“The Diversity or English Language Learners.”

This lesson contains three student scenarios. You will select only one scenario and answer the two prompts and one question below. Make sure your responses to the two prompts and one question are four to seven complete sentences. These scenarios are from the Colorin’ Colorado article “The Diversity or English Language Learners.”

Choose one scenario and complete and respond to the following:

1. Name and describe one research-based differentiated instructional strategy that is appropriate for the student in the scenario.
2. Name one research-based practice activity you would have students complete to practice the skills. Describe in detail what students would complete.
3. Name and describe the formative assessment you would use to determine mastery?

Scenario 1 Luis:

Luis is a new arrival and is entering the third grade in a U.S. school for the first time. He attended pre-kindergarten through second grade at a private school in Juárez, México and has a high literacy background in Spanish. His math is at an equivalent to fifth grade in the United States.

Luis would benefit from an accelerated intervention that teaches him some basic sentences and function words in English so that he can understand what the teacher is asking students to do (e.g., open your books, ask your partner, listen to the story on the tape). With a focus on function words and sentences, Luis will be able to understand and read English by the middle of the year and be quite fluent by the end of the year. Spending some quality time after school with him will help him move quickly through the lessons and the English language.

Scenario 2: Marla

Marla has been in the United States since kindergarten, but she is still identified as Limited English Proficient in second grade. Her parents are from Puerto Rico and do not speak English very well. Teacher and parental pressure to move her quickly into English resulted in subtractive bilingualism where she wasn’t able to develop her literacy skills in Spanish. She struggled with reading all through first grade.

Marla needs an intensive intervention of phonics and English vocabulary that goes beyond basic words. She would benefit from formal intensive tutoring by a reading specialist. Once she reviews the sounds of English, teaching her comprehension skills (e.g., main idea, details, cause and effect) will help her improve her oral and reading skills.

Scenario 3: Alberto

Alberto is in the second grade and has great difficulty understanding English. He can decode in Spanish but has difficulty answering questions about what he read. His parents are migrant workers who spend only a few months a year in three different states. That means that Alberto attends three different schools with three different literacy programs. One is bilingual and the other two are English-only. He did not attend kindergarten, and his difficulties began in first grade where most students were far ahead of him in social skills and language.

Alberto needs support socially and academically. First, Alberto needs to feel comfortable in the new classroom setting. Alberto also needs support with reading comprehension. Think about one area of reading comprehension you could focus on in your content area. Then choose an instructional strategy, a research-based practice activity for the area, and name and describe a formative assessment you could utilize to determine if Alberto has mastered the skill or concept.