An Example of a Modified Lesson to Accommodate ELLs

For this unit, I will be teaching a group of hypothetical seventh graders in my language arts class about fables. We will identify characters and their motivations, the setting and how/if it determines the problem, and the moral or lesson of the fable. My class consists of 4 different levels of English language learners, so I will be adapting the lesson to accommodate each of these students.

Maria has just moved to Bogota from Brazil, and while she speaks both Portuguese and Spanish fluently, she is in the beginning stage of English language acquisition, known as pre-production.  To accommodate Maria, I will read aloud the fable slowly and clearly, annunciating each word. I will also use pictures and a story map to identify the characters and setting. Even though Maria does not understand most of what is being said, by using a combination of visuals and printed words, she should be able to follow along with the story. I will encourage her to copy down all new vocabulary (which I will write on the board) and to look up the words in her English to Spanish dictionary. I will also try to find a video of the fable for the class to view.

Jaime has been learning English for 6 months and is at the speech emergence stage of English language acquisition. He can understand easy stories and can use about 3,000 words to communicate.  He makes many grammatical mistakes, but is able to do some content work with teacher support. He will also write down vocabulary words, look them up in his dictionary, and then he will draw a picture to illustrate the fable.     

Jose transferred to an English based curriculum two years ago and now has intermediate fluency, which gives him roughly 6000 active words. Jose can follow most of what is being said and is able to ask questions to clarify what he is learning in class. He speaks in complex sentences, but still makes some grammatical errors. Jose will be instructed to write down all new vocabulary as well, but he will be able to do some simple writing in English. He will be instructed to write an alternate ending to the fable and to read another of his choosing, noting the characters and setting. The entire class will do this exercise, but Jose will be graded based on his ability.

Luz has been attending an English speaking school since preschool. She has attained advanced fluency. She is able to perform at the level of a native speaker with additional support from the teacher in some content areas and writing.

Jacob is a native English speaker and has moved to Bogota from the U.S. He is new to the school and is struggling socially and having trouble adjusting to the culture of Colombia, but excels academically.   

For the next part of my lesson, I would pair the students together having Jacob work with Jose, Luz work with Maria, and Jamie to work with another strong English speaking student, either native or at advanced fluency level, on reading another fable together and acting it out.  The English fluent speakers will help the ELLs with unknown vocabulary and understanding the theme of the story. Luz will be able to translate for Maria so that she can follow along and feel supported. Jacob will be able to help Jose with grammatical issues. Together, they will write a short skit based on the fable, using props and costumes they design themselves, and then they will perform it for the class. The class will discuss the moral of the story, the major characters and their motivations, and the setting.