Reflection: ELL Students Day Two of Joey's Plant Lab - Section 5: Reflection & Closure

 

I have several students in my classroom who were previously classified as English Language Learners, but who have now been "exited."  However, despite the fact that their state test scores indicate that they are now proficient English speakers, they still struggle.  This is particularly true in the area of Written Language.  While these students do not need the intensive interventions that beginning and intermediate English Language Learners do, they still have second language needs that should be met.

One of the ways I am able to meet these students needs, are by looking for opportunities to do quick interventions.  For example, while collecting the Post-It Notes for the questions and comments chart, I came across this Post-It from one of my students.  He had written, "Is moisture and fertilizer the same?"  I looked in his writing draft book and confirmed that he did have some confusion with subject-verb agreement.  

In this Video Clip 1, I pulled him aside for a quick bit of instruction.  The following day, I did a quick assessment in this Video Clip 2, to determine if my instruction was effective.  Frequently, the interventions for these students need not be complicated or continue for a long duration - they just need to be done.  

  ELL Students: Writing Across the Curriculum: Interventions for ELL Students
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Day Two of Joey's Plant Lab

Unit 2: Plaid Pete Discovers What Matters in Ecosystems
Lesson 9 of 20

Objective: SWBAT explain how plants acquire their material for growth; describe basic plant structures; and explain how matter cycles through ecosystems.

Big Idea: What are basic plant structures? How do they help a plant survive and grow? Students set up investigations that will help them explore the "plant highways" of xylem and phloem, and the stoma in leaves.

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