Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Standard 3 – Adapting Instruction for Individual Needs

The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.

Artifact I for Standard Three: Adapting Instruction for Individual Needs

Name of Artifact: Teaching/Self-Analysis Option for FL694

Date: Fall 2010

Course: FL694 Practicum

Rationale

The English as a 2nd language (ESL) classroom is a special place filled with diverse

learners. The ESL teacher must be equally diverse in her approach to creating lesson plans and

be willing adapt these lessons to fit the individual needs of the learner(s). In support of Standard

3, Adapting Instruction for Individual Needs, I offer this artifact “Teaching/Self-Analysis Option

for FL694,” that I created as part of the requirements for the FL694 Practicum. Since I am not

teaching yet, I chose to evaluate myself while conducting an intensive tutoring session with a 65-

year old, nearly illiterate English language learner from north Africa. I conducted a two-hour

personal interview with the student during which I evaluated her current level of English. In our

interview, we agreed that due to the short time period allotted for tutoring (two, 2-hour sessions),

we would focus on one goal – learning how to read and write the word forms of numbers so that

she could write checks to pay her bills. This was an extraordinary experience which challenged

me both personally and professionally, and I am including this artifact in Standard 3 because it

forced me to think creatively when designing my lesson plans and adapt my instruction

specifically to her needs and our goal. This ‘in the trenches” adaptation experience will serve me

well in my future classroom where I will undoubtedly face learners with similar needs.
Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Artifact I – Teaching/Self-Analysis Option for FL694

Teaching/Self-Analysis Option
Course: FL694 Practicum
Date: October 26, 2010
Professor: Dr. Laurel Abreu
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Teaching/Self-Analysis One

Introduction

This teaching/self-analysis is based on a 2-hour tutoring session I conducted with Himet

(pronounced ‘Hew-it’) Richardson on Tuesday, October 19, 2010 at the Highland Park

Methodist Church (HPMC) of Dallas, Texas. Himet is an infrequent student in HPMC’s ESL

conversation program. HPMC’s ESL teacher thought she might be a good candidate for my

teaching/self-analysis if “I could get her to come to the sessions.” I told the teacher would do my

best to convince Himet during the interview and it seemed to work as (much to the teacher’s

surprise) she showed up on time and eager for our first tutoring session.

Biography

Himet is a 65-year old female originally from Eritrea, a small country located in north-east

Africa. Eritrea is bordered by Sudan in the west, Ethiopia in the south, and Djibouti in the

southeast. It has a long coastline on the Red Sea, and is directly across from Saudi Arabia and

Yemen. The primary languages in Eritrea are Tigrinya and Tigre, but Arabic, English and Italian

are also spoken. There are numerous other languages including Saho, Bilen, Afar, Kunama and

Nara.

Himet grew up in rural Eritrea, but moved to Asmara (the capital city) when she was in her late

teens. Sometime during her 20’s she moved to Jeddah, Saudi Arabia with her sister and brother-

in-law to open a shop. She stated that she loved Saudi Arabia and it was there that she met her

husband, an Englishman and oil and gas executive, with whom she later moved to Odessa,

Texas, and then Dallas. Her husband is deceased. She told me he was a heavy drinker and lost

his job, most of their savings and eventually his life to due to alcoholism. Himet is an American

citizen and she currently works part-time in HPMC’s nursery. She cannot drive and takes the bus
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

to work; however, she does have a daughter in Dallas, who drives Himet to doctor’s

appointments and such.

Cultural Side Note: Before her marriage, Himet was a member of the Eritrean Orthodox Church

and per her former faith’s tradition, has a tattoo of a large Coptic cross on her forehead and

smaller crosses all over her arms. Her aunt did the tattoos when Himet was a small girl. I find the

tattoos fascinating, but she says that she doesn’t like them because they make it impossible to

blend in outside of Eritrea.

Current Level of English and Language Learning Goals

Himet’s first language is Tigrinya, which is of the Ethiopic branch of Semitic languages. She

told me that English is spoken in Eritrea, and in addition, since her husband as English, that she

had been speaking it for many years. I would classify her as a high intermediate to advanced

speaker of English; however, her pronunciation is not great. She has a lot of trouble with the

English ‘th’ and ‘j’ sounds. Initially, I was thinking about helping her with pronunciation, but

after our interview and talking privately with the teacher at HPMC I became worried that it

might be beyond my current ability. I strongly suspect that Himet is losing her hearing and may

already be partially deaf. During our interview, I noticed that she was always watching my lips

and would frequently move her own lips while I was speaking. I know from conversations with

my nearly deaf grandmother and partially deaf mother-in-law that this indicates hearing

problems. I mentioned this to the teacher and she suspects it as well, although when she

questioned Himet about her hearing she said it was “fine”. My guess is that Himet is afraid that if

she is labeled as “deaf” she might lose her job in the nursery.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Himet did not attend grade school nor learn to read in her native language. The literacy rate in

Eritrea is an estimated 69.9% for males and 47.6% for females (Central Intelligence Agency,

n.d.). Himet said that when she was growing up; education was not considered necessary for

women. She told me that she can read some in English; having attended classes in Odessa when

she first moved to the U.S., but has serious problems reading “words for numbers” and her

daughter has to write the checks for her bills. I tested her by writing the word forms of various

cardinal and ordinal numbers, e.g. one, forty, ninety, tenth, eighteenth, etc., on the board and she

could not read or write any of them. She has also recently been diagnosed with glaucoma, so

reading is difficult period. I discussed this with the teacher, who said that she had worked with

her on this once, but that she never did any of the homework and that she is frustrated with her.

At this point, I am beginning to suspect three things: 1) Himet wants to improve her English

reading skills, but she may have some type of learning disability given that she has been in the

U.S. for over 20 years and has had reading instruction, but can still barely read, 2) Himet may

have more interest than motivation; or perhaps her daughter is (consciously or unconsciously)

keeping Himet from learning by reading/writing for her, and 3) Himet and the teacher do not like

each other.

After thinking about all of the known and unknown factors, I decided to focus our two tutoring

sessions on learning how to read and write the word forms of cardinal numbers. Our activities

with numbers will be related to the practical needs she has, such as writing checks. She needs

serious literacy tutoring and I am going to recommend to her an organization called LIFT

(Literacy Instruction for Texas). LIFT has more resources and teachers than HPMC, and they can

diagnose and assist with any hearing problems and/or learning disabilities that she might have in

a private setting. Also, I don’t know how much I can help her with pronunciation, but I thought
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

we could at least try some pronunciation exercises during the last 30 minutes of the session.

Finally, I told Himet that we could talk about anything she wanted, so she could practice her

English with someone other than the teacher.

 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Outline of Lesson One

Session Date: Tuesday, October 19, 2010

Session Time: Noon to 2PM

Noon – 12:10PM – Greetings and discussion about today’s lesson

12:10 – 12:40PM – Cardinal Numbers: 1) Introduce word form of cardinal numbers

2) Fill out worksheet on word forms together

12:40 - 1:30PM – Exercises: 1) Fill-in-the-blank exercises (Appendix A)

2) Practice with realia (Appendix B)
3) Writing checks (Use blank check template)

*Working together on exercises*

1:30-1:55PM – Conversation & Pronunciation Practice – Consonants (Appendix E)

1:55-2:00PM – Homework Assignment: 1) Fill-in-the-blank exercises (Appendix C)

2) Practice with realia (Appendix D)
3) Writing Checks
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers
Post-Teaching Analysis of Lesson One
Step 1 - Recounting of the Lesson
1- Greetings, talking about personal stuff
from the past week.
2- Introduced today’s lesson plan and
asked if she was OK with it. (She was.)
3- I had allotted 30 minutes to fill out
worksheet together on word forms of
numbers, but it took about 45 minutes.
She’s got the first 10 numbers (1-10) and is
OK with 11-19, but I still don’t think she
really understands the concept of twenty,
thirty, forty, etc. just being one new word,
e.g. twenty + one word she already knows,
e.g. two = 22 (twenty-two). I explained this
multiple times to no avail, and then decided
to move on to exercises, hoping that an
activity with the numbers would make
more sense. We did cover how to write
100, 101, 1,000, 100,000, and 1,000,000,
but nothing like 125, 1,156, etc. She told
me that she liked the number one million
because she plays the lottery. Maybe I can
lottery tickets for realia next week?
4-My initial plan was to start with fill-in-
the-blank questions (Appendix A), but I
decided to try the realia (Appendix B),
which was 3 short paragraphs with several
numbers in the sentences. I had her circle
each number and then write the word form.
Although we were not able to get any
higher than 2 digits, it was in this exercise
that she finally understood how to write
numbers like 43 and 85. She could
recognize the number as forty-three, so I
told her to find 40 (forty) on her worksheet,
write it down first, then go back to the
worksheet and find 3 (three), and then
write it behind forty (forty-three). We
didn’t finish working on the realia, but now
we had a game. “The number is ‘85’ – find
eighty, write it down, then find five, etc.”
Step 2 - Review of the Lesson
1 – Forgot to turn on the recorder until 10
minutes into the lesson.
2 – Talked about what we were going to do
today – filling out worksheet together, fill-
in-the-blank exercises and writing checks.
3 – It took 12 minutes to write numbers 1-
19. After we finished 20 and started on 21 I
made the comment “Now this is going to
be real easy, twenty + one.” Wrong! For
some reason, she wanted to put the one,
two, three, etc. before twenty. I asked her if
they wrote right to left in Tigrinya, thinking
this may have had something to do with it,
but she said no and then reminded me that
she had never learned to write in her native
language. [Note: I looked up writing
numbers in Tigrinya and they use a similar
system to English. Hadde = 1; Esra = 20;
Esra Hadden = 21.] I think that I might
bring the list of numbers in Tigrinya and
try to relate it if she is still not getting it. Of
course, this hinges on me being able to
pronounce the words.
4 – I realized that I forgot to enlarge the
print for the realia in-class assignment.
Something that I had to keep reminding her
of was to look back at the worksheet we
had already filled out.
I decided that numbers like 2011 were two
large for her to handle right now, so I split
them into ‘20’ and ‘11’.
I’ve really got to move the recorder closer
to us for the next lesson. I can barely hear
us over the two students and teacher at the
other table.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers
We were able to do several different two-
digit numbers over 20.
5 – We did a couple of the fill-in-the-blank
exercises with two-digit numbers. She
seemed to have the concept, so I told her to
take that worksheet home for practice and
we’d do some checks before moving on to
pronunciation.
6- She only filled out two of the six blank
checks I brought because the discussion
about money brought up a barrage of
complaints from her about her daughter
(who is living with her) running up her
phone and electric bill. I decided not to
stop her and let talk for a few minutes
before suggesting we move on to
pronunciation for the last 10 minutes of the
lesson.
7 – Last weekend I researched the Tigrinya
language and found an article that said
speakers of Semitic languages often have
trouble with ‘th’ ‘p’ ‘b’ and ‘v’. We
practiced these sounds from a consonant
worksheet I had created (Appendix E) for
this lesson. She did well except for the ‘th’
sound. I am going to look for more words
with ‘th’ to practice with next week. Also,
she enjoyed the tongue-twister sentences,
so I’m going to create more of those as
well.
8- We ended the lesson at 2PM sharp
because she has to catch the bus. I gave her
the homework assignments and asked her
to please practice as much as possible.
5 – We did not finish these because we
were running out of time and I wanted us to
work on writing checks. I told her to try
and finish the rest at home. *Interesting
observation – the difference between ‘16’
and ‘60’ seems to be universally difficult
for ESL learners. Himet had trouble with
this and I had noticed learners from another
ESL class having trouble with them as
well.*
6 – I asked her what amount her bills
normally were so we could have examples
to practice writing checks. I filled out all
the blank checks with the numbers she gave
me. We only did two of the checks because
we were running out of time after talking
about her daughter. How can I manage
this? Do I just let her talk? I don’t know
how to steer her back on the lesson without
being disrespectful; it’s like talking to my
grandmother. Maybe I can ask the ESL
teacher about this.
7 – She drops the final endings on words
ending with‘t’. Confusion between ‘p’ and
the ‘b’ on final endings. ‘Stethoscope’ was
impossible, pronounced as ‘Steduhscope’.
‘Other’ and ‘neither’ were pronounced as
‘oder’ and ‘neder’.
8 – Ended on time. Gave her the
homework.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Reflection on Self-Analysis One

I have designed lesson plans for other classes in the MATL program, but this was the first time I

actually tried to teach one my lesson plans to a student. Overall, I was pleased with the result.

Himet was able to get a rudimentary understanding of how to write the numbers 1-99, 100, 101,

1,000, 10,000, 100,000 and 1,000,000 in word form. Whether or not she retained any of this

information will be determined at our next and final meeting and while I know it’s necessary to

be prepared, I am hesitant to create a new lesson plan until this time. Right now, I think that I

will duplicate last week’s exercises using different numbers and create some additional

exercises, perhaps something with BINGO, to reinforce what we’ve already studied. We must

also practice writing more checks. I really want her to be able to write checks. This is my main

goal for our short time together. My recounting of the lesson and later review of the lesson were

not all that different. Reviewing the lesson helped in the following ways: 1) logistics – the tape

recorder needs to closer, we need to sit further away from the other students, and I need to make

sure everything is in very large print, 2) pronunciation – I was able to hear the sounds that are

problematic for her and 3) classroom management – this is the beginning of what I’m sure will

be a career-long exploration of the best ways to keep students on task. Himet faces multiple

challenges in her pursuit of the English language: 1) age, 2) possible hearing loss, 3) a recent

diagnosis of glaucoma, 4) illiteracy in her native language and 5) a possible history of spousal

abuse, she told me that her alcoholic husband was a very angry and sometimes violent person,

that has left her reluctant to talk with men at all. In spite of this; however, she is managing. She

has a part-time job, a place to live and a support system through her daughter. And, she is

determined to learn how to read and speak better English. I have the deepest admiration for her

courage.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Teaching/Self-Analysis Two

Introduction

This teaching/self-analysis is based on a second and final 2-hour tutoring session I conducted

with Himet (pronounced ‘Hew-it’) Richardson on Tuesday, October 26, 2010 at the Highland

Park Methodist Church (HPMC) of Dallas, Texas. Himet’s biographical information, her current

level of English and her language learning goals are included in teaching/self-analysis one. We

continue with our goal of learning how to read and write the word form of cardinal numbers in

this tutoring session. I also hope to practice English pronunciation if we have the time.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Outline of Lesson Two

Session Date: Tuesday, October 26, 2010

Session Time: Noon to 2PM

Noon – 12:45PM – Greetings and go over last week’s homework

12:45 – 1PM – Bingo: (Appendix F)

1PM- 1:30PM – Exercises: Writing checks (Use blank check template)

1:30-1:55PM – Conversation & Pronunciation Practice – Consonants & Vowels (Appendix G)

1:55-2:00PM – Take Home Activities: 1) Fill-in-the-blank exercises (Appendix H)

2) Practice with realia (Appendix I)
3) Writing Checks
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers
Post-Teaching Analysis of Lesson Two
Step 1 - Recounting of the Lesson
1- Himet was waiting for me in the classroom.
We exchanged greetings and she handed me
last week’s homework. I took a quick look at
the homework and discovered that it was
untouched. I asked her if she didn’t have time
to do it and she told me ‘it was too hard.’ OK,
well, snap decision time. If the homework was
too hard then I’m thinking we need to go over
the numbers in greater detail. I decided that we
would play BINGO first.
2- I asked Himet if she liked BINGO and she
said no, she didn’t like it because it was
gambling. I told her that we wouldn’t be
gambling and asked her if she wouldn’t mind
playing it to help her learn numbers. She said
OK.
3- I gave her the BINGO sheet I had created
with the numbers in word form (Appendix F)
and a ‘cheat’ sheet with some of the numbers
1-25, 30, 40, 50, etc. in number and word form
(Appendix J). I set up the BINGO and we
began.
4 – Our lesson takes place in the same room
where the regular ESL teacher does her
Tuesday/Thursday tutoring sessions for 3-4
other students. The ESL teacher’s other
students do not arrive until 12:30 and when she
saw me setting up the BINGO she asked if she
could join us until her students arrived. I said
yes, and was glad she joined us because I was
able to pick up some good tips from her like-
having Himet spell the word several times
when she located it.
5 – We played BINGO for a full hour. The first
challenge was getting Himet to look at the
correct column. I explained that numbers 1-15
were under B; 16-30 were under I and so on,
but she could not remember this and keep
looking all over the board unless I put my
Step 2 - Review of the Lesson
1 – She told me the homework was too hard
AND that her daughter wouldn’t help her with
it because she is busy moving out of Himet’s
apartment. I told her that I understood,
apologized for homework’s difficulty and not
told her not to worry about it.
2 – She mentioned that her dead husband (the
violent alcoholic) used to play BINGO all the
time. [Individual tutoring is interesting. Almost
like a counseling session at times. I basically
kept my mouth shut and just listened when she
told me stuff like this.]
3 – She told me that she liked large font I used
for the BINGO cheat sheet.
4 – Teresa (the ESL teacher) is at least 65 years
old and has been teaching for about 40 of those
years. One of the things she suggested to Himet
was to look for the first letter of the word when
scanning the column and ignore all the other
words that didn’t start with that letter. I thought
this was a good idea because it broke the task
of finding the word into smaller steps.
5 – Teresa mentioned that it seemed easier for
her as the BINGO sheet became more covered
with chips – fewer choices and less distraction.
This made me wonder if a pre-task exercise
where we did just one row at time (and covered
up the rest) might have been helpful.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

finger on the column. Finally, I came up with

the idea of putting the bingo balls on the
columns were the number was so she could
stay focused.

6 – Two-thirds of the way through the game
Himet began to show good progress on
recognizing numbers larger than nineteen. I am
very pleased with this because last week we
were only able to do a couple of numbers
above twenty.
6 - I was really happy (and told her so) that she
was recognizing numbers like forty-five, sixty-
eight and so. Himet told me (at the end of
game) that it was hard to read the BINGO sheet
because of her bi-focal glasses. Maybe a
horizontal BINGO sheet would be better?

7 – I decided to stop the game at 1PM, so we 7 – Pre-teaching: worked with her on how to
could practice writing checks. At this point, I distinguish the difference between 1.99 (one
have given up on idea of having her do the fill- dollar and 99 cents), 10.99 (ten dollars and 99
in-the-blank and realia exercises I brought cents) and 100.99 (one hundred dollars and 99
because she is just not ready. I also decided not cents).
to bother with the pronunciation exercises. She
was showing progress on the numbers and we
needed to push forward with that. We wrote
checks for the last hour of the tutoring session.
It was a slow process, but by the end of the
hour she was able to write two checks by
herself with me just telling her the amounts
($11.00 and $92.34).

8 - We ended the lesson just before 2PM. I 8 – Ended on time. Gave her some extra blank
thanked Himet for her participation in the check templates to practice with at home.
project and gave her the telephone number for
LIFT, explaining that she could get additional
help with learning to read at their office.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Reflection on Self-Analysis Two

I mentioned in last week’s reflection that this was the first time I had actually tried to teach one

my lesson plans to a student. I spent a lot of time thinking about the lesson and creating

homework that I thought would be a good reinforcement for it. This week I realized that the

homework (and all the work I’d done creating it) was essentially a waste of time since it was too

hard for the student. What I learned from this was: 1) don’t attach to your creation (lesson plan,

etc.) because you may have to destroy it (rethink it) and 2) a teacher must continuously re-

evaluate her materials. The BINGO game seemed to help most of all with getting Himet to learn

the word forms of numbers. I am wondering if this has something to do with Himet’s learning

style. Since she cannot read, giving her a written test on learning styles is out of the question.

However, I did discover that she likes to bake (she brought me a loaf of homemade Eritrean

bread this week). My guess is that she may have a more kinesthetic style of learning, so perhaps

this is why our BINGO game seemed more effective than my largely aural/visual lesson from

last week. I was extremely pleased that she was able to fill out some checks by herself at the end

of today’s lesson, and this, coupled with her improved recognition of the numbers in the BINGO

game made me feel like our two tutoring sessions were beneficial to her. This self-analysis

project was a tremendous learning experience for me as a future teacher and as a person. It gave

me the opportunity to interact with someone whose life is totally different than my own, and it

made me realize how much I had always taken my own (high-level) of literacy for granted. It

also forced me adapt to an individual student’s needs, rather than me forcing them to adapt to my

agenda of learning. Himet was recently diagnosed with glaucoma, and that coupled with her

other medical issues are making her life a challenge right now. I don’t know if she will ever learn
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

to read English, but I wish her the best of luck and I am grateful she was my partner on this

project.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

References

Central Intelligence Agency. (n.d.). The world factbook. Retrieved October 23, 2010, from

https://www.cia.gov/library/publications/the-world-factbook/geos/er.html
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix A

Instructional Application 1 – Fill-in-the-blank Exercises

Instructions: Fill-in-the-blank with each number in word form.

Example: Austin is 293 two-hundred and ninety-three miles from Dallas.

1. Plano is 13 _____________________________ miles from Garland.

2. Odessa is 667 ______________________________________ miles from Tyler.

3. The ladder is 16 1/2 _________________________ feet long.

4. The baby is 22 __________________________ months old.

5. Bananas cost .54 _________________________ cents per pound.

6. Joely is 5’5 ______________________________ inches tall.

7. She weighs 138 ___________________________ pounds.

8. Rent is $1,313 _________________________________________ per month.

9. Oranges cost $1.99 ___________________________________ per pound.

10. The Texas lottery is up to 5,000,000 ________________________ dollars.

 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix B

Instructional Application 2 – Practice with Realia

Instructions: Circle the numbers and write each one in word form below the paragraph.

New rule could send some insurers packing

Article By Parija Kavilanz, Retrieved on October 18, 2010 from www.CCN.com

NEW YORK (CNNMoney.com) -- Industry experts say more insurers will drop health care
coverage or go out of business if they are forced to meet a Jan. 1 deadline that requires them to
boost the money devoted to providing care. The Obama administration is awaiting the
recommendation of the National Association of Insurance Commissioners, meeting in Orlando
on Tuesday the 19th, for how and when to implement key changes to the "Medical Loss Ratio"
rule.

Under health reform, beginning 2011, insurance companies will have to spend 80% to 85% of
the premiums they collect on care instead of toward their own profits and overhead costs. Prior
to reform, requirements varied from state to state. In some cases, insurers didn't have to meet any
minimum requirements.

For example, some plans have a 43% loss ratio. That means individuals could be paying $1 for
43 cents of care. Beginning in 2012, if insurers don't increase that loss ratio to 82 cents per dollar
paid, they will have to give customers a rebate for the difference.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix C

Homework Assignment – Fill-in-the-blank Exercises

Instructions: Fill-in-the-blank with each number in word form.

Example: Amarillo is 402 four hundred and two miles from Dallas.

1. Grapevine is 22 _____________________________ miles from Fort Worth.

2. El Paso is 889 ______________________________________miles from Dallas.

3. The wheelbarrow can carry up to 125 ___________________________ pounds.

4. The baby weighed 6 __________ pounds and 13 ________________ ounces.

5. I need 3 1/2 _________________________ pounds of ground beef for the stew.

6. Ms. Ocampo is 5’2 ______________________________ inches tall.

7. The puppy is 14 ___________________________ years old.

8. Her new car cost $36,000_____________________________________ dollars.

9. Please get a 2 ______________ liter bottle of coke.

It’s on sale for .99 _________________________________cents.

10. My medicine cost $187. 86 ____________________________________.

 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix D

Homework Assignment – Practice with Realia

Instructions: Circle the numbers and write each one in word form on a separate sheet of paper.

Kokomo, Ind.: Back from the Brink

Article by Steve Hargreaves, Retrieved on October 18, 2010 from www.CNN.com

Economists disagree over the real nationwide impact of the massive stimulus jolt orchestrated by
President Obama. But here in Kokomo, the Recovery Act and Obama's auto bailout have jolted
Kokomo back to life -- keeping big industry from fleeing and attracting newcomers as well. "We
wouldn't be standing here," said Brian Harlow, a 32-year Chrysler veteran who grew up in
Kokomo and now is based at the company's headquarters outside Detroit. "It would have been a
ghost town."

Chrysler, which had idled 3,500 hourly workers in Kokomo a year and a half ago, recently
announced $350 million in new investments that will make the city the hub of North American
manufacturing for its next-generation transmissions. All those people have been put back to
work, and 700 others have been hired. Auto parts manufacturer Delphi will use an $89 million
stimulus grant to retain 100 manufacturing jobs and make 100 additional hires at a facility
building parts for hybrid vehicles.

And a Colorado solar company plans to use $300 million in stimulus funds to hire as many as
900 workers at an old Daimler auto plant south of town that will make products to export to
Europe. Even the downtown looks better. The mayor leveraged $800,000 in stimulus funds to
help with a revitalization project that has netted 11 new stores since the start of the year. (Photo
gallery: Kokomo today)
For sure, Kokomo still faces big challenges. The fate of a huge manufacturing facility Delphi
recently sold to General Motors -- and its 1,200 workers -- is uncertain. And the housing market
is in the toilet.

The mood in Kokomo is optimistic, if cautious. "I wouldn't say it's done a 180, more like a 120,"
said Cliff Pitcher, an electrician and 20-year veteran at Chrysler who was decidedly more
downbeat when CNNMoney last visited Kokomo. "They're trying," he said of city officials. "I
have to back them on that."

How they're getting it done From government managers to corporate execs, nearly every leader
in Kokomo attributes the turnaround to the federal government's willingness to step in. "We
would not be manufacturing in the United States if it wasn't for the stimulus money," said Lisa
Hardwick, Delphi's plant manager, during a tour of the facility.
Delphi just opened a factory -- just outside of town amid fields of corn and soy -- making a
component central to 21st century transportation: the brains of a hybrid car.
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

The product is a circuit board measuring about a square foot in size. The board tells a hybrid car
when to switch from electric to gas power, converts the 600-volt battery juice to a more
dashboard-friendly 14 volts and regulates other electronic functions within the engine. Delphi
has contracts to supply these boards to Allison Transmission, which makes parts for hybrid
buses, as well as General Motors, Ford Motor and China's Coda.

With Coda, the plan is to send the boards to China, put them in electric cars, and then ship the
cars back for sale in the United States. Hardwick said the company chose to expand in Kokomo
for many of the same reasons executives from other companies cited: existing operations,
generous tax incentives and a skilled workforce. Back in town at a Chrysler plant, workers are
churning out 1,600 transmissions a day. They'll soon be making the company's new 8-speed
automatic transmission.

New workers are being hired at $14 an hour instead of the old $28, but that's the case at auto
plants across the country and reflects a world where factory work doesn't command the wages it
once did. (Video: A day on the auto line) Back to the core Downtown, it's anything but ghostly.
Kokomo's mayor, along with other city officials, used stimulus money to revamp the dying town
center and lure shoppers back from the neon strip of chain stores and traffic lights that ring the
city's eastern side. Flowers were added, curbs and sidewalks were expanded. Gone are the traffic
lights that used to encourage motorists to speed though intersections in a race to make the next
green light. They have been replaced with stop signs that bring traffic to a more pedestrian-
friendly pace and allow drivers to look around the new downtown.

"I see a lot of people walking down here now, even at night," said Tashia Johnson-St.Clair, who
used small business loans provided by the city to open a candied popcorn store called Sweet
Poppins. Across the street, 26-year-old Blake Kinder is using recycled antique wood and glass to
open up an Irish bar in what was once a Chinese restaurant. Kinder said the city's designation of
the downtown as a redevelopment zone allowed him to get a state liquor license, normally valued
at over $100,000, for a mere $1,000.

"I'm not a big city guy," said Kinder, who nonetheless has lived in Las Vegas and London.
"Kokomo is my comfort zone, and I believe I have something to give back to the town." Mayor
Greg Goodnight, who spent 13 years on the floor at a local steel factory before becoming the
plant's union leader, said the downtown's revival is part of a larger plan to grow Kokomo's
economy by making it a place where people want to live.
"Good schools, more parks, low-cost government," Goodnight said. "This has to be a place that
people want to call home."
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix E

Instructional Application 3 – Practice Pronouncing Consonants

Practice Pronouncing Consonants in Individual words:

Pronunciation of p as in pass

a. First position - Pass, Past, Pull, Pay, Poster

b. Middle position – Paper, Depart, Copy, Report, Repair
c. Final position – Chop, Chirp, Prop, Drop, Soap
d. Sentence – “Please drop off the payment for the paper at the post office.”

Pronunciation of b as in boy.

a. First position – Boy, Ball, Bully, Boss

b. Middle position – Baby, Baboon, Babble, Bobbin
c. Final position – Cub, Tub, Rub, Pub
d. Sentence – “The boy and his baby baboon went to the pub.”

Pronunciation of f as in feet.

a. First position – Feet, Feel, Firm, Fat

b. Middle position – Safe, Muffle, Fluffy
c. Final position – Loaf, Turf, Stuff
d. Sentence – “Fannie with the fat feet froze the fluffy loaf of bread.”

Pronunciation of v as in vat.

a. First position – Vat, Van, Valley, Value

b. Middle position – valve, vivid, wave, Love
c. Final position – uncommon in English – some foreign words are Kiev, Yugoslav, Molotov
d. Sentence – “Mr. Kiev, a Yugoslav, threw a Molotov cocktail.”

Pronunciation of th as in think.

a. First position – Think, Thin, Thirsty, Therapy

b. Middle position – Stethoscope, Other, Neither, Mother
c. Final position – Teeth, Breath, Tithe, Tooth
d. Sentence – “Mother had small thin top teeth and a thick bottom tooth.”
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix F

Instructional Application 4 – BINGO

*Note: Himet’s copy for the game was in 22 Font.

B I N G O
four thirty thirty-five forty-eight seventy-three

eleven twenty-four forty-one fifty-two seventy-five

seven seventeen forty-four sixty sixty-six

five nineteen thirty-two fifty-eight seventy-two

one twenty-six forty-five fifty-one sixty-one

nine eighteen thirty-three fifty-seven sixty-nine

three twenty-three thirty-five fifty-three seventy-four

fifteen twenty-nine forty-three forty-seven seventy-four

two twenty-one thirty-one fifty seventy

ten sixteen thirty-eight fifty-five sixty-five

fourteen twenty-eight thirty-six forty-nine sixty-two

six twenty-five forty-two forty-six sixty-three

thirteen twenty-two thirty-nine fifty-nine sixty-eight

eight twenty-seven thirty-seven forty-eight sixty-four

twelve twenty forty fifty-four seventy-one

 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix G

Instructional Application 5 – Practice Pronouncing Consonants & Vowels

Practice Pronouncing Consonants in Individual words:

Pronunciation of j as in jet
a. First position – Jet, Jig, Joke, Jewel, Jar, Jean, Jump
b. Middle position – Injury, Enjoy, Inject, Reject, Banjo
c. Final position – None in English
d. Sentence – “Judy Jean jogged while playing a banjo.”

Practice Pronouncing Consonant Clusters:

thr – thrash, threat, throw, threw, throttle, throat, thrill

str – straight, strange, strain, strep-throat, stretch, strength, straw, strong, struggle

Practice Pronouncing Vowels:

[ee as in eat] [i as in if] [ay as in late] [eh as in egg] [a as in cat]
[ah as in on] [aw as in all] [oh as in go] [oh as in row] [oo as in look]
[oo as in ooze] [uh as in pup] [er as in learn] [i as in eye] [ow as in cow]
[ear as in dear] [ar as in car] [oi as in toy] [yoo as in pew]
[or as in for] [oor as in sure] [air as in hair]
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix H

Take Home Activity – Fill-in-the-blank Exercises

Instructions: Fill-in-the-blank with each number in word form.

Example: Tyler is 90 ninety miles from Dallas.

1. Fort Worth is 42 _____________________________ miles from Dallas.

2. Santa Fe is 602 ______________________________________miles from Dallas.

3. The wheelbarrow can carry up to 85 ___________________________ pounds.

4. The baby weighed 7 __________ pounds and 11 ________________ ounces.

5. I need 10 _________________________ pounds of ground beef for the stew.

6. Ms. Smith is 60 ______________________________ inches tall.

7. The puppy is 15 ___________________________ years old.

8. Her new car cost $4,000_____________________________________ dollars.

9. Please get a 1 ______________ liter bottle of coke.

It’s on sale for .59 _________________________________cents.

10. My medicine cost $133.00 ____________________________________

 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Appendix I

Take Home Activity – Practice with Realia

Instructions: Write the words in number form. Example: Two.Five = 2.5

Easy Pumpkin Bread Recipe

Ingredients:

Three-hundred and fifty-five 355 ml sugar

flour, all-
Three-hundred and ninety-four ml
purpose
baking
One.Three 1.3 ml
powder

Five.Three ml baking soda

Three.Eight ml salt

Two.Five ml cloves ground

Two.Five ml nutmeg

Two.Five ml cinnamon

One-hundred and eighteen 118 ml vegetable oil

One-hundred and eighteen ml water

Two-hundred and thirty-seven ml pumpkin mashed

Two.Zero large eggs

One-hundred and eighteen ml nuts optional

Directions:

Preheat oven to 180 degrees C.

Grease and flour a loaf pan.
Sift together the flour, sugar, baking powder, baking soda, salt, ground cloves, cinnamon and
nutmeg into a large bowl.
Add the remaining ingredients and mix until just combined.
Pour the batter into the prepared loaf pan.
Bake for one hour. Cool for 10 minutes and remove from pan and let cool on a wire rack.
Appendix J
 Standard 3 – Adapting Instructions for Individual Needs Artifact 1 Joely Rogers

Cheat Sheet for BINGO

Cardinal Numbers
Definition: Cardinal numbers are counting numbers that can be written as words
(one, two three) or numbers (1, 2, 3).

1 = one 20= twenty

2 = two 21= twenty-one
3 = three 22= twenty-two
4= four 23= twenty-three
5= five 24= twenty-four
6 = six 25= twenty-five
7 = seven 30= thirty
8= eight 40= forty
9= nine 50= fifty
10= ten 60= sixty
11= eleven 70= seventy
12= twelve 80= eight
13= thirteen 90= ninety
14= fourteen 100= one hundred
15= fifteen 101= one hundred and one
16= sixteen 1,000= one thousand
17= seventeen 10,000= ten thousand
18= eighteen 100,000= one hundred thousand
19= nineteen 1,000,000= one million