Ianno (Considine) Lesson Plans

Time 45 MINUTES TOTAL Topic/Content Purpose

- Build relationships
2:30-2:35 - Focus students attention to the lesson and its
Conversation & Lesson Introduction
5 minutes purpose
- Gain a preliminary sense of language ability
- Gather data on phonics: letters/sounds, short
ELL Placement Test:
vowels, blends/diagraphs, long vowels, inflections,
2:35-2:50 Inside Language, Literacy, and Content
r controlled vowels, diphthongs/variant vowels,
15 minutes
silent consonants, hard/soft c and g, multisyllabic
Part I: Phonics & Decoding
words, and prefixes/suffixes
2:.50-2:55 - Build relationships
Break & Conversation
5 minutes - Provide brain break to prevent fatigue
ELL Placement Test:
2:55-3:10 Inside Language, Literacy, and Content - Gather data on reading comprehension and
15 minutes Lexile
Part II: Reading
- Conclude the session
3:10-3:15
Wrap Up & Conversation - Build relationships
5 minutes
- Further preliminary sense of language ability

Materials/To Do:

Inside Language, Literacy, and

Content Assessment
- Phonics & Decoding,
Reading: Student score
sheets
- Phonics & Decoding,
Reading: Teacher score
sheets
 Time 45 MINUTES TOTAL Topic/Content Purpose
- Build relationships
2:30-2:35 - Focus students attention to the lesson and its
Conversation & Lesson Introduction
5 minutes purpose
- Further sense of language ability
ELL Placement Test:
Inside Language, Literacy, and Content
2:35-2:50 - Gather data of personal connections to reading,
15 minutes interests, and reading/vocabulary strategies
Part I & II: Personal Connections to Reading &
What Interests Me (Reading Topics)
2:.50-2:55 - Build relationships
Break & Conversation
5 minutes - Provide brain break to prevent fatigue
ELL Placement Test:
Inside Language, Literacy, and Content
2:55-3:10 - Gather data of personal connections to reading,
15 minutes interests, and reading/vocabulary strategies
Part III & IV: What I Do (Reading Strategies) &
What I Do (Vocabulary Strategies)
- Conclude the session
3:10-3:15
Wrap Up & Conversation - Build relationships
5 minutes
- Further sense of language ability

Materials/To Do:

Inside Language, Literacy, and

Content Assessment

- Affective & Metacognitive

Measures assessment:
Student score sheet
- Affective & Metacognitive
Measures assessment:
Teacher score sheet
I conducted my first two lessons at my students ELL teachers request. She believed that these two reading assessments would provide me (and
her) with beneficial data for conducting both my after-school sessions and my regular intervention classes with this student. Student S and I
agreed to meet after school from 2:30-3:15 with the day of the week varying for each session.

Lesson 1 Reflection

Student S and I met after school and, because I had already informed him earlier in the day of the assessment, he was mentally prepared. Student
S has a very cheerful disposition and seemed perfectly willing to participate in the assessment. For having been in the US for 5 years, his
language acquisition (based on our conversations) seemed to be below that of his peers.

On Part I of the assessment, phonics and decoding, my student scored a 30/45. His score placed him at the second lowest level, one step above
Newcomer Level Fundamentals 1. On Part II of the assessment, reading, my student scored a 10/40. His score placed him at a Fundamentals
Level with a Lexile of 140L.

Next session, I will continue with the second assessment at the request of the ELL teacher. Because this student is currently being evaluated for
possible entitlement due to suspected cognitive delays, gathering this data is important. I havent had time to complete these assessments during
the regular school day because of time/administrative constraints, and ELL has been overwhelmed and beyond capacity. The data will be valuable
in determining next steps.

Lesson 2 Reflection

Student S and I met again after school. Like last session, I informed him that we would be conducting one more assessment. Again, he was cheerful and
willing to participate.

This assessment was useful in that it told me more about how he reads and communicates outside of my class. I found that, when it comes to selecting a
book, he just randomly picks one. He also stated that he is good at following written instructions versus verbal and believes that his reading has improved
since last year. The rest of the assessment pretty much supported my own prior assumptions. He said that he finds reading in English to be very difficult but
reading in Marshallese is easy. He stated that he only reads books when they are assigned at school, would rather read an article online than a
book/magazine/newspaper. The rest of the assessment got into the particularly valuable questions, such as What would you like to learn to do better as a
reader? and specific reading strategies unfortunately, we ran out of time. I will select the most important questions for our next session. Also in our next
session, I will use Helmans Chapter 7 Planning Effective Phonics Instruction with Emergent Bilinguals and strive to make phonics instruction clear and
explicit.
 Ianno (Considine) Lesson Plans

Time 45 MINUTES TOTAL Topic/Content Purpose

- Build relationships
2:30-2:35 - Focus students attention to the lesson and its
Conversation & Lesson Introduction
5 minutes purpose
- Further sense of language ability
- Develop writing abilities
Expressing Self Through Drawing & Labeling
2:35-2:50 - Express self through drawing
Drawing in Both Marshallese and English
15 minutes - Determine basic understanding of students
(Fu Ch. 3)
native and English abilities in writing brief captions
- Build relationships
2:.50-2:55 - Provide brain break to prevent fatigue
Break, Conversation & Sensory Tools
5 minutes - Sensory tools to ease anxiety and prompt casual
conversation
- Determine more in-depth understanding of
2:55-3:10 Write in Native Language 2 Picture Prompts
students native writing ability
15 minutes (Fu Ch. 3)
- Develop writing abilities
- Conclude the session
3:10-3:15
Wrap Up & Conversation - Build relationships
5 minutes
- Strengthen conversational skills

Materials/To Do:

- Computer paper for

drawing task
- Lined paper for written task
- Sensory tools to use during
breaks
- Two different picture
prompts for writing task
 Time 45 MINUTES TOTAL Topic/Content Purpose
- Build relationships
2:30-2:35 - Focus students attention to the lesson and its
Conversation & Lesson Introduction
5 minutes purpose
- Further sense of language ability
- Provide a systematic sequence of Phonics
Conduct phonics lesson: Fusion Bridging
2:35-2:50 instruction
Go over the Vowel Sound Chart #1
15 minutes - Make phonics instruction clear and explicit
(Helman Ch. 7)
- Explore different vowel sounds
- Build relationships
2:.50-2:55 - Provide brain break to prevent fatigue
Break & Conversation & Sensory Tools
5 minutes - Sensory tools to ease anxiety and prompt casual
conversation
Continue phonics lesson: Fusion Bridging - Provide a systematic sequence of Phonics
2:55-3:10 Complete the Closed Syllable Stretch (1A) in instruction
15 minutes Student Workbook - Make phonics instruction clear and explicit
(Helman Ch. 7) - Develop understanding of closed syllables
- - Conclude the session
3:10-3:15
Wrap Up & Conversation - Build relationships
5 minutes
- Strengthen conversational skills

Materials/To Do:

- Fusion Bridging teachers

manual
- Fusion Bridging student
workbook
- Sensory tools to use during
breaks
Student S and I continued to meet after school from 2:30-3:15 for lessons 3 and 4.

Lesson 3 Reflection

I stated in my reflection for Lesson 2 that I planned to use Helmans Chapter 7 Planning Effective Phonics Instruction with Emergent Bilinguals to make
phonics instruction clear and explicit. I have since decided, though, that Id first like to Student Ss native language writing abilities. I believed that the
information would be valuable since I now have an understanding of his English abilities. As Ive learned in the readings and modules, there is a link between
native language capabilities and second language acquisition.

Shortly before our third lesson, I had a procedure done on my foot and had to miss several days of school. During one of our wrap up conversation, Student S
asked me why I was gone. I explained that I had to see a doctor to fix my foot. He asked, What color is she? I asked, What color is who? He replied, What
color was the doctor? She was white? I said, Yes, my doctor was white. He asked, Is that racist? I explained that no, that is not racist to say that the doctor
was white because that is a fact. He said, What about if I say You are black. You dont belong. I told him that yes, that would be considered racist because it
is hurtful based on skin color. He gave a few more scenarios, asking if they were racist statements and seeking confirmation on statements that he perceived
to be racist. At the end, he said, I am brown. You are white. Im glad that I was able to have this unexpected conversation with him to help him navigate social
expectations. I didnt ask, but I am left wondering what might have happened that prompted him to bring this up with me.

During the Draw a picture with captions activity, Student S was able to draw basic pictures with basic captions that reflected his drawing. He was able to do
this in both Marshallese and English fairly easily. He did require spelling assistance in English.

The next writing task proved to be more difficult. It appears that Student S has very minimal writing skills in his native language. It was a struggle. As Ive
mentioned before, there is concern in my building that he may have some cognitive delays. While I dont have enough information yet to say if I support that
thought myself, I do think that his struggles with this assignment is a step in that direction for me.

Lesson 4 Reflection

Now having some understanding of my students native language abilities, I used suggestions for todays lesson that were pulled from Helmans Chapter 7
Planning Effective Phonics Instruction with Emergent Bilinguals to strive to make phonics instruction clear and explicit. To make the best use of my
instructional time, I used a phonics strategy that I am trained to use and know well, and that is the Bridging Strategy by Fusion Reading.

I started with the usual introductory conversation and lesson introduction. For the next 15 minutes, Student S and I went through the vowel sound chart, where
I read the Sounds Like, Sound Cue, and Written As examples. Student S was to repeat after me. We did this for all of the Short Vowel, Long Vowel, and Silent
E (VCE) sounds.

We took another break after going over the sound chart.

After the break, we began working on the Closed Syllable Stretch. I wanted to focus solely on closed syllables because I did not want to confuse him by adding
other types of syllables. He watched and coped me during the I Do, and tried during the We Do. It was a struggle, but Ive seen L1 students face similar
challenges with this lesson. I did have to help him significantly during the first two You Do tasks, but he did the remaining three accurately on his own.

I notice that a lot of his struggles come from a lack of confidence, which I can relate to. When I was learning Spanish, I was not confident in my abilities and
was reluctant to try things for fear of being wrong. I think this is part of the reason why he struggles to take educational risks during our sessions and in the
classroom. I do see him take more of these types of risks when we are 1-on-1, which is natural.

I think I would see a similar situation if we were to work on open syllables next. I think, though, that his skills will compound as we gradually add new types of
tasks.