SEI Teacher Candidate Strategy Application Report: Reading

Name: Date: 4/4/2024

Grade Level & Type of Classroom: 10th Grade Biology Lesson Topic: Cell transport

Content Area: _18__(#) students in my class, of which _3_ are ELs

My ELs’ levels of English Proficiency: (From WIDA Can Do Descriptors)

Student Name (use initials) Reading Writing Speaking Listening

NB 3.1 3.7 2.9 6

RO 1.9 1.8 1.1 2

YU 2 2.9 2.7 2.7

Content Objective(s):

By using information from the text, students will be able to make a prediction on what would happen to a cell
membrane if it did not have carbohydrates.

Language Objective(s):

Students will be able to develop a hypothesis on what would happen if a cell membrane did not have
carbohydrates using the language feature “if ... then”.
Students will be able to orally determine the main idea of each paragraph in a few words using present tense.

Targeted Tiered Vocabulary from Mentor Text or Source

Tier 2 & Tier 3 words should be integrated into student product/assessment

Tier 1 words : Cell, stick

Tier 2 words : Input, transport, identification, communicate

Tier 3 words : Molecule, carbohydrate, cell membrane, homeostasis, stimuli

 Strategy Application and Reflection

What Strategy that we learned in class could you use in your current field placement?

I use partner reading as well as read aloud in class often. I think partner reading is beneficial when
there are different ELL levels in the class and reading aloud is a bit more beneficial when ELLs are
all closer to the same level. Although both are beneficial, I try to sway away from having lower level
L’s read aloud in class when there are higher level L’s or proficient readers in the room due to the
possibility of the students feeling nervous or embarrassed (this has happened when I was a newer
teacher). However, reading aloud is good for all students and while none of them really like doing it, I
like to incentivize them with a small candy for taking the leap.

How would you adapt this strategy for your students, if necessary?

I modified the language objectives based on the students' Access scores and have included them
below.

Level 1 and 2: Students will be given images of cause and effect and select the correct sequence to
make a prediction.

Level 2: Students will be able to orally express the main idea of each paragraph in a few words using
present tense.

Level 3 and 4: Students will formulate their hypothesis by using quick write and the language feature
“if … then”. Students will write the main ideas of each paragraph directly on their text in present
tense.

How would you embed this strategy into a lesson?

Reading strategies should be incorporated into lessons following appropriate vocabulary instruction.
Students may have this directly after a vocabulary lesson or presented side by side, depending on
ELL levels. In my opinion, readings should be a half class period and should have multiple check-ins
to ensure comprehension.

How would this strategy help to make the content understandable to ELs in your classroom?

The strategy helped my Els achieve the content and language objectives because it helped them
understand and better comprehend what they were reading. In the reading, the information is given
for them to make a proper prediction but they first need to understand what they are reading in order
to get to the prediction piece of the content goals. By using the partner reading and summarizing, it
helped my ELL students gain clarity on each word and sentence and why it was important in
understanding cell transport. This also helped solidify the previous vocabulary lesson.