Some things to consider when creating lessons for English Language Learners

Before I share one of our first lesson plans we created for our summer reading program, I wanted to talk a little bit about the students we had in mind when creating the lessons. First, the reading program we've created is for English Language Learners (ELLs), however the lessons can certainly be used for all students.  That being said, our key focus is always on language functions, or the various purposes of utilizing language, when planning instruction for language learners.  Some common language functions include inferring, describing, persuading, summarizing, and questioning, but there are many more. 


Second, we consider the students' abilities as a collective group in terms of reading, writing, listening, and speaking English.  It is not as important what grade level or age the students are, as is their proficiency in English.  We also consider how much support the students will have with the activities, ranging from large group to small group, or individual work.  Since all the activities in our reading program are done as a large group, the reading material is slightly above the level that most students could read or comprehend by themselves.  If the students were going to be doing more independent work, our selections would be geared toward their current reading abilities. 


Here is one of the first lesson plans we created.  We haven't tried it in its entirety yet, but will be sure to share the experience once we have!


Stellaluna by Janell Cannon
Language Functions: inferring, interpreting, recalling, sequencing, summarizing
Materials: Stellaluna book, chart paper, markers
Key vocabulary/concepts: bat, bird, sultry, croon, clutch, swoop, dodge, tremble, babble, nest, behave, embarrassing, anxious, delicious, rays, hung, different, same, community, family, mammals


Steps:
- Begin the lesson by engaging the class in a picture walk. Have the students examine all of the pictures in the book without reading the story. Ask the students to make predictions based on the pictures. Write down the students predictions on a large piece of paper to review later.


- Ask the students if they know anthing about bats. Assess prior knowledge and explain if necessary, utilizing the insert in the book which describes “bat facts.” After the facts, begin the story.


- While reading the story draw connections to students' original predictions on the chart paper, and ask questions to guide comprehension.


- After the story we will revisit the prediction list and either confirm our predictions or replace them with the correct details. We will create an informal outline of the story.


- Discuss the central theme of the story (similarities and differences, friendship, family support)


- Ask students to share examples of times they have felt out of place or "different" in some way and invite them to share these in a letter to Stellaluna. This letter will be written as a class on large paper. Encourage every student to contribute and sign their names (or make their mark.)


- We will read the letter together, and revisit our central themes of community and celebrating our differences.