.

Vocabulary

Seat students at the front of the room that need to see the board Give students a list of vocabulary they will need Check frequently for understanding of vocabulary

Instructional Check students understanding frequently Have a shoulder buddy Put instructions on board Allow student to tape record instructions

Grouping Put students with a partner that can help them and is a good role model Allow extended time with a peer to assist student

Extensions or Alternate Activities

Have students do a graphic organizer showing the Literacy Elements of a favorite book or story they have read in the past.

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Name: Brenda Horner Date: 8/ 18 / 2013

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Content Area(s): Reading Grade Level: 3 Allocated Time: 30 minutes

Topic: Fluency

Standards:CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


Students will read aloud Babe fluently with 80% accuracy or better.

Assessment:Teacher will assess as student reads aloud using, Running Record Symbols and Marking Conventions.

Materials:Students bookTeacher copy of story to write on BabePencilTape recorderFake telephone

Vocabulary:Fluency


Hook

Introduction


Closure

3

(amount of time)

1. I will hand the phone to the student and tell him to have a pretend conversation.

2. I will then let them know that they will be reading out loud to me as I write and tape them.

3. I will model by reading the page with the correct rate (or speed), adjusting my speed to go faster when the text is familiar, and slowing down when the text is difficult or unfamiliar. I will model following my reading with my finger under the words.

4. I will instruct the student to listen very carefully to see if I read the text at an appropriate rate. Notice if I slow down when I come to a word or sentence that is difficult. (Read, and model slowing down and going faster while reading.)

5. Next I am going to read the paragraph with poor rate, paying little or no attention to my speed as the student continues to following in their book. I will instruct the student to listen very carefully to see where I should have slowed down or gone faster.

6. The student will use the fluency phone as they read. The teacher will use the Running Record Symbols and Marking Conventions while listens for the student’s fluency accuracy.

7. Discuss whether the phone helped the student feel more at ease while reading aloud.

12(amount of time)

40(amount of time)

3(amount of time)


Vocabulary Check students understanding of the vocabulary one on one and review work for vocabulary use.

Instructional check often for understanding/review

Grouping Group student with all English speaking students

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ELL 3 or 4

ESE

Autistic

Vocabulary

Print out vocabulary list and definition with pictures (if applicable) the night before for student to take home and use in class next day.

Instructional use specialized instruction

Grouping Peer tutoring, and check student often for understanding and review.

Vocabulary

Use pictures and symbols next to vocabularyGive vocabulary list in advance

Instructional Ensure oral instructions are understoodGive pre and post organizer if necessary

Grouping Seat student near positive role model that can help them.Allow student to work with buddy.


Reread the story and while trying to use expression and fluency.

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Name: Brenda Horner Date: 8/ 22/ 2013

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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=mqaSugy8xNHBcM&tbnid=lvPz1k5CaY1D6M:&ved=0CAUQjRw&url=http://www.ebay.com/itm/step2-silver-replacement-play-kitchen-phone-kids-toy-sound-not-working-step-2-/111145660665?pt=Pretend_Play_Preschool_US&hash=item19e0cc30f9&ei=FxccUs77H8ag2gXdgIHgCQ&bvm=bv.51156542,d.b2I&psig=AFQjCNHmJbqSzok6AOG8Ne5_lsr5TuG2eA&ust=1377658994001505


Topic: Vocabulary

Standards:CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.CCSS.ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).


Students will use vocabulary words correctly with 80 % accuracy or better.

Assessment:Letter tile drag and drop on smart board.

Materials:Vocabulary ListSmart board / letter tile drag and dropWhite boards and markersPaper towel

Vocabulary:CringedPlentifulReactionRejectBatBatteryBlewFuelPlugTermVision


Hook

Introduction


Closure

2

(amount of time)

1. Vocabulary Scavenger Hunt will be written on the board for students to see.2. We will discuss our list of vocabulary words on the smart board using a

matching game. Students will come up and match the word with the definition.

3. We will have a discussion on all the words and their meaning.

4. Teacher will discuss the expectations during the scavenger hunt. All students are to act mature and walk while locating the vocabulary and the definition of the word.

5. Students will locate the words in the class room as classical music is playing, when the music stops students will then freeze and listen for instructions as to how many words are still missing or if they have all been located. Students will place the correct definition with the correct word on board with a piece of tape. Matching the vocabulary together.

6. Students will draw a picture for each vocabulary word and share it with their group table.

10(amount of time)10(amount of time)

8

(amount of time)


Vocabulary Encourage students to underline key words or important facts. Print out vocabulary list and definition with pictures (if applicable) the night before for student to take home

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ELL 3 or 4

ESE

Learning Disability

and use in class next day.Instructional use concrete reinformcement

Grouping Provide repeated reviews and drills.Check for understanding frequently

Vocabulary Speak slower; shorten sentences

Instructional give oral clues or prompts

Grouping Use visual aids. Peer tutoring, and check student often for understanding and review.

Vocabulary

Use hands-on activities, pictures, or diagrams to support understanding of abstract concepts or complex information.

Instructional Ensure oral instructions are understoodGive pre and post organizer if necessaryAllow student to tape record

Grouping Allow for extra time to participate.Seat student near positive role model that can help them.Highlight important information in their book or notes.


Students will write a paragraph, using as many vocabulary words as possible.

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Name: Brenda Horner Date: 2013

Content Area(s): Reading Grade Level: 3 Allocated Time: 30 minutes

Topic: Pronunciation

Standards:CCSS.ELA-Literacy.L.3.1b Form and use regular and irregular plural nouns.CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


Students will verbally use –s, -es, and –ies tense appropriately at the end of the lesson with 80% or better.

Assessment:Verbal use of –s, -es, and – ies during

Materials: Vocabulary words written on slim sheets of paperLarge construction paperStaplerSharpie

Vocabulary:CompartmentCopyMysteryBatBatteryClothTermFlyCornPlugFlowerBoxPartyWish


Hook

Introduction


Closure

3(amount of time)

1. Students will have the supplies lying on their desk when they have a seat.2. Teacher will discuss the expectations when working with the stapler and

paper.

3. Students will fold their paper in half long ways, then in thirds.4. Students will unfold so that you can see the creases just as in a wallet.5. Students will place two staples at each end of the paper and one staple in each

fold of the wallet to separate the compartments.6. Teacher will check for students understanding by walking to check students

work.

We will briefly review the past lesson on plural and singular tense on the smart board.

7. Students will then work with a shoulder partner; taking turns fill the wallet with the vocabulary words in their proper plural suffix.

12

(amount of time)

40(amount of time)

3

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(amount of time)

8. There will be a parking lot on the board for any words students were not sure of the proper suffix for review after the lesson.


ELL 3 or 4

ESE

Visually impaired

Vocabulary Give vocabulary in advance, model words if applicable. Allow student to tape words and definitions.

Instructional lower difficulty level

Grouping Group student with all English speaking students. Allow extra time for student to participate. Check often for understanding.

Vocabulary

Use visual aids. Give vocabulary in advance and use pictures and manipulative as much as possible. Use thumbs up and down for understanding.

Instructional demonstrate concepts


Vocabulary

Provide vocabulary in advance to take home. Provide specialized equipment, such as an optical enhancer, magnifier, tape recorder, stylus and slate, or braillewriter.

Instructional Have student seated close to me during instruction. Provide copies of class handouts and materials with key information in an embossed format. Check frequently for understanding and review.

Grouping Seat student with a shoulder partner. Make the student feel comfortable asking for assistance. Allow extra time for student to participate.


Students will come up with other words that would fit in the wallet besides the words provide.

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Name: Brenda Horner Date/2013


Topic: Grammar

Standards:CCSS.ELA-Literacy.L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*CCSS.ELA-Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.


Ability to identify a subject and verb in a sentence and identify fragment sentences with 80% accuracy or better.

Assessment:Smart board exercise identifying the subject, verb and fragment sentences of each sentence.

Materials:Smart boardStudents Reading books

Vocabulary:SubjectVerb


Hook

Introduction


Closure

3(amount of time)

1. Teacher will teach what part of the sentence is the subject and which part is the verb.

2. Place a list of subject and verbs on the board.3. Teacher will play the subject and verb movie from the text.4. Listen to the Verb and Subject Rap

5. We will do the first five examples as a group6. Students will instruct the teacher to what part of the sentence (subject and

verb) needs to be labeled.

7. Students will individually come to the board to circle the subject and underline the verb in each sentence. Some sentences will be fragments. The student can phone a friend if they need help. Teacher smart board activity as the assessment.

8. Students then make the fragmented sentences into complete sentences adding the subject or verb where needed.

9. Students will work individually on the computer playing games that allow the student to make a proper sentence.

12

(amount of time)

40(amount of time)

3(amount of time)


Vocabulary Give vocabulary in advance, model words if applicable. Allow student to tape words and definitions.

Instructional use graphic organizers

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ELL 3 or 4

ESE

Visually Impaired

Grouping Group student with all English speaking students. Allow extra time for student to participate. Check often for understanding.

Vocabulary

Use visual aids. Give vocabulary in advance and use pictures and manipulative as much as possible. Use thumbs up and down for understanding.

Instructional allow copying from paper/book


Vocabulary

Provide vocabulary in advance to take home. Provide specialized equipment, such as an optical enhancer, magnifier, tape recorder, stylus and slate, or braillewriter.

Instructional Have student seated close to me during instruction. Provide copies of class handouts and materials with key information in an embossed format. Check frequently for understanding and review.

Grouping Seat student with a shoulder partner. Make the student feel comfortable asking for assistance. Allow extra time for student to participate.


Students will come up with their own complete sentences labeling the subject and verb in the sentence.

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SOLOM Matrix ActivityInterviewee’s Native Language: __Spanish_____________Approximate Age: __8_____Country of Origin: ____Cuba__________________________Approximate years living in the United States: ______3_____________

SOLOM (Rating scale)

Listening Speaking

Comprehension Fluency Vocabulary Pronunciation Grammar


Kevin’s comprehension is very good. He was able to tell me events in the store with great detail, even after we did shared reading. Kevin could tell me the sequence of events with ease and accuracy. I was truly impressed at how much detail he was able to recall. Kevin’s difficulty in other reading areas doesn’t seem to interfere with his comprehension as much as I would expect. I feel this is Kevin’s strongest area in reading.


Kevin is not on grade level with his reading. I conducted a fluency test for an assessment of one of our lessons. He loves baseball so I chose a story about Babe Ruth. His reading level is 2nd grade and this was evident in the fluency assessment. He struggles with some site words but is pretty good at sounding out the larger words. He will substitute a word he knows in place of the one he doesn’t.


Vocabulary is the area I felt that Kevin needed a lot of help in. His spell was horrible and he had no idea the meaning of his weekly vocabulary words. I tried to incorporate this repeatedly in the lessons to increase his exposure. His first test he failed and his last test he received a C. Drawing the pictures I believe brought the vocabulary to life.


Kevin still struggles occasionally with pronunciation of certain words. He has difficulty differentiating “e” and “i” sounds in certain words. When he sounds out a word he will make the hard “e” sound when it is actually the soft “i” sound.


Kevin still needs quite a bit of work on his grammar. I kept his score a 3 due to his need for more attention in this area. His sentences are very short and simple. On his last reading test he kept his answer to a minimum. He struggles with the tense of the word he needs to use to make a complete sentence. When he says it out loud he notices the difference but has difficulty doing it in his head.

Score: 5 Score: 3 Score: 4 Score: 4 Score: 3

Total Score (by adding each score from all five areas): _____19_______ Level of Oral Proficiency (from SOLOM levels of Oral Proficiency table): _____Level 3 _ Intermediate Fluency___

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Name: Genevieve Taylor, Dani’el Figueroa, Ana...

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