Institutional

Joey attends a Title 1 elementary school. He is on free breakfast as well as lunch and
takes the bus to and from school each day. His family is in the higher bracket of the lower
income families in the school. He lives in government-assisted housing. His father speaks
English so parent resources are easily with Joey, because his father can actively communicate
with the school. Joey is in the ELL program at Crestwood Elementary. He is placed into the
program for at least one year until he can test out. In order to determine the level that Joey is on,
he had to take a test called CELLA (Comprehensive English Language Learning Assessment), at
which he was determined to be in the LYA level of ELL students. LYA is the lowest level, and it
means that the student knows little to no English. When he tests out of LYA, he will move up to
LYB which means they know some English and then to the LYC which means that they are
fluent and are ready to leave the ELL program. Until Joey tests out of the program, he receives
help multiple times a week from a paraprofessional. The paraprofessional gives Joey individual
help with speaking, reading and writing skills. While Joey is in the ELL program, he is given a
personal strategy plan to help with English and general learning skills, given accommodation of
time on testing, as well as a differentiated work load of assignments that are assigned. Currently,
the classroom that I am interning in is majority ELL learners from the 5th grade population.
Cognitive Development Plan
5th grade is a year that requires specific cognitive skills. I have noticed in my classroom
that the students have started to break off into groups that have common interests. This leaves
Joey bouncing around from group to group because he doesnt have much in common with
anyone in the class due to his culture, race, and lifestyle. Academically, Joey is developing well
with his cognitive skills. He is in the concrete operational stage according to Piagets Stages of

Cognitive Development. (Bohlin, Durwin, & Reese-Weber, 2009) He is very productive when
given a critical thinking task on his own as long as the material is at the reading level he is at. I
administered to Joey McKenna and Kears: Measuring Attitudes towards Reading assessment.
Joey scored extremely high for his grade due to the fact that he enjoys reading inside and outside
of school. He explained that at home if he is on the computer he is playing games that help him
with reading and writing in English. In class, he enjoys reading silently as well and always has a
library book. He enjoys reading adventure and animal books. Most of the books he is given to
read are at the emergent literacy level, which can differ from k-3rd grade vocabulary levels.
Through metacognition, I see my CT using reciprocal teaching and this method seems to work
the best with Joeys learning style, so I would recommend this to continue for him. This includes
critical thinking questions that go more in depth, cause Joey to analyze and question his thoughts
on what he just learned or read by exhibiting abstract thinking. By doing, so he has the think
beyond his previous concrete thinking. Joey struggles with authentic activities in the classroom.
Cognitive apprenticeships involve opportunities to develop cognitive skills within the context of
authentic activities. (Bohlin, Durwin, Reese-Weber, 2012, Pg. 129) I personally think this is
because of Joeys insecurities. His insecurities are his language deficiency and his heavy accent
that other students do not have. Instead of insisting on pushing through (besides reading out
loud), he gives up. Although group interactions are used in my classroom a lot, there are other
things that can be done to improve Joeys struggle with this. My CT can use different techniques
such as fading, modeling, and scaffolding. Another recommendation that I would make for Joey
is independent reading time in order to practice his English reading and writing skills.
Language Development Plan

Joey is an English Language learner of less than two years. In order to monitor Joeys
Language development it is imperative to identify, serve, and monitor his progress frequently. I
recommend that Joey be tested frequently and continue his Istation workshops that he is in
before school and during the school day. His oral reading and reading comprehension can be
improved by teaching him metacognitive strategies. This would require reciprocal teaching.
Based on Vygotskys Zone of Proximal Development. I believe Joey would take a lot out of this
method of teaching because when I asked him What advice would you give to other English
Language learners? He replied I would tell them that they need to be around people that speak
English and try to talk to them as much as possible, that is how I learn. When the focus is Joeys
acquisition of comprehension skill, his teacher should question, clarify, summarize, and predict
what the class just read and then allow the class to split up into groups with an assigned task or
discussion. The teacher should specifically place Joey and other students in a group that will
most help them in completing the scaffolding task.
Social Emotional Development Plan
Socially, Joey does not interact with other students outside of school, and does not
participate in any extra curricular activities. This is due to his families religion, customs, and
lifestyles. There is not a lot that will change in that aspect, however Joey is very socially/
emotionally intact while at school and in the classroom. I do not believe that this hinders his
learning or development in any negative way. Because Joey does not understand the English
language or American Customs fully yet, he heavily depends on social constructivism to
understand different aspects of socialization. Although most of the time, Piagets theory is
referenced to educational/ cognitive development; I am going to give an example of how this
negatively affected Joey socially. Joey observes other students and is not necessarily aware of

what different hand gestures mean in American Culture. He observed students sticking their
middle finger up at recess and laughing at each other. Joey did this while doing work in a group
project to make the students laugh and the teacher saw this. He got into trouble and was going to
get written up when the teacher realized he had a confused look on his face and came to the
conclusion that he did not understand what he did wrong. Instead of writing him up, she pulled
him aside and explained to him what exactly this meant. He told her that he was not aware of this
and just thought it was funny and apologetically said that he would not do this ever again.
Although social constructivism has its negative affects on Joey, overall I believe that this is the
best social/ emotional development plan for him because he does not struggle with social
interactions amongst peers and he enjoys learning from them. (Bohlin, Durwin, Reese-Weber,
2012)
Moral Development Plan
Kohlbergs Theory of Moral Reasoning has different stages based on the different levels.
Joeys Morals can be questioned, analyzed, and developed in different ways of each of these
levels. Pre-conventionally, Joey is not yet fully aware of consequences of his behavior. Although
he respects authority he also does not always think before he does certain things. He is very
egocentric, as mentioned in the text and often will interrupt me when I am helping other students
because he wants me to look at his work and praise him for it. This is difficult because although
he is my focus student he has to understand that it makes other students feel unimportant. I
approach this by telling him when it is just the two of us that he cannot do it and I explain to him
that if another student was getting my help all the time and they constantly ran up to me when I
was trying to help another student how would he feel. Sometimes, the conventional level is
observed through Joeys behavior. This is hard because his home life is extremely different than

other 5th grade students. His family applies their religion and culture in most everything they do.
Joey does not celebrate holidays, eat certain foods, and participate in certain activities. There are
times where I see him watch students and I can see the look of disapproval or sadness of him
missing out due to what his parents believe. Morally, I feel as if Joey should allow himself and
be encouraged by his teachers try new things because eventually, his differences may get him
bullied or picked on as time goes on.

Ideal Behavioral and Social Cognitive Environment

Joey has not lived in the U.S. for a year yet. He moved in February of 2016, where he
first lived in Kansas and then moved to Florida. He has attended two different U.S. elementary
schools, totaling him attending three different schools in one year because he also attended
school in India. He has been put into three completely different living, learning, and cultural
environments in a very short amount of time. It is my job, and my CTs job to make sure that
Joey feels comfortable and trusts his environment. A few ways that my CT can do this is to d
instructional activities, such as collaborative projects and class/ group discussion that promote
social interaction between Joey and his peers. Also, another imperative aspect is incorporating
Joeys culture into the lessons if the lesson permits. Joey is the only Indian student in the class,
so his culture, race, and background being represented along with others would make him feel
included and more apt to participate and learn.
Recommendations for Instruction
The amount of help that is offered and given to Joey throughout the day is not enough to
ensure his future success with academics. The lack of assistance in helping him with things he
does not understand is very noticeable. While the schools online programs have helped him a lot,

he needs a teacher physically there to watch and help him master his reading and writing skills.
My CT has 30 other students, as well as another class once they switch and simply does not have
the time to assist him and walk him through the different lessons and concepts that they are
covering at the 5th grade level. This leads to Joey falling more and more behind each day, besides
the days that I am interning and I can offer him one-on-one help. Joey also needs a positive and
uplifting attitude from his teacher. When the teachers tone gets louder than normal or a stern
tone is used Joey immediately closes up and thinks that he has disappointed his teacher that he
has so much respect for. As a second language learner, Joeys teacher needs to remember to have
a successful attitude. This includes her believing that all students can learn, all students have
their own languages, and self-concept is perceived by ones language. (Diaz-Rico, 2014) This
means that it is okay for Joey to express things in his language and mix the two cultures
sometimes in his learning. I believe that my teacher can easily help Joey with all of these because
she too was a second language learner from a very small age.
ESOL Strategies
I have not seen a teacher that is designated as an ESOL educator once since I have been
an intern at Crestwood Elementary. This is a huge problem because almost every student inside
of my classroom second language is English. My CT is not fluent in any other language besides
Korean, so she cannot assist students with their second language learning unless it pertains to
English. Joey will continue to struggle in 5th grade if he does not receive one on one time soon.
Since Joey is in the ELL program at Crestwood Elementary, his assignments are modified to fit
his needs. Joey needs someone who understands his background, his previous education, as well
as what he struggles with. He will also need someone who is patient enough to answer all of his
questions. He has a lot of questions pertaining to not only academics, but also American culture

in general. Visual imagery is the most effective encoding process the teacher can use to assist
Joey with his second language struggles. As I observe Joey I can tell that he learns more from
lessons that involve him drawing pictures, modeling, or using graphic organizers. In most cases
with second language learners, a visual image is easier to retrieve learned information than citing
verbal facts. (Bohlin, Durwin, Reese-Weber, 2012)
Critical Thinking Skills
Joey has grasped the concept of what it means to think critically. He understands that he
has to process and comprehend information in order to use it in future work within the
classroom. A critical thinker not only is capable of reflecting, exploring, and analyzing, but
chooses to think in advanced, sophisticated ways. (Esterlee & Clurman, 1993) Continued small
group discussion will help Joey build up Joeys confidence to eventually contribute to classroom
discussions. Another strategies that will help Joey is giving him a wait time to think and process
information longer than a typical student. Most of the time, Joey will grasp the concept he just
needs a longer amount of time to reflect on it. When asked a critical thinking question during a
discussion, he understands the text and comprehends however he cannot process the in depth
question as fast as the other 5th graders because he has to translate it in his head and then think
about the answer. These critical thinking skills will improve over time and with practice.
Family Engagement Plan
Crestwood Elementary has parent-teacher conferences twice every quarter, and will
conduct them more times if the teacher or parent requests. Parent involvement in Joeys
academic life is very apparent. He talks very positively and openly about his family, and home
life. His father speaks fluent English, drives him to school each morning, as well as encourages
him to think about the future. Joey has stated on numerous occasions that he wants to be a

software engineer. He knows exactly what it means to be an engineer as well as what software is
and is. He is very inquisitive when I use my Apple laptop because he is only exposed to
Windows, this indicates to me that his parents have exposed him not only to technology but also
given him tools to explore his interests. As far as communication with the parents, my CT uses
an app called Remind Me that she communicates things via text, or email with her students
parents. For example, my CT gave out field trip forms that were required to have a parents
signature on them. She sent out a reminded and received almost every students field trip form
back within two days. If need be, my CT can reach Joeys parents by the click of a mouse or by a
phone call. Other ways that can encourage Joeys family engagement into his learning is sending
home completed English work, weekly newsletters, and constant phone-calls to update his
parents on his improvements/ struggles.
Assessment Strategies
Joeys academic progress can be assessed in numerous ways. Authentically, he can be
assessed through different projects, big assignments, and experiments that he completes. A
performance-based assessment can be done directly after a lesson, because it has to do with a
lesson that corresponds to directly what was taught inside of the classroom. This assessment can
be done through different classroom routines such as discussions, completion of graphic
organizers, etc. He can also be assessed through standardized tests. Standardized tests in Joeys
case, if designed for ESOL students, could benefit him exponentially. An ESOL test could allow
him to advance out of his program or measure which level he is in while his academic journey
progresses. Standardized tests are typically nationally used tests that assess students solely based
on how well they do on that specific test compared to a multitude of work.

Joey would benefit most from a formative assessment. This will benefit the teacher and
student because it allows the teacher to determine progress, check Joeys understanding, and
make adjustments while teaching to adhere to his needs. However, it is important to adapt the
teaching style fast because if the teacher identifies a problem and doesnt make a change in
Joeys academic learning, she will lose his focus and academic interest in the topic, as well as her
influence on his learning.
Action Research Plan
Joeys action research plan includes social, emotional, behavioral, language and
continued critical thinking development. In order to assess her future development, a checklist
should be made to focus on specific aspects of development. In order to evaluate Joey, I will
observe him and also spend time with him focusing on different topics that he struggles with. I
will test him on pronunciation, literacy recognition, vocabulary knowledge, as well as inform
him (age appropriate) on different American customs in order to assist him with adapting to his
new life in the United States. In order to help Joey with his reading and writing skills, I will have
him read a short essay and present him with a critical thinking question and have him write his
answer in paragraph form.
Conclusion
In conclusion, these different progress plans for Joeys academic improvement should
work effectively. This case study allowed me to understand how an evaluation of a student is
done. There are many aspects and factors that go into an evaluation, as well as different
development plans in order to assist a student to improve. I believe that my evaluation and plans
can help assist Joeys education and academic needs. These could improve his classroom
environment as well as his self-confidence when it comes to his language learning. I firmly

believe that an ESOL paraprofessional is needed in order for Joey (and other SLL learners) to be
successful and Crestwood Elementary is not providing that for their students. Without assistance
from someone else other than my CT, Joey will continue to struggle and not completely master
the concepts that are being taught in 5th grade due to his delayed understanding of different
topics. Being labeled as an Early Language Learner, and a few computer programs is simply not
enough to ensure Joeys future academic success and mastery of the English language.

References
Bohlin,L.,Durwin,C.C.,&ReeseWeber,M.(2009).EdPsych:Modules.NewYork,NY:
McGrawHillHigherEducation.

Rico, L. (2014). The crosscultural, language, and academic development handbook (Fifth ed.).
Boston: Allyn and Bacon.