Assessing Communicative Skills – Animal Kingdom Science Lesson Jennifer L Givens
Grand Canyon University – ESL 523N
June 12, 2013
Assessing Communicative Skills – Animal Kingdom Science Lesson SOLOM Assessment
The student in this assessment is a male 5th grade student whose native country is Burma (Myanmar). He is very quiet and was new to this school environment. He attended school one day and then did not come back the next. The classroom teacher wrote a letter and had the other Burmese students take it and translate it for him. He then came back the next day and has continued to come every day. He is very quiet and hesitant to speak in English but when he does you can tell he has had a decent introduction to the English language. He is able to complete activities with one-on-one guidance and repetition of instructions. He knows his letters and pronounces most of them correctly. He was able to put together 3-letter word puzzles, read the letters and read most of the words. Upon observation of this student using the SOLOM (Student Oral Language Observation Matrix) I would give him a rating of 15 out of 25. He was scored as follows: A. Comprehension – 4 – Understands nearly everything at normal speech. Although occasional repetition may be necessary. B. Fluency – 2 – Usually hesitant: often forced into silence by language limitations C. Vocabulary – 3 – Student frequently uses wrong words: conversation somewhat limited because of inadequate vocabulary (hard to score since he is an overly quiet child at this point) D. Pronunciation – 3 – Pronunciation problem necessitate concentration on the part of the listener and occasionally lead to misunderstanding. E. Grammar – 3 – Makes frequent errors of grammar and word order that occasionally obscure meaning. I feel this student just needs to build confidence in his abilities to use English. He understands the language when it is spoken to him quite well. He just needs to work on writing the words and feeling comfortable in speaking in English. I would suggest partner activities with a non-Burmese student so that he has to communicate with someone who only speaks English and by working with a partner or in a team he can use them to help improve his reading and writing in English. Lesson Plan including Summative and Formative Assessments
SIOP LESSON PLAN Teacher’s Name: Jennifer Givens Grade 5
| Subject: Science Date: From to
| The Animal Kingdom
| Learning to classify living things
| The purpose of this lesson is to teach students how animals are classified and how to compare the characteristics that scientists use. We have several activities and they will all be done with partners/teams created by the teacher. This will assist my ELL student by not allowing him to feel threatened by the work and have an English speaking student as a guide.
| Missouri Standards
| Strand 3: Characteristics and Interactions of Living OrganismsScope and Sequence – Classification of Plants and AnimalsPart D: Plants and animals have different structures that serve similar functions necessary for the survival of the organisma. Compare structures (e.g., wings vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales) that serve similar functions for animals belonging to different vertebrate classesPart E: Biological classifications are based on how organisms are relateda. Explain how similarities are the basis for classificationb. Distinguish between plants (which use sunlight to make their own food) and animals (which must consume energy-rich food)c. Classify animals as vertebrates or invertebratesd. Classify vertebrate animals into classes (amphibians, birds, reptiles, mammals, fish) based on their characteristicse. Identify plants or animals using simple dichotomous keys Biological classifications are based on how organisms are...
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