Subject/Topic: ___Language Arts______________________________________ Grade Level: ___2nd______________

Time (minutes) required for lesson: __________50 minutes__________________

INSTRUCTIONAL GROUP : ______ Individual __X____ Small ______ Large ______ Whole class


In this second grade class, there are 22 children.There are 4 special needs children, making this an inclusion class. The first student is border-line ADHD and an EL Learner, the second student id dyslexic and suffers from PTSD after his mother died of cancer. The third student is physically disabled with MS. The fourth and last student, is EBD with OHI.

The focus learner is the student that is the EL Learner. The student comes from Puerto Rico and has been in the US for 2 years. The parents speak some english, but the rest of the family speak only Spanish. There are translation problems with the curriculum requirements. The parents are cooperative and eager to help.

English Language Learners: Culture, Equity and Language
English Language Learners


1. Allign learning with standards.

2. Teach students 8 new vocabulary words in a 30 min. session in small group instruction.

3. Increase reading fluency by 20%.

4. 80% accuracy in spoken language.

5. Bring cultural curriculum content into task.

Pumpkins galore! Look at my webpage and comment.

Here are some ideas:



GRADE 2 Reading Literary

RL Key Ideas and Details ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELAGSE2RL2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

ELAGSE2RL3 Describe how characters in a story respond to major events and challenges. Craft and Structure

ELAGSE2RL4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

ELAGSE2RL5 Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action.

ELAGSE2RL6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Integration of Knowledge and Ideas

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELAGSE2RL8 (Not applicable to literature).

ELAGSE2RL9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Range of Reading and Level of Text Complexity

ELAGSE2RL10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Georgia Department of Education June 2, 2015 Page 17 of 113 All Rights Reserved Reading Informational RI Key Ideas and Details

ELAGSE2RI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELAGSE2RI2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

ELAGSE2RI3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Craft and Structure

ELAGSE2RI4 Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area.

ELAGSE2RI5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

ELAGSE2RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Integration of Knowledge and Ideas

ELAGSE2RI7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

ELAGSE2RI8 Describe how reasons support specific points the author makes in a text.

ELAGSE2RI9 Compare and contrast the most important points presented by two texts on the same topic. Range of Reading and Level of Text Complexity

ELAGSE2RI10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Foundational RF Print Concepts Kindergarten and 1st grade only. Phonological Awareness Kindergarten and 1st grade only( Georgia Department of Education June 2, 2015 Page 18 of 113 All Rights Reserved).

Phonics and Word Recognition ELAGSE2RF3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences.

Fluency ELAGSE2RF4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled words.

Writing W Text Types and Purpose ELAGSE2W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

ELAGSE2W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Production and Distribution of Writing ELAGSE2W4 (Begins in grade 3). ELAGSE2W5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing( Georgia Department of Education June 2, 2015  Page 19 of 113 All Rights Reserved a).

May include prewriting.


Follow this link to the Ga performance standards site:
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How wil you decorate your house this Halloween?

Will you carve a pumpkin?

What are you going to dress up as?

Who will be there?

ACADEMIC LANGUAGE This section is not applicable in this course.


There will be copies of the paper shown above and the students will need a pencil.

They will also need paper, crayons and glue to make a pumpkin to glue their papers on.

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The student will learn 8 new vocabulary words, increase reading fluency by 20% and there will be an 80% overall increase in comprehension of spoken words.

Follow-up with student correction during small groups.

All four small groups will do a different project, increasing opportunities to learn new words.


The assessment will be a vocabulary test each week on 10 sight words. Two of the words are carry overs forrepetition, increasing memory opportunities.



I will give instructions (10 min.), this will include an overview of previous lessons and tasks.

I will providean example of the pumpkin to look at.


The first thing will be that we will get into small groups( 5 min), groups will each; write,color,cut, paste and read during work time (20-30 min.).


After the students are finished,then we will share our stories( 10-20 min.).

Extended work:

The support for diverse learners will occur within the small group dynamic. Students will help each other with their tasks( Throughout lesson).

Differentiation will come in with support from the special education teacher.


Homework will be to read the story to family members and freinds at home (20 min,).


When the lesson is finished, I will continue to do fun projects about our halloween celebration.

My rational for using the writing task with the vocabulary and incorporating the fun projects, is to enhance motivation and interest in learning english for this student.

Learning should be fun.

The evidence-ased practice is repetition and connection. Aligning the writing with a cultural aspect and giving vocabulary words repeatedly will help all the students learn the words.

According to, "the way in which a teacher anticipates and responds to a variety of student needs in the classroom. To meet student needs, teachers differentiate by modifying the content (what is being taught), the process (how it is taught) and the product (how students demonstrate their learning)".

Differentiation is acheived through access to peer tutoring and an on-site specialist in ELL.

Maslove's heierarchy of needs states that when the basic needs are met- the child is engaged.

"An evidence-based practice can be defined as an instructional strategy, intervention, or teaching program that has resulted in consistent positive results when experimentally tested (Mesibov & Shea, 2011; Simpson, 2005). The implementation of high quality research is needed in order for intervention strategies to be considered an evidence-based practice (Odom, Collet-Klingenberg, Rogers, & Hatton, 2010)."(


The best practice for this task;

Same-age tutoring strategy. There is reciprocal tutoring activities and metacognative strategy.


I will intergrate technology as we write by having one group do compass learning while in smal groups.

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Reading Rockets. (2014, August). What is differentiated instruction?. Retrieved from

Best Evidence Encyclopedia. (2015). Upper elementary reading: top-rated programs. Retrieved from

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education.Exceptional Children, 71, 165-180.

Celiberti, D., Bleecker, F., Kreiss, D., & Rosenfeld, D. (2000). Alternative treatment approaches for ASD: Tools for identifying appropriate and effective interventions. COSAC OutReach, 14, 3- 14.

No Child Left Behind Act of 2001, 20 U.S.C. 70 § 6301 et seq. (2002). Retrieved from

Simpson, R. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149.

Google. (2015). pumpkin crafts - Google Search. Retrieved from 2&biw=1600&bih=731&tbm=isch&tbo=u&source=univ&sa=X&ved=0CBwQsARqFQoTCOOl5bD3w8gCFQR3HgodplgHnQ#imgrc=LkPL

Georgia Department of Education. (2015). English language arts georgia standards of excellence (GSE). Retrieved from