Module 5 Visual Aid

YAY

Yamin: Where am I?

Module 5 Visual Aid

go!

Meet Yamin

Yamin is a first-grader who just moved to the United States from Turkey. Based on Yamin's scores on the DIBELS, he is recommended for "intensive- needs substantial intervention" services.

Yamin's Biography

Socioculturally: - Mother speaks only Turkish - Father speaks English and Turkish - Youngest of 3 children Linguistically: - Attended school for 2 years in Turkey - Learned some basic English skills Academically: - Attended school for two years in Turkey - Enjoyed school - Bright student Cognitively: - Creative - Loves to draw and act

Metacognitive Strategies

Strategies that help the learner think about his or her thinking. These strategies enable a reader to take corrective action and more effectively engage with the text when reading comprehension begins to decline.

Cognitive Comprehension Strategies

Strategies that help the learner manipulate material being read mentally (as in visualizing) or physically (as in notetaking).

Social/Affective ComprehensionStrategies

Strategies that use the interaction with others as a vehicle for lowering the learner’s anxiety about academic concepts and tasks, providing opportunities to share perspectives, and enhancing comprehension through opportunities for questioning and clarification.

Metacognitive Strategy: In my Head

This "In My Head" handout is a simple, concrete tool that students can use to record what they are thinking before having to articulate the information.

This strategy will be helpful for Yamin because it allows him to draw his thoughts or write in his native language since his English skills are limited. This also allows for a more proficient peer to help him translate the information into English. Because Yamin is creative and likes to draw, he would enjoy drawing his thoughts.

Cognitive Comprehension Strategy: SEA Box

The SEA Box strategy supports students in identifying the key elements from the text that are most important for them to understand. This strategy would be helpful to Yamin because of the visual cues and kinesthetic movement that it uses. Because Yamin's English is limited, visuals will be helpful to him. Because you leave the SEA box where students can see it throughout the lesson, this would allow Yamin to continually link key concepts through the objects in the box, helping to reinforce his comprehension.

Social/Affective Comprehension Strategy: Through My Eyes

Using this strategy, the teacher poses a prompt for students to think about in relation to a key concept that is going to be explored in the text. The teacher gives students time to individually respond in writing or with visual cues about connections they have to the text. Then, students meet in pairs or small groups to share what they have written. This activity would be beneficial for Yasmin because he is able to work with peers to extend his own understanding of the text and receive immediate feedback in an individualized setting. The visual cues would also give Yamin an opportunity to creatively portray his thoughts, as he is a creative kid.

ELPS

Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. For the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.

This ELP applies to the content discussed in this presentation because of the emphasis on language learning strategies. There are many comprehension strategies (cognitive, metacognitive, & social/affective) that are beneficial to ELLs as they are learning the language. A lot of them include visual and kinesthetic supports and see the importance in working with peers to grow ELL students' overall comprehension.