Differentiating for English Language Learners

Next school year, I will teach a kindergarten math unit on shapes and patterns.

Let’s say I have ELL students at four different levels:

Pre-production (we’ll call this child Samuel). Samuel is new to English and has a limited vocabulary. This phase is known as the “silent period” – these students are not yet speaking. He repeats the teacher but may not comprehend what he is repeating. Visual aids and gestures are essential at this stage.

Early production (Miriam). Miriam responds to yes/no questions and has a vocabulary of around 1000 words. She speaks in short phrases and can participate in large-group and short listening activities. She relies on visual aids but can now use them to practice language. Students at this phase can write by labeling and using sentence starters.

Speech emergence (Carlos). Carlos’s vocabulary is around 3000 words and speaks in simple phrases, sentences, and questions that might be grammatically incorrect. He initiates short conversations with classmates and participates in large-group and paired activities. Students at this phase can write in short sentences and phrases with simple prompts.

Intermediate fluency (Elisa). Elisa’s vocabulary is around 6000 words, and she can speak in complex sentences, asks clarifying questions, and works at grade level in math and science. She is able to write but students at this stage need help correcting grammatical errors.

In the unit about shapes and patterns, the students will meet the following objectives:

-Understand the concept of a pattern

-Create, describe and extend simple patterns (using manipulatives or drawing)

-Identify patterns in the classroom and in their everyday life

To introduce the concept of a pattern, I would start by showing some images of shapes in simple AB patterns. (For example: a row of circles alternating in colors between red and blue.) I would start by pointing to each circle and saying its color: “red, blue, red, blue.”

Then I would show another image using squares, pointing to each square and saying its color. To engage Samuel, I would gesture to have him come point to the first square, and help him point to each square while I said the color. For the next image, I would call on Miriam and ask/gesture for her to point to each shape and say the colors. At this point I would show one more photo, repeat the colors, and then ask the group to turn to a partner (pairing more advanced students like Carlos and Elisa with a less advanced student like Miriam and Samuel) and ask them to think of what the photos have in common. After discussing their ideas with the group, I would introduce the word “pattern” and ask the students to repeat the word a few times. I would allow time for Miriam and Samuel to explain to their partner the word “pattern.” To practice as a group, we would make a human “pattern train” and line up boy/girl/boy/girl etc., saying the words aloud. Depending on the students’ clothing, we could do the same activity based on the colors of their shirts. Then I would have the students work on differentiated activities to practice this concept.

            Samuel would receive pattern blocks and some pattern mats to make patterns using different shapes and colors. I would work with him to show me his pattern, pointing and saying the colors or shapes he used to make a pattern. He would then join Miriam in completing pattern mats or pre-made patterns using other manipulatives (pattern blocks, colored counters, unifix cubes, or even classroom materials like easers and paper clips). Miriam would trace her patterns on paper and label them by colors, shape, or item name.

            Carlos and Elisa would spend a few minutes making or extending patterns with manipulatives, and then I would prompt them to sit together and think of what patterns they can see in the classroom. They would talk together, listing patterns they see, then write down the patterns and what repeats. (Carlos would receive a sentence starter prompt, such as “I see a pattern…..” followed by “the ________ [color, shape, number etc.] repeats.”) Separately, I would ask Elisa what she could write in a complete sentence, offering her some sentence starters if she needs, and checking her writing for grammatical errors.

References:

Haynes, J. (n.d.). Stages of Second Language Acquisition. In EverythingESL.net. Retrieved July 24, 2016, from http://www.everythingesl.net/inservices/language_stages.php

Lange, J. K. (2009, September). Patterns, Patterns Everywhere! Discovering different Patterns around us. In jamiekirbylange.wordpress.com. Retrieved July 24, 2016, from https://jamiekirbylange.files.wordpress.com/2009/09/jamiekirbylangelessonplan1.pdf

            Math Problem-Solving Week 6: More Patterns. (2011, August 3). In Kindergarten Kindergarten. Retrieved July 24, 2016, from http://www.kindergartenkindergarten.com/patterns/

            Robertson, K., & Ford, K. (n.d.). Language Acquisition: An Overview. In Colorin Colorado. Retrieved July 24, 2016, from http://www.colorincolorado.org/article/language-acquisition-overview

            Six Key Strategies for Teachers of English Language Learners. (2005, December). In Alliance for Excellent Education. Retrieved July 24, 2016, from https://www.suu.edu/ed/fso/resources/esl-six-key-strategies.pdf