Exploring Methods of Teaching and Learning

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Stage 1 – Desired Results 

Content Standard(s):

CCSS.ELA-LITERACY.L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.6.1.E

Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

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Essential Questions:

Day 1  (5 minutes)

1.  How valuable to your future is the ability to understand English and express yourself in the English language?

2.  How might your future be different if you speak English?

(5 minutes)

• C - curiosity

• C - connection

• Cultural sensitivity to need in her culture

 

Students will set their own personal goals:

Day 1

1.  take an initial formative assessment, reviewing the performance rubric, and evaluating what they know now and what they want to know, relating goals to real life  (Mueller, J.  2016)  (15 minutes) 

• C - curiosity

• C - connection

Progress on students' personalized goals will be monitored by… 

Day 2

1. frank discussion and review of goals, referring to goals previously set (10 minutes)

• C - curiosity

• C - connection

2.  design a display of goals - poster, painting, chart or some other design initiated by student (15 minutes)

• C - curiosity

• C - connection

3.  Create the display using paints, drawings, pictures from magazines, markers, etc. This can be started in class and      finished at home, if she wants.  I want this to be fun, creative, realistic, and meaningful.  I will have a variety of     

     materials for her to choose from.  (15 minutes in class)

• C - curiosity

• C - connection

• Cultural awareness that she has little access to internet

               and/or art supplies

Day 3

1.  work on goal display  (15 minutes)

• C - curiosity

• C - connection

Day 4

1.  read, discuss, and assess effort using effort rubric for self-assessment  (Rubric will be given to student/s to look

     over,  then I will explain if necessary, since my students have only seen one rubric in their lives in one of our

     previous classes.)  (15 minutes)

• C - curiosity

• C - connection

Day 5 - 9

1.  Display student goals, refer to them daily, discuss progress (3 minutes)

• C - curiosity

• C - connection

Day 10

1.  At the end of the lessons/unit, we will take a post-test (the same as the pre-test), to    

    evaluate progress.  Then we can review the goals set, review the standards, review    

    the effort rubric, and assess the process of learning.  (15 minutes)

• C - curiosity

• C - connection

 

Rules and Procedures: 

Every Day Rules:   

1.  demonstrate respect for teacher's time/class time and arrive promptly (In the Latin culture of Panama, arriving 30 

     minutes after the set time is acceptable, but longer than that is not.  I am working with a student on a scholarship             program and she is expected to be on time.)

• Cultural awareness of different perceptions of time 

2.  come prepared for learning session with home assignments, questions, paper, pencil, and a desire to learn

• Cultural awareness of responsibility - this is an expectation for students in her culture

3.  teacher (me) will be on time, prepared with practice conversations, have learning area in my home clean and     

     prepared, computer charged and ready (especially important if electricity goes out)

• Cultural awareness that this is not always expected in her culture, but I want to model this as a sign of respect for my students

 

Every Day Procedures:  

1.  learning area will be set up with table and chairs on each side of a table corner or on the porch with chairs angled

     towards each other 

2.  computer will be set up, angled so that teacher and student can easily see the lesson, which is on the computer

3.  there will be an atmosphere of calm with a minimum of distractions

4.  to start class - get water, sit at table, get out supplies, review new words from last session, begin dialogue practice

5.  to end class -  review new words from today's lesson, ask if there are any questions, take water glass back to kitchen

 

 

Stage 2 – Assessment Evidence Directly Aligned to Content Standard 

Day 1  (15 minutes)

Pre-Assessment (including analysis of the pre-assessment results): 

Pre-assessment

1. Lea las oraciones siguientes:

(Read the following sentences aloud:)

a. Excuse me, sir.

b. I do not understand English.

c. Are you Mexican?

2. Traduzca y escriba las oraciones siguientes a inglés:

(Translate and write the following sentences in English:)

a. Es usted Panamanian? _____________________________________

b. Usted es Panamanian? _____________________________________

c. Yo entiendo un poco de inglés. _______________________________

3. Pronuncie las palabras siguientes:

(Pronounce the following words:)

a. Spanish

b. you

c. understand

4. Usa tu inglés palabras para responder a las siguientes preguntas:

(Use your English words to respond to the following questions:)

a. Do you understand English?

b. Are you Mexican?

c. Do you understand Spanish?

5. Escuche una lista de palabras con sonidos vocales y repítalos usando

correcto pronunciación:

(Listen to the list of words with vowel sounds and repeat using the correct

pronunciation:)

a. bat bet bit bot but

b. hat het hit hog hug

c. van ven vin von vun

My student answered each of the three parts of each question or task.  She answered all correctly in the reading, pronunciation, and responding sections.  In the listening section, she answered 2 out of 3 correctly.  In the translating and writing section, she struggled and was eventually able to translate 1 sentence correctly.  I feel that this is a valid pre-assessment and is based on the introduction lesson in the book we are beginning.   

• C - connection

• Cultural connections with familiar words and concepts

 

 

Graph of the pre-assessment results:

 

 

 

 

 

 

Performance Task(s) or Assignment Description(s):

1. be able to read English sentences clearly and accurately

2. be able to translate simple English words and phrases into Spanish or Spanish into English

3. be able to write simple sentences in English

4. be able to comprehend simple English questions and respond appropriately

5. be able to distinguish vowel sounds from a native English speaker and repeat them accurately, after listening carefully

• C - connection

• C - coherance

Rubric: 

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Self- or Peer Assessments:

rubric for self-assessment of progress

• curiosity

• connection

I have one student who is learning to speak English.  She will have English practice to do with other people, but no assessments with her peers.  

 

Formative Assessments, Summative Assessments, etc.: 

1.  pre-assessment  

• coherance 

• connection

2.  post card activity used to ask/practice questions in English

• coherance

3.  ladder to practice vowel sounds and pronunciation of difficult words

• coherance

4.  KWL chart

• curiosity

• connection

5.  short quizzes

• connection

• coherance

• concentration

6.  partner practice

• concentration

• coherance

7.  Traffic light charts

• coherance

8.  watch body language

9.  WhatsApp texts to practice or ask questions

• coherance

• concentration

10..coaching

(Some ideas from Wees, David)

 

For my student, use of formative assessments as she learns will help me know what she is learning and how she is progressing.  A summative assessment at the end of our lessons will be a combination of written questions and performance tasks in English.  

 

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Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments 

Days 2 - 9

Learning Activities: 

(Greet by name, few minutes of personal chit-chat, check-up on goals)

1. Review new information and/or questions from previous lessons (5-10 min)

• connection

• coherance

2.  Direct teaching - Introduce new

     English words, terms, phrases  (10 min)

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• connection

3.  Oral dialogue conversation practice using the book "How to teach English to a Spanish speaker" (15 min)

• coaching

 

 

 

 

 

 

 

4.  Review/reinforce all new words and phrases from today's lesson (10 min) by one or more of the following: 

    a.  list on a "ladder" graphic organizer and then going up and down    

         the ladder, pronouncing each one  (especially for hard to pronounce words)

    b.  develop questions or sentences 

    c.  record them into phone and play back

    d.  writing a short dialog to record or practice with an English speaker 

• coherance

• connection

• concentration

• coaching

Relate to real world: (5 minutes)

    a.  discuss career and family goals previously set

    b.  use new words and phrases in dialog with English speakers this week

    c.  discuss how it feels to be learning and able to use a new language

• context

Cultural strategies:

    a.  accept that arriving 30 min after set class time is not considered late in    

         Panamanian culture

    b.  meet with her where she chooses, not in a formal classroom

    c.  use real world examples from her life and culture in our lessons

    d.  teach and use words she can relate to in her culture

    e.  expect her to be able to learn, believing in her ability and effort

    f.   show respect for her and her culture through smiles, questions, and spending    

         time in her home

    g.  communicate with her through WhatsApp and "like" her FaceBook pictures and    

         posts  

• context

 

 

Stage 4 – Feedback Strategies, including Timeliness 

1.  As we practice English conversations and pronunciation, I will give immediate feedback.  For     

     correct pronunciations and wording, I can say, "I see that you have been practicing at home.  Your pronunciations

     are getting closer to a native English speaker.  Can you see that your efforts are paying off? " or "One of the goals

     you set for yourself was to… " For incorrect pronunciations and wording, I can say, "I know you had a goal of

     learning 10 new words each week, but you seem to be having difficulty with this goal.  What strategies do you think

     would  help you accomplish your goal? " 

• coaching

2. Take home quizzes will be submitted during class time.  They will be assessed and 

    returned to the student within a week with comments to help her progress. 

• coaching 

3. Homework practice will be brought to class and we can discuss her work and 

    understanding.  At that time, I can determine if she understands the 

    English work she has done, determine where she needs help, provide feedback that 

    can help my student reach the next level of learning.  

• coaching

 

 

References

 

Mueller, J. (2016). Authentic assessment toolbox.  Retrieved from 

http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Wees, D.  56 Different ways to gather evidence of student achievement.  Retrieved from      

          https://docs.google.com/presentation

Ortiz, E. (2013).  How to Teach English to a Spanish speaker  (Teach English quickly book 1).  Kindle.