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Trina Jackson

Post University

2018

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Abstract

      Currently in the Preschool where the researcher works, there are two

bilingual Spanish/English classrooms. The classrooms are being taught by

teachers who are also bilingual and certified to teach in bilingual classrooms and

assistant teachers who also speak the language. The population of students

who are not from a Spanish speaking country are on the rise. How are these

students attaining English acquisition, when they are placed in monolingual

English only classrooms with teachers who do not speak their native tongue?

The purpose of the paper looks at that population and how the use of TESOL

strategies of gestures, repetition and visual aids will help with language

acquisition, using a visual arts activity, “Fluffy Winter Trees” and a qualitative

assessment of feedback from the activity.

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Problem statement

I want to further explore the topic of TESOL (Teaching English to speakers of other

languages). Within this topic, the problem is the fact that for a student to have content language

taught in their native language, there needs to be at least ten or more students who speak that

language. If the student does not qualify for bilingual services, or the school does not have

bilingual services, they are placed in classrooms with English only, and with teachers who are

not qualified (Thomas, 2015). In many programs, bilingual services are only offered in

Spanish/English, however there are more cultural groups attending schools across America and

What about them? How well do English Language Learners learn in monolingual preschool

classroom and how do teachers feel about it. Using TESOL strategies of repetition, gestures and

visual aids is the best way to help these students. The people who would be affected by this issue

are educators, administrators, the school board, parents, students, and the law makers.

How does a district decide who is an English language learner? The main piece of

evidence that determines the language of a student, is a home language survey. The home

language survey asks what the primary language of the parents and students are that is primarily

used at home (US dept. of Education, 2016). The survey will ask if there are any other languages

involved. There is a growing population of ELL students who are not just Spanish/English and

there are not enough qualified teachers to support the growing population. What is the best way

to solve the issue of rising ELL students in mainstream classrooms with teachers who are not

qualified? This question would help promote the use of TESOL strategies or allow teachers to

have training for TESOL best practices to answer the question of the growing population of

English language learners across the state.

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Literature Review

In the state of Connecticut, for the 2014-2015 school year, there were 34,833 English

language learners in 173 Local Education Agency (LEA). Within the schools there are 143

different dominant languages and Spanish accounts for 72.4% of English language learners in

School (Data bulletin, 2015). There were only 1,918 English language learners (5.9%) students

who met mastery level and could exit programs (Data bulletin, 2015). An English Language

Learner is any student enrolled in school in grades Kindergarten to Twelve, whose dominant

language is other than English and whose proficiency in English is not sufficient to assure equal

educational opportunity in the regular school program (assessment 2011-2012). In the State of

Connecticut, there needs to be at least 10% of the population that speaks the same language to be

Bilingual. The purpose of this paper is to find out how best to help the rest of the languages who

do not qualify for bilingual services. Within this paper, there will be an in-depth look at TESOL

strategies, classroom set up, and teacher preparedness can answer the question of how to help

and ELL student in the mainstream classroom when no one speaks their native tongue.

Assessments

Assessments in Early childhood education serves a different purpose and the most

valued purpose is to monitor the development and learning of a student and to guide curriculum,

planning and decision making (Ntuli, E., Nyaramb, A., Traore, M. 2014). Assessment are also a

way to find out whether a student has special needs and difficulty in communication.

Assessments are also a way to show growth over time from one period to the next. Assessments

can support the gains in all domains such as language, cognitive, social/emotional, and physical

development (Ntuli, et.al. 2014). If assessments are not done properly it is difficult to plan and

meet individual needs. Using assessment on an ELL student is not always successful and they

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will most likely score below the State proficient levels. Within the New Haven Pre-K program,

the assessment used is the TS GOLD for creative curriculum, which balances teacher-planned

and child-initiated learning (Teaching strategies, 2010). This assessment is culturally responsive

and researched based. It is also important to make sure that the instructor assess their

performance. In the appendix C, there is a sample, self-assessment that was created to see if the

teacher and students are achieving the goals that was set forth by the research. There is nothing

different when using assessments with English language learners or ELL as the word to be used

within this paper. The assessment of an ELL is a major milestone in their academic career

(Abedi, 2013). The assessments measure the English language proficiency level of the ELL

student. These measurements are the basis for classification, reclassification, curriculum

planning, instruction, and for fair assessment of the ELL student (Abedi, 2016).

Classroom placement/set-up

To place students in a classroom, one The Connecticut Mastery test, the Connecticut

Academic Performance Test and the Connecticut Alternate assessments have all been developed

to provide support for administrators and teachers on the selection of accommodations specific to

the needs of English language learners (ELL) (assessments, 2011). According to the assessment

guideline of 2011-2012, the accommodations of ELL’s are specifically designed to provide

linguistic support. Without these accommodations that address the linguistic and socio-cultural

needs of ELLs, the results of assessments in English may not adequately reflect what and ELL

know and can do. The state of Connecticut offers bilingual programs and ESL programs, but not

all cities within the state offer these services. The ESL model will vary among districts. For a

district to have a bilingual program, the school must have 20 or more speakers of the same native

language who are identified as ELL’s. These programs use both the native language and English

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for academic instruction and is limited to 30 months (Moran, John. 2014). ESL programs are

taught exclusively in English and help the ELL acquire a level of English proficiency in

listening, speaking, reading and writing that allow them to master content and meet academic

standards.

The structure of programs is in the discretion of the school, some schools may group ELL

students together by age, regardless of English proficiency, whereas other schools may create

mix age groups (Hillman, et al, 2010). Having the privileged of an ELL in the classroom, the

teacher must make sure that the student is welcomed, and the environment is suitable for

language acquisition. It is also important to make sure that the environment is language rich

with words on objects in the classroom and words on the pictures in the classroom. Appendix F

will show some pictures of a language rich environment.

Teachers

Within the State of Connecticut, there is a demand for qualified teachers to teach English

language services. There are 268 schools in the State of Connecticut and only a quarter of them

are required to provided bilingual services. For those students who are attending schools that do

not offer bilingual services, the schools are still required to address their needs, and most schools

will place the students in English taught classrooms with other English language learning

students (Thomas, 2016). Most of these students are taught by general education teachers, who

are not required to have training on best practices for education English learners. English

language learners are being taught by less-qualified teachers and many mainstream educators

lack training in English language learner methods (Thomas, 2016). Teachers who have students

that speak other languages can participate in using more phonemic awareness strategies and use

vocabulary that the student will come across in content areas (Barrow and Markman, 2016). The

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amount of these students has risen tremendously, and the greatest number are in the pre-k-5 and

many educator prep programs have not prepared teachers to meet this demand or how to

effectively understand what it means to be an ELL student (Baecher, L.A. and Jewekes, A.M.

2014).

There are many who say the criteria for becoming certified in the State of Connecticut is

complicated and expensive. State law requires middle and high school teachers to not only

receive and endorsement in helping students learn in English but also to get certified in a subject

area. Elementary teachers also need both endorsements (Thomas, 2016). In the State of

Connecticut to be a certified teacher in TESOL one must first get into a TESOL program and

then pass the Praxis II assessment test, apply for initial certification through the state of

Connecticut after that there are two more stages of certification to do (Connecticut department of

Education). Even if there are not certified teachers, there are things that a teacher can do while

there is an ELL student in the classroom and some things to remember.

Possible solutions

Language and literacy for English language learners consists of three functional areas:

listening, phonological awareness, and speaking (Dalle, 2013). These areas contain performance

indicators such as follows directions. ELL students develop an understanding of language,

vocabulary and sounds of language through listening, classroom activities and daily routines

(Dalle, 2013). The ELL students become familiar with vocabulary through repetition and the use

of gestures. Beginning speakers will need help by using pictures, realia, gestures, and other cues

when learning something new. It is also important for the teacher to understand the stages of

language development. Pre-production also known as the “silent period” is when and ELL

student in this stage will nod and point to make needs and wants known (Bojko-Jeewek, 2017).

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They can learn by listening and observing. They can draw pictures to convey meaning. If a

student is in this stage it is okay to allow them to nod and use gestures as gesturing is also a

means of communication (Dalle, 2013). The early production stage usually occurs when a

student has been exposed to English for over a year. They may also use one or two-word

responses and use present tense verbs and background knowledge may be limited. It is also

important to pre-teach what you want them to do before they are required to do it (Bojko-

Jeewek, 2017). In Appendix B, there is a SIOP lesson for a visual arts activity: Fluffy winter

trees. This is a perfect opportunity to use the repetition, gestures, and visual aids to communicate

the ideas to the ELL student.

In conclusion, throughout this literature review, it has been found that because of the

federal law of having the need of ten or more students in one language to support bilingual

services, it is important to incorporate TESOL into the training for teachers, so that those

students who do not meet the bilingual criteria are being taught from qualified and

knowledgeable educators who know ELL best practices, and there will not be a need to have

teachers go through such rigorous training to become certified. There is also a possibility that if

the district does not have the proper funding to hire TESOL teachers, there are a few strategies

that could help an ELL student in a classroom. It is also important that the educator remembers

that it is okay if the student does not verbally say words, they may be in their silent period, and

gesturing and pointing should be allowed. The educator must understand that when a student

points to an object, tell them the name of the object.

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Research design and Methodology

When conducting Action Research there must be a problem. Within the learning

environment, there are two classrooms that are bilingual Spanish and English, however, there is a

rise of students who speak other languages who are not afforded that opportunity. Those students

are placed in monolingual English classrooms. The problem that has been identified is: What is

the best way to help an English language learner in a monolingual classroom, when no one

speaks their language? Once the problem has been identified, through reflection, the next step is

to figure out how to conduct this research. Before starting the research. One must know what is

meant by research design and methodology. Research design focuses on the end-product. What

type of study is being planned and what kind of results are aimed at (Van Wyk, n.d). Research

design is also driven by the research problem or question and what evidence is required to

address the question adequately (Van Wyk, n.d.). Methodology is defined as the research process

and the kind of tools and procedures to be used, the methods are fueled by the specific task at

hand and focuses on the individual steps in the research process and the most objective

procedures to be employed (Van Wyk, n.d).

Once research design and methodology have been defined, the next step would be the

what, where, who, when and why?

The Population

The research design and methodology will be conducted at an Urban Head Start Preschool.

Using the description from the district website, Head start is a Federal program for young

children from low-income families. The children who attend Head Start schools participate in a

variety of educational activities. They also receive free medical and dental care, have healthy

meals and snacks, and enjoy playing indoors and outdoors in a safe setting. The program for

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which this research is done is a school that has 28 classrooms and two tiers. The hours of the

first tier, 8-2 and the second tier is 9-3. Children are placed in the tiers according to their

address. This program is a school day/school year program. The program offers transportation

in the form of school busses that are outfitted with car seats for each individual child. The

program offers opportunities to children from the ages of 2.9 to five years of age. The school

enrolls 488 students and has 28 classrooms with six of those classrooms for Special Education,

and two bilingual Spanish/English classrooms. The Regular education and bilingual classrooms

have twenty students with one certified head teacher and a full-time assistant teacher with a part-

time teacher who comes in to cover lunches.

The Classroom

In this section there will be an explanation of the classroom set up. The classroom is an English

monolingual classroom with twenty students ranging in age from 2.9 to 4. There is a certified

teacher who is certified in grades prek-3 and an assistant teacher and a part-time teacher who

covers lunches. When walking to the classroom there will be a set of twenty small square

lockers on the wall with the name of students on each locker. Within the classroom, there is a

small shelf with 30 small slots with the students’ names and teacher’s names on them labeled

mail boxes. Most of the items in the room are labeled with a picture or just a label. This is a

short description and within this section will also be a look at the lesson plan and how the teacher

delivers small group and whole group instruction.

The Participants

This section will talk of the history of the three girls that were chosen for this research. The

girls are from Afghanistan and speak a language called Pashto. Their ages range from young

three to 4. One is shy, the other two are more social. What is fascinating is that even though

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they all speak the same dialect, they do not communicate with each other in their home language.

The older two usually hang together while the younger one is usually alone. The older girl is

more apt to speak in her native language when communicating with the teachers or other

students. The second girl will repeat the English words and take your hand and bring you to

where she wants or needs. The youngest girl does not use any verbal communication at all, she

uses a lot of nonverbal communication of gestures such as; nodding head yes or no when asked a

question, pointing to herself when she creates an art piece or pointing to what she wants.

Gestures can play a role in communication and makes a way for a young ELL to communicate

ideas when they do not have the words to express their feelings (Golden-meadow, 2012).

Research design

To answer the question, this research calls for a qualitative study. Qualitative study allows the

examination of the phenomenon, in this case, how the teacher interacts with the ELL in the

classroom. The qualitative study is the most flexible, so if changes come and if the focus needs

to be changed the qualitative study will allow movement. The qualitative study looks at an

interpretation and allows the usage of a small groups as opposed to a specific sample of

dependent and independent groups. Qualitative study was chosen, because the researcher can

use observations to collect data. There is also the possibility of comparison. Within the

qualitative design, there is what is known as historical research, where the researcher can look at

past documents and make comparisons. The use of case study is also a possibility when looking

at how a student is growing and achieving in a new setting.

The research design used in this case would be observations. The teacher will pick an

activity, Fluffy winter trees, and use TESOL strategies to explain the activity to the participants

and make notes on how the participants will interact and engage. The teacher will notice if using

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TESOL Strategies of gesturing, repetition, and visual aids helped the participants understand the

activity and engage more and also gave them a better understanding of the topic of discussion.

Methodology

Interpretation is about bringing out the meaning, telling the story and developing plausible

explanations (ary et al, 2014). There are no set rules for interpretation, which gives the

researcher a wider room to grow and using observations will help understand more of what the

researcher will see when using the strategies of repetition, gestures and visual aids. Ethnology is

also an in-depth study of naturally occurring behavior within a culture or social group (ary et al,

2014). How are the three girls adjusting in their new environments, and how are they engaging in

the project of Fluffy Winter Trees.

Data collection

The information that will be collected will come from assessments, With the use of

individualizing, does the strategy of gestures, repetition and visual aid help with language

acquisition of the ELL student? Will the ELL student have access to enough books about trees to

provided background information? There is also a look at how the environment is set up for the

ELL student. Are the assessments appropriate for the language learners and do they understand

what is expected of them? To understand the data, it must be compiled from the different sources

organized and coded (Ary. Et al 2014).

Conclusion

The research design and methodology show using qualitative design in the use of

observations and historical theory as possible ways of conducting the research. To look at the

data from those possible methods, one must organize, categorize or code the information found.

The research should answer questions of what one is trying to find and with that information will

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it change perspective. The research and design will also allow the opportunity to answer the

problem and show with research, that using TESOL strategies and perspectives, will allow

students to grow at their own pace and allow them time to develop language acquisition. The

data will show proof that even though the students are not supported in their native tongue, they

are still supported throughout their growth and learning a new language.

Evaluation and Assessment of the project

Interpreting the outcomes for the proposed participants of the case study, it is found that the

girls are indeed attaining language acquisition, and one of the girls is actively in her “silent

period” so it is hard to gage how much language she has; however, she has been using more non-

verbal communication to let the teachers now what she wants or needs. This sort of

communication shows that her understanding of English is high, you must understand the

questions the teachers ask. Evaluating the project based on the learning outcomes that will be

shown in the PMP, is that there is much work to be done about helping teachers understand the

“silent period” of the student. Even though at this time the project will not be implemented, the

researcher has gathered a panel of experts to look at and give feedback to the project, so as the

time when the project will be implemented. The assessments are found in the appendix of this

report.

Panel of experts

Each panel of expert is from the Dr. Reginald Mayo Early Childhood School there is more of

a description of their job title and educational background on the assessment used to grade the

deliverable.

1. Monique Brunson- Principle

2. Debbie Wingreen-Leadership intern

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3. Jaclyn Vazquez

4. Jennifer Walsh- Instructional coach

5. Karen Lombardi-Instructional coach

6. Panel of Experts

Well, at the wee hours I have heard from two of my panel of experts and they loved the

project idea, but had many questions, on the rubrics that I have written up. The panel of experts

had many questions for me and it was a little difficult to get things done, as I had become ill and

missed a lot of time out of work. On my PMP, I stated that I wanted to give my POE the

deliverable on the 13, I decided to email them the lesson plan, rubrics and the power point

presentation. I had so many struggles getting the presentations to everyone that it pushed the

timeline back a few days. I was able to get everyone the items on Thursday, February 15. I

thought this would be perfect as the next week was our February vacation. Well I ended up with

these monstrous headaches, which made it hard to work on the computer, I went to the doctor

and was diagnosed with Varicella Zoster, a virus that causes chicken pox and shingles. I had a

miserable week off and started feeling better near the end and I reached out to the POE with no

response. I was not able to return to work until March 1, when two of my POE’s said that they

did not fully understand what I was asking, and they needed to visually see the activity to judge

it. I explained once again that is why I made the slides to explain how I would implement the

activity if I had time. I fixed the issues they had with the rubric and reminded them once again

of the deadline, and they did not meet it. I have not personally been let down so much in my life.

I went to these individuals because I respected them as leaders and educators and they let me

down. I will never know how well the project is or what they thought of it, because times up! In

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the appendix, I have placed the updated rubric that I wanted them to look at. Along with the link

of the slides that I have turned into a video for easy viewing.

Panel of expert’s assessments

1. Monique Brunson-Principle

Trina,Feedback:

I think there is still a concern with the rubric.  I think you now have assigned too many points. It was hard to understand the lesson in the way that it was written (slides). A formal lesson plan like the Madeline Hunter method of planning is desirable.  This format provides me with more information on what to expect in terms of outcomes. I wasn't sure as to what you wanted the learners to learn and be able to do.  The objective should be very specific in terms of what you want to teach and how you want the learners to demonstrate that they have learned the concept. Your activity was appropriate but how are you going to get the students to discuss what was done.  What questions do you plan to ask your learners?  Also, how do you plan to engage those who are in the silent period?

2. Jennifer WalshThe feedback for the first rubric

Name of person viewing: Jennifer WalshEducational background: Masters in Elementary Education and currently in TESOL

programAny suggestions/feedback to the candidate:Check the rubric to be sure that the total points will add up to 100 (I was unable to

complete it, because the total possible points add up to 120).Think about closure for the lessonHow will you determine if the ELs met the objective?

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Deficient (0-12)

Development needed to Proficient (13-16)

Proficient to Exemplary

(17-20)Slides Did not

match lesson plan

Matched lesson, but needed clarification

The slides explained what the presenter would do if they were to implement the activity. 17

Information There was not enough information to expand learning on trees

There was some information to expand knowledge on trees 15

There was ample information to expand knowledge of students about trees.

Voice Could not hear presenter on slides

The presenter used a commanding voice but was a little choppy and some grammatical errors.

The presenter had a great sound and was clear and concise in what she was trying to do.

Appropriateness The project is not suitable for preschool and too involved

The project is suitable, but the presenter did not use enough content to encourage language acquisition.

The project was appropriate for the age group, and the presenter had enough content to encourage language acquisition. 17

Level of understanding

Subject matter is too hard

The subject matter is okay, but needs more explanation

The subject matter is fine and the way the presenter does it will help students 17

Total

66 /100

Assessment Rubric- Product deliverable slides

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Name of person viewing: Jennifer Walsh

Educational background: Masters in Elementary Education and currently in TESOL program

Any suggestions/feedback to the candidate:Unable to score voice without seeing the lesson

Discussion and Reflection

I must say, that when I started this process of obtaining my Masters, I was skeptical I was not

sure how I would be or how I would fit it in. Here I am a year later, and I am one week away

from finishing and achieving one of my goals. I noticed that they had the Capstone classes

separated into three classes and I thought that is silly, why did they do that? I have to say having

completed two capstone classes, I understand why they were separated. Each class led to this

final project and it was necessary to fully understand what is expected of you and what you need

to do as a master’s candidate to understand the material that has been given to me. This final

project has not been easy by any means of the word. Coming up with something that will make a

difference or change policy was no easy task. I will not implement my project as I feel that I will

not have the proper time to put it together and get feedback. I am also not the head of the

classroom and it is a little harder to get things done when you are an assistant. Since I am not

implementing I have chosen to go the non-implementation route and use a panel of experts. I

have chosen to use the principle and the instructional coaches at my current place of

employment. I loved this part of the project as it was a time to talk to them and explain what I

was doing. As an assistant teacher, I do not always have time to talk to them or ask their opinion

on certain matters. Hearing from them, will let me know if I would be a good educator. I have

chosen to do the Master of Education with a concentration in TESOL. I also felt that this project

will show how to use TESOL strategies even if you are not TESOL trained to help an ELL

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student in the classroom and encourage language acquisition. The feedback was okay but

came too late to make any changes to deliverable or research. I feel like it was great to get the

feedback for future reference, but I would love to have had time to make changes and implement

the way they needed to clarify what I expected the students to get out of the project. Some of

my suggestions were very informative and I would have loved to make the changes and add to

the product deliverable. Seeing as though my POE’s did not grade the product/deliverable well,

would it still hit these outcomes? The product/deliverable has hit many M.Ed. outcomes as well

as TESOL outcomes:

M.Ed. Outcomes

Students will develop expertise in designing and delivering instruction to support

the achievement of diverse population of learner of all ages in a variety of settings

This outcome is met by the visual arts activity of fluffy winter trees. I chose this activity because

in the curriculum we have a tree study and this activity would be a great extension of what the

children have learned or an extension of a book about trees. This activity is also great for

learning vocabulary, learning and hearing language for language acquisition.

Demonstrate and understanding of creativity and innovation as applied to education

This outcome is met by coming up with a visual art activity for the students in the classroom

as well as the ELL students in the classroom that is process oriented. Taking children through

steps and seeing what they come up with. Using verbal communication to express the words of

the materials used, the student will understand what is expected.

Concentration outcomes-Teachers of English to Speakers of other languages (TESOL)

Evaluate design, and adapt best practice ESL/ELL instructional strategies and

resources

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This outcome is achieved by using repetition, gestures and naming of products used during the

activity. Having students repeat words after you and try to have them name items by name.

Students will analyze theories of second language acquisition in order to identify

inhibition factors to advancing language proficiency and implement informed

recommendation

This outcome is met by the discussion of the silent period by one of my students and that it is

okay if the student does not speak right away. They are still learning what they need and when it

is straight in their head, they will speak.

Students will determine and develop needs-based quality content, ESL curriculum

and appropriate assessment measures.

This outcome is met by creating a SIOP lesson for one activity that will incorporate TESOL

strategies and the assessment used will be that of observation and pictures to show if the students

were engaged in project and if they used the strategies that the teacher showed them.

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References

Abedi, Jamal. (2013). Testing of English language learner students. APA handbook of testing

and assessment in Psychology. Vol. 3

Ary, D., Jacobs, L., Sorensen, C, and Walker, D. (2014). Introduction to Research in Education. Cengage learning.

Baecher, Laura and Jewekes, Abigail M. (2014). TESOL and Early childhood collaborative

inquiry and crossing boundaries. Journal of Early Childhood Teacher Education. Vol 3 issue 1

Barrow, Lisa and Markman-Dithers, Lisa. (2016). Supporting young English learners in the

United States. Future of Education vol. 26 issue 2 pp. 159-183

Bojko, Jeewek, J.R. (2017). A Warm wELLcome for language learners. Illinois Reading Council

Journal vol. 45 issue 3 pp. 70-75

Connecticut Department of Education. (2016). Bilingual Services. Retrieved from

www.sde.ct.gov/sde/lib/sde/pdf/curriculum/bilingual/el_admin_resource_handbook.pdf

Dalle, Theresa. (2013). Language literacy for English language learners. Retrieved from

https://images.pearsonclinical.com/images/assests/wss_5/Research_Summary_ELLFNL.pdf

Department of Education. (2016). Tools and resources for identifying all English language

Learners. Retrieved from https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap1.pdf

Dodge, D.T., Colker, L.J., and Heroman, C. (2010). Creative curriculum for preschool. Teaching

strategies gold. Retrieved from

http://www.floridaearlylearning.com/sites/www/Uploads/files/Providers/VPK%20Curriculum/

CreativeCurriculum.pdf

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Golden-meadow, S., Alibali, M. (2012). Gestures role in speaking, learning and creating

language. Annual Review of Psychology issue 64 pp. 257-283

Hillman, A., Velazquez, L., Oppenheimer, Cyd Dr. (2010). English language learning students in

Connecticut. Connecticut voices for children. Retrieved from

Moran, John. (2014). Requirements for English Language Learner education if various States.

Retrieved from https://www.cga.ct.gov/2014/rpt/2014-R-0292.htm

www.ctvoices.org/sites/dfault/tiles/edu10englishlanguage.pdf.

Thomas, Jacqueline, R. (2015). for students with limited English, glaring gaps in achievement

and state remedies. The CT mirror.

Van Wyk, Dr. Brian. (n.d.). Research Design and methods Part I. University of the Western Cape.

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Appendix A

PMP

Statement of purpose: The purpose of this Action research, is to see if dual language

learners in a monolingual classroom can achieve language acquisition and how are the teachers

approaching these learners.

Intended learners: I have chosen to do a case study on three girls from Afghanistan and

each one is at a different stage of development and age. The first girl turned three over the

summer, and will be in preschool another year. The other two girls are four and turning five next

year and eligible for Kindergarten in the Fall. The case study will talk a little about the

background of the three girls. The audience will be the teachers who have to teach dual language

learners in their room without support from TESOL services.

Learning Objectives: for teachers and learners

By the end of this project:

Students will be comfortable in using English in classroom

The teacher will accommodate ELL students in classroom

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The students will demonstrate improvement in academic assessments.

Teachers will differentiate for ELL learners

Teachers will understand the “silent period”

child in "silent period" will be supported and allowed to use gestures.

Appendix B

SIOP Lesson Plan

Teacher name: Trina Jackson Date: January 25, 2018

Date(s): 2-3 days

open

Unit/Theme:

Fluffy winter trees

Class/Group and Proficiency Levels:

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Pre-K/ beginning

Content Objective(s):

CT ELD:

L.48.1- Understand words or signs for

objects, actions and visible attributes

found frequently in both real and

symbolic contexts.

CA.48.5-Use different materials and techniques to make art creations that reflect thoughts, feelings, experiences, knowledge

Language Objective(s):

TS Gold:

37 Demonstrates progress in

listening to and understanding

English.

38 Demonstrates progress in

speaking.

CT.ELD-

L.48.2- Understand increasingly

complex sentences, that include 2-3

concepts.

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Higher-Order Thinking Question(s):

What do you think will happen when we mix shaving cream and glue?

Key Vocabulary: fluffy, trees, glue, paint,

construction paper, Q-tips, white paint

Supplementary/Adapted Materials:

Using gestures to point to objects used while saying the name of the object. Have written words of objects with objects as well.

*The items checked above should be reflected in the lesson sequence below.

SIOP Features*

Scaffolding Grouping Options Activities

_x_ Modeling __ Whole Class _x _Hands-on

_x_ Guided Practice _x_ Small Groups _x _Meaningful

_x_ Independent Practice __ Partners _x _Linked to objectives

__ Independent x _Promote student engagement

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Lesson Sequence:

Preparation: teacher will gather: colored construction paper, white glue, brown paint, if

no brown paint available, then mix blue and orange paint to create brown (can also be done with

students if time allows), shaving cream (foam), various colors (three to choose from, child

choice).

Procedure: Activity will take two days Day 1: painting of the arm. Day two: using

fluffy paint to make snow for the tree Teacher will call a group of children to the art table and

discuss the project, “fluffy winter trees” teacher will ask students what they remember from their

discussion about trees. The teacher will guide the students to come up with what is on a tree and

then they will try to create it using the material above.

Day 1: using small groups of two or three students

The students will mix brown paint with glue and shaving cream and paint their arm and

put arm on the colored paper the student chose. While doing activity, the teacher will verbalize

each step of the process.

-What color paper will you like? Child will verbalize color or point to a color and teacher

will say color and have student repeat.

-We are going to put glue, paint, and shaving cream together while saying those words

point to the items.

-While child is mixing paint, ask student what you see? what is happening?

Teacher- We are going to put paint on your arm (for ELL point to arm), then place to

paper.

Day 2: when the tree is dry, the students will create more fluffy paint to create a winter

scene and they could add a little color to the fluff if they chose.

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Individualization: for the English language learners: if language is hard for them to

understand, use gestures to explain the process and have them repeat words, or use gestures.

Make sure materials used have written words associated with them. Have a colored picture of a

tree available to bring in understanding

Reflection:

Using observation, see if students are engaged and are understanding the activity, make

notes of conversations, and or gestures used (receptive, expressive language) try to encourage

language during the process of the project. Ask open ended question to keep learning going:

-What does it feel like? (when putting paint on arm)

-What does the tree need to grow?

-Where do we find trees/see trees?

https://youtu.be/BBb_xPmDs_g

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Appendix C

This is the Self-assessment I would use if I were to implement the project

SELF-ASSESSMENT

I gathered the idea for a self -assessment from one of the

students in the class who pointed me to a website

https://www.k-12leadership.org/sites/default/files/classroom-observations-t-chart.pdf

Teacher: Trina Jackson Grade and/or subject: Preschool art

Lesson activity: Fluffy winter trees

What is the teacher saying or doing? What are the students saying or doing?

We are going to make fluffy winter trees using our hands and arms?

We will mix the shaving cream with glue and white paint

What do you see/feel? Is the paint the same

Can only be done if the activity

would have been implemented

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Appendix D- Formal assessment of Deliverable- SIOP Lesson plan

Assessment Rubric SIOP lesson planProject: How important it is to use TESOL strategies when trying to achieve

language acquisition

Criteria Deficient(0-11points) Development needed to Proficient (12-15 points)

Proficient to Exemplary(17-20 points)

Background The presenter did not explain the purpose of the activity

The presenter explained a little of what the activity is

The presenter explained what the activity is and how it is going to take place.

Lesson The lesson has no rhyme or reason

The lesson has a reason, but needs more information

The plan fully explained why the lesson is taking place.

Language The plan had no space for new vocabulary or questions to extend learning.

The lesson had some new vocabulary, and some questions to extend learning.

The lesson plan had new vocabulary to be learned, and questions to extend learning.

Objectives Activity does not meet any language or content objectives listed on the lesson plan

The activity hit a few language and content objectives that were listed on the lesson plan

The activity hit all the objectives and outcomes as written on the lesson plan.

Planning and Preparation

There was no explanation of how the activity was to take place or how to prep for the activity.

There was little mention of how to plan and prepare for the activity.

The lesson plan fully explained how to carry out the activity and what questions to ask the students.

Individualization

No individualization was mentioned

There was mention of

The lesson plan

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individualizing, but not how it was going to take place

was fully inclusive and explained how the students were to be placed and what types of questions where to asked.

Approach No mention of how students will stay engaged in activity

Some mention of how the teacher will keep the students engaged in activity

There is mention of how the teacher will keep students engaged and different techniques if the student does not want to do the activity as written.

Total ______/100

Name of person viewing

Educational background

Any suggestions/feedback to the candidate

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Deficient (0-12)

Development needed to Proficient (13-16)

Proficient to Exemplary

(17-20)Slides Did not

match lesson planMatched

lesson, but needed clarification

The slides explained what the presenter would do if they were to implement the activity.

Information There was not enough information to expand learning on trees

There was some information to expand knowledge on trees

There was ample information to expand knowledge of students about trees.

Voice Could not hear presenter on slides

The presenter used a commanding voice but was a little choppy and some grammatical errors.

The presenter had a great sound and was clear and concise in what she was trying to do.

Appropriateness The project is not suitable for preschool and too involved

The project is suitable, but the presenter did not use enough content to encourage language acquisition.

The project was appropriate for the age group, and the presenter had enough content to encourage language acquisition.

Level of understanding

Subject matter is too hard

The subject matter is okay, but needs more explanation

The subject matter is fine and the way the presenter does it will help studentsTotal /100

Assessment Rubric- Product deliverable slides

Name of person viewing

Educational backgroundAny suggestions for presenter?

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Appendix E – PMP

What is the importance of using TESOL in early childhood PMP

ACTIVITY PLAN START PLAN DURATION ACTUAL START

1 1 12/19/2017 1 day

2 1 1/2/2018 1 day

1 1 5

1/11/2018 6

12/21/2017 1

1/11/2018 1

1/15/2018 3

2/12/2018 2 weeks

2/26/2018 seven days

deliverable slides 2/1/2018 14 days

draft (1/26/2018

ACTUAL DURATION

Description of the three girls from Afghanistan Names changed for privacy. Www.afghanifun.com/names/female/B/

Description of the first day of school for each girl and how the teachers felt when they found out the girls were comingMake copies of the first district assessments of the three girlsLook through the documents and come up with how to describe resultsdescription of classroom pictures of the early childhood classroomwhat is a dual language learnerDeliver slides to POEuse feedback from POE to make changes to deliverable

capstone project (lesson planassessments (self and formal)

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Appendix F- Classroom pictures of language rich environment

Alphabet rug where each child sits on a letter

Rhyming words, days of the week, letter of the week

Computer center with words and books of the theme

number calendar, where we show music videos with words

Locker, has each child's name, and where they put there coats

Where the students have pictures of themselves and answer the

morning question