Reflection: ELL Students Presenting the Patterns: Collaborating and Planning - Section 4: Exploration (The Space Walk!)


My class typically has 1-3 English Language Learners per year, and their native languages are incredibly diverse.  In this video, I support an ELL student who is struggling to verbalize her pattern in the sky.  She has some ideas and knows what pattern she is working on, but verbalizing the pattern in a sentence was incredible difficult for her.

Video clip

First, like with all check-in's, I ask what pattern she is working on.  Then, I help her by providing options, "Does the moon change or stay the same?"  In this way, I am not giving her the answer, but rather I am giving her the words she needs to construct her answer.  

Next, I reinforce the science vocabulary word, phases.  I begin by prompting her with a question and then giving a verbal phonics clue, "We call that /f/ /a/..."

Last, when she has all the parts of her sentence, I ask her to restate it.  I give the sentence beginning, "My pattern is..." and then she puts the rest of the parts together.  You can see that she is still not sure of the word phase yet though.

  ELL Students: Helping an ELL student find the right words
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Presenting the Patterns: Collaborating and Planning

Unit 3: Space: Patterns in the Sky
Lesson 13 of 16

Objective: SWBAT describe a pattern in the sky.

Big Idea: To infinity, and beyond! Your first-grade astronomers work together to share their expertise about patterns in the sky.

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