Karenna Bray & Esmeralda Roman

1. Identify one language function essential for your students to construct

meaning from, respond to, or interpret text. Consider a language objective
format SWBAT…
We feel that speaking is the most important language function in order for
our students to construct meaning from, respond to, or interpret text.
SWBAT understands the 5 W’s and connects them to the book they are
reading.
2. Identify a key learning task from your plans that provides students with
opportunities to practice using the language function identified above.
Have students share one of their “who, what, where and when to the class.
This will get students talking, and connecting to the books they are reading
3. Given the language function and learning task identified above, describe the
following associated language demands (written or oral) students need to
understand and/or use: (a) vocabulary and (b) syntax and/or discourse
a) Written: words for our lesson: dull, exciting, handsome, hardly,
sideways, sparkling, spotted.

b) Written: students have to write a sentence using each word. (syntax)

Oral: students have to look for the vocabulary words in the story and
say them aloud when reading. (Discourse)

4. Create a chart that includes the vocabulary, syntax and/or discourse language
demands with planned language supports for each language demand identified.
You will find examples in your content area from the EdTPA resources available
(enter with your network ID and password) at
https://education.wsu.edu/undergradprograms/teachered/edtpa/edtparesources/
(Links to an external site.) Follow the link called “Academic Language [your
content]”, and scroll to the bottom (p. 3) of the pdf file to the heading “Example of
Planned Language Supports.”

Vocabulary Once we go over each word, we will

have students either give a thumbs up
or thumbs down depending on where
 their understanding of the word stands

Syntax Work with a partner to write a

sentence, when ready to share,
students read sentences to their
partners, and they decide if their
partner’s sentence makes sense. If
not, partners help to fix each other’s
sentences.

Discourse Language Demands The students will have to answer 7

multiple choice questions checking on
their understanding of the vocabulary
words.

5. Using your chart, write a narrative that identifies and describes the planned
instructional supports (during and/or prior to the learning task) to help students
understand, develop, and use the identified language demands (language
function, vocabulary, discourse, or syntax). One to two double-spaced pages is
sufficient for your narrative.

We Will start by introducing the vocabulary words to the students and

using them ourselves first (the teachers), and use them in a sentence. Once we
have gotten through all of the words and written a sentence for each of them, we

will prompt the students to write their own sentences using the same words. This

will be done prior to reading The Mixed up Chameleon so it does not interfere

with them being able to understand the story.

After this is done, students will work with a partner to write a sentence,

when ready to share, students read their sentences to their partners, and they

decide if their partner’s sentence makes sense; If not, partners help to fix each

other’s sentences. Then we will read the story, The Mixed up Chameleon, by Eric

Carle aloud as a class. After we have finished reading the story, we will work on

the 5 W’s worksheet.

The 5 W’s worksheet lists the “who, what, where, and when” of the stories

that we will be reading. Then independently, students will take the quiz to solidify

their understanding of the vocabulary that we talked about before we read the

story. After students take the quiz, we will read The Bad Case of Stripes, by David

Shannon. Once we have finished reading this story students will again complete

the 5 W’s worksheet individually. We are doing this to accommodate ELLs so we

can walk around the classroom during quiet work time, and help students who

need assistance.

With this, our goal is to grant students a better understanding of why we

read books, and how to find the most important topics and ideas in any book they

read!
 6. Highlight instructional strategies that differentiate instructional supports for
students at varying levels of English language proficiency. For the purposes of
this assignment, please identify at least three (3) hypothetical students who are
English learners. You can choose at which level of English language proficiency
each student is currently placed. At least one student will be at Level 1, Level 2
or Level 3. Achievement level descriptors for English proficiency levels in
reading, writing, listening and speaking are the following page on the OSPI
website: English Language Proficiency Descriptors and Standards | OSPI
(www.k12.wa.us).
(Links to an external site.)
Samples of student speaking and writing at different grade levels and different
English proficiency levels can be found at this website: Videos – Supporting
English Language Learners (learnalberta.ca)
(Links to an external site.)
Click the tabs for "Videos" and "Writing Samples"
Student 1 level 1
With level 1 students, teachers need to model and explain what they want the student to
be doing. Students need to be prompted and directed towards their answers, without
explicitly being told what the answer is.

Student 2 level 2
With level 2 students, teachers have to expand student thinking and ask students the
“why” and the “how” (i.e. “When is the story taking place?” ---- student response
“_____” Teacher: “how do you know this?”)
At this level, teachers guide students to make connections to student’s prior knowledge.

Student 3 level 3
Level 3 students are more independent and need less guidance compared to level 1 and
level 2 students. They are able to work on the 5 W’s worksheet with little to no help.
Students are doing more of the talking, and students seem more engaged in their
learning.