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Rachel Hendrick

November 13, 2015

Supporting Literacy Development: Making Reading and/or Writing
Accessible to ELLs.
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse
population of students.
Quality Standard III: Teachers plan and deliver effective instruction and create an environment that
facilitates learning for their students.

Culturally and Linguistically Diverse Education

8.22 (2) (c) implement effective teaching strategies, which include a wide variety of linguistic experiences
for second-language students.
8.22 (3) The educator of linguistically diverse students is knowledgeable about language teaching
methodology and instructional techniques for teaching a wide range of linguistically diverse students, K-12,
founded on scientifically-based research and proven and effective applications; content based strategies;
identification, selection, evaluation, design and adaptation of appropriate instructional materials; and child
and adolescent literature from various cultures, and is able to:
Culturally and Linguistically Diverse Education: 8.22 (3) (c) plan and implement instruction so that it is
systemic, sequential, well-articulated, and delivered in an engaging environment. 8.22 (3) (d) select and
utilize instructional materials and resources that are age, grade level, and language proficiency appropriate,
aligned with the curriculum, English language proficiency standards, and English language arts content
standards, to maintain and/or improve student achievement.

Grade level: 2nd grade

Content Area: Reading and Writing
Colorado Academic Standard:
Standard: 2. Reading for All Purposes
Concepts and skills students master: 1. Fluent reading depends on specific skills and
approaches to understanding strategies when reading literary text.
Evidence outcomes: b. Use Craft and Structure to:
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4)
Standard: 3. Writing and Composition
Concepts and skills students master: 1. Exploring the writing process helps to plan and
draft a variety of literary genres
a. Evidence outcomes: Write simple, descriptive poems
b. Write with precise nouns, active verbs, and descriptive adjectives
WIDA Standard:
WIDA Performance Definitions - Listening and Reading (Sentence dimensions)
WIDA Performance Definitions - Speaking and Writing (Sentence dimensions)

Overview of Activity (explanation/instructions) Be detailed enough for a substitute

to use this in your absence:
Reading with English Language Learners
This lesson will be incorporating students in reading and writing poetry. In order to
introduce ELLs to Poetry, the teacher will first draw on students background knowledge
on poetry. The teacher will start the poetry instruction by finding out what kinds of
experiences the students have had with poetry. The teacher will address the following
Have you students every read a poem before?
For ELLs, Have you read any poems in your native language?
Have you students ever written a poem before?
For ELLs, If so, was it written in English or in your native language?
If the students have read or written a poem before, have the students share the poems that
they are familiar with.
Next the teacher will use poetry in reading instruction by reading a poem aloud to the
students. The teacher will pass out handouts of the poem in order for the students to
visually follow along with the teacher, as he/she reads the poem aloud. When the teacher
reads the poem, they can highlight the fact that you do not always stop at the end of each
line, but instead use the poems punctuation as a cue to where the pauses should be.
The teacher will read the poem:
Autumn is the time of year by Kenn Nesbitt
Autumn is the time of year
When changes start to happen her.
The days grow short. Its cold outside.
The birds fly south. The squirrels hide.
The leaves fall off of all the trees.
Another summers left behind.
Its winter soon, but I dont mind.
The teacher will then familiarize the students with the poem by having all the students
read the same poem again but as a whole class. The teacher will then have the students
read the poem one more time by grouping into pairs and reciting the poem individually to
one another. The students will each take turns, orally reading the poem aloud. By giving
the students a chance to read the poem out lout together as a class and in pairs to each
other, this will improve students confidence and oral language skills, as well as their
reading fluency.
Next the teacher will have the students work in pairs in order to illustrate the poem. The
teacher will first have the students discuss what they think the poem is illustrating and
then draw out a picture for this understanding. Through this activity, students are
encouraged to think about meaning and then express interpretation in their own way.
The teacher will address the students by saying, I want you to now pair up in two and
discuss what the poem is illustrating. I expect that each student is orally engaging in this
discussion. After you have discussed these understandings, I want you to draw a picture
to illustrate the poem. When you are making your illustrations, there is no right or wrong
answer for I want you to draw your own understanding of what you think the poem is
trying to convey.

After the students have finished their illustrations in which they will only be given 5
minutes to complete this task, the students will then be asked to share their illustrations
with the class so that everyone has a chance to think about the different meanings that
their classmates discovered.
Next the teacher will lead a group discussion with the class in order to orally discuss their
understandings of the meaning being addressed in the poem. The teacher will encourage
the students to share their personal interpretations in order for the students to see that
each reader finds a different meaning in the poem and that it is perfectly okay to have
these different understandings. The teacher will address the following questions:
What was your initial impression regarding the meaning of the poem?
Why do you think that?
Is there a certain word or phrase that makes you think that?
Does anyone else have a different idea on the meaning of the poem?
Before the teacher calls on any of the students for the class discussion, the teacher will
have the students turn and talk to a partner and discuss their understandings for these
questions. Again, all the students will be expected to orally participate by taking turns
asking the questions and then answering their interpretations. After the students have
finished this mini-discussion, the teacher will address the questions again and then call on
a couple of students to share their understandings for each question.
Writing Poetry with English Language Learners
To introduce the poem that the students they will be working on for the content of
writing, the teacher will first show a visual of the teachers poem in which the students
will be working on independently after further instruction by the teacher. The teacher will
first read the poem out loud to the students and have them follow along on the handout.
Next the teacher will repeat the poem one more time by having students orally say the
poem out loud as a class. Next the teacher will go over how to construct this same poem
with their own creation and ideas. The teacher will provide a visual on the board of each
line of the poem and the information to provide for each of the lines. The teacher will
also go over each line for the poem with the class by asking the students to orally repeat
with each lines states.
Line 1 Your first name
Line 2 It means then 3 adjectives that describe you.
Line 3 It is the number followed by your favorite number
Line 4 Describe a color using It is like but dont name the color
Line 5 It is and name something you remember experiencing with friends or family
that makes you smile.
Line 6 It is the memory of and name a person who is or has been significant to you
Line 7 Who taught me and list 2 abstract concepts like honesty
Line 8 When s/he then refer to something that person did that illustrates the qualities in
Line 7
Line 9 My name is your first name
Line 10 Begin with It means and use 1 or 2 sentences to state something important you
believe in life
The teacher will then focus on each line before moving on to the next one so that students
have a chance to master the format. After going over each line and what goes with it, the
teacher will ask the students if they have any questions about what they will be writing
for each line of the poem. If all the students understand the instruction for creating a

poem, the teacher will then allow the students to work independently on their own work
and use the teachers model of the poem as guidance and support visually.
After the students have finished their name poem, they will be asked to share their own
name poem with the rest of the class by orally reading their poem out loud. After the
activity is completed, the students can then post their own name poems up on the wall
around the classroom.
Differentiation- ideas for more advanced students: Use graphic organizers- these tools
can be helpful when talking about a poems structure or rhyming scheme so that students
can reinforce their knowledge about the poetry form and meaning. Discuss
grammatical/syntax patterns found in poems- poems may have unusual sentence
structures that students will not encounter in prose text. Analyzing such sentences can
help ELLS develop a better understanding of conventional English syntax.
Justification for the Activity (with citations from the readings)- Explain how this
supports students oral language development. Be detailed enough that it is clear
that you have read the readings in depth. Be sure to cite at least two sources.
Using poetry in the classroom is extremely beneficial for students for they are
being introduced to new literacy, practicing vocabulary, language structures, and rhyming
devices that builds language fluency. For ELLs, it is a great source to use for these
students because they are working with a more manageable amount of text compared to
reading a short story or novel. Poetry offers a great opportunity for ELLs to practice
reading, writing, speaking, and listening in the Standard English language. It provides
students with the chance to expand their vocabulary knowledge through using words in a
different form of context. When the students pay attention to vocabulary and rhyming, it
develops oral language skills and these oral skills have a strong connection to proficiency
in reading. Through this lesson on poetry, students are working on reading fluency and
pronunciation by reading the poems out loud multiple times. Through this activity, the
teacher must keep in mind that it is important to make sure the poems you present first
must have similar and family language, images, and themes so that they are accessible to
ELLs and makes that connection to their native language knowledge. Also by having the
students read the poems together as a class, it increases the students confidence as well.
When the students read the poems out loud, it brings the poem to life and help students
begin to understand and notice the different rhymes, and feelings being represented, as
well as understand how the language creates meaning, mood, and imagery. When it
comes to writing poetry, it is a great practice and exercise to use for ELL students. It
gives students the opportunity to experiment with language and vocabulary, and to freely
share their ideas without have the expectation of perfect grammar or firm structures.
Through the use of poetry, it welcomes the students to create their own identity and being
able to share these with other students in the classroom. Through this particular writing
poem instruction, students are creating a name poem and it is an autobiographical form in
using the students own identity contents. The name poem uses this 10-line structure in
order to encourage students to expand on themselves, their family and what matters most
to them. In the Samway article, he talks about the role of talking for ELLs and that they
begin to emerge into literary through oral and traditional literacy forms. The article also
mentions that when students are reading the teacher needs to address questions about the

reading such as content questions about illustrations and the childrens interest related to
the content. Through the students awareness of the features of written language such as
pictures, this type of language and culture specific early writing points to the socially
constructed nature of writing. (Samway, pdf) Samway talks about how ELLs can learn
to write whether or not they are fluent speakers of English and through this literary
instruction, ELLs are given the opportunity to work on both their oral and writing
knowledge. Through this lesson, students are also learning collaborative learning styles
for they are working together, practicing writing workshop, and working interactively
with others, which is very effective for ELLs. What ELLs need to learn to be able to write
is opportunities to make meaning, being exposed to meaningful literacy, practice in a
print-rich environment, make connections to their native language, and given guided
instruction and conventions of how to, and through the literacy component of poetry,
they are practicing all of these elements. Through the chapter readings of McCloskey and
New Levine, they state that in ELL writing instruction, ELLs need the chance to regularly
go through the writing process of prewriting, drafting, revising, editing, and publishing,
and these steps are taken through the poetry writing workshop. In chapters 8 and 9, they
explicitly talk about writing instruction for ELLS and that they needs lots of opportunities
to talk about ideas, before, during, and after writing, and lots of teaching of the genre by
breaking down each feature in this type of literacy content. This is done by the students in
this activity by first orally practicing poetry, guided through the teacher modeling it,
working together in the class by collaborating, and then producing their own form of
poetry through writing.
Artifacts All materials and documents needed to deliver your activity (instructions
for students, handouts, photographs of realia, technology, examples, etc.)
Handout- Autumn is the time of the year poem
Handout- Writing a name poem (teachers model completed)
Handout- Writing a new poem for the students to use to create their own poem
Handout- Draw illustrations on the poem, autumn is the time of the year poem