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Assignment 3 Language Functions and Instructional Support

Assignment 3 Language Functions and Instructional Support. By: Candice Carmichael. Second Grade Pull-Out Group. Unit Topic: Circle of Life

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Assignment 3 Language Functions and Instructional Support

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  1. Assignment 3Language Functions and Instructional Support By: Candice Carmichael

  2. Second Grade Pull-Out Group • Unit Topic: Circle of Life • I am currently working with my clinical supervisor in teaching the second grade ELL pull-out group language functions using the broader theme of “Circle of Life.”

  3. Subtopics • Topic: Circle of Life • Main Idea or “Big Question” : How do we change as we grow older? • Subtopics: • Human life cycle (baby, child, teenager, adult, grandparent.) • Life cycle of a butterfly • Life cycle of a frog • Life cycle of a opossum.

  4. Language Functions • Listening • Follow oral directions and commands. • Listen to an informational text or report read aloud. • Speaking: • Using the suffixes “-er” and “-est” to compare and contrast different items, people, or animals. • Describe people and animals and how they change over time. • Express opinion on different issues. • Reading: • Match pictures with words. • Writing: • List, classify, and categorize traits of different people and animals. • Summarize informational text • Use a graphic organizer to create a timeline of events.

  5. Language Supports: • Visual Supports: • While reading about the life cycle of the opossum, the students were provided a diagram and images to support their understanding of that life cycle. • During the read aloud on the life cycle of the opossum I provided the students with real-life objects to see the size of the opossums as described in the book. For example: I gave the students dimes and a ruler to gain a better understanding of the size of the baby opossums that the reading described. • Graphic Supports: • Timeline and charts- the students were provided with both a timeline and a life cycle chart to understand the life cycles of different animals. • Interactive Supports: • Cooperative group structures: When defining new content vocabulary, students can create sentences with a partner using that term, or discuss examples of the new terms.

  6. Language Supports Cont. Language Supports I can use, not mentioned in the book: A language support that I would have used while implementing my lesson on the “Circle of Life” with the second grade pull out group is modeling. While reading the informational text on the life cycle of the opossum, I think it would have been beneficial to model some think aloud strategies for defining new vocabulary. For example, one of the new vocabulary terms presented in the text was “transparent.” When I encountered this word I could have modeled the comprehensions strategy of asking questions to determine the meaning of this new word. I could have said aloud to the group “How can I find out what this word means? Well after the word “transparent” the next sentence says “easy to see through.” Asking these kinds of questions helps me to figure out a new word.” Modeling comprehension strategies for the group would help to support them when they encounter new vocabulary in the future.

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