Week 5 Visual Aid

Building Comprehension

Amanda Romero.

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Case Study

Case Study: So Yeoung

The young lady in the pink is So Yeoung. She is a 4th grader who recently moved here from Korea. She is a driven young lady who's parents have high expectations for her. She is performing above level in Math, but struggles with reading comprehension. She has attended school in Korea, and is encouraged to speak English at home, even though her parents do not speak the language very well.

Metacognition strategies for the classroom that would help her be successful

• In my Head
• Sea Box
• Through My Eyes

So Yeoung

4th Grade

What is Metacognition?

Previous knowledge trigger

Metacognition is thinking about thinking! This video explains how its beneficial to students and some strategies that can be used to help ALL students (and is especially beneficial to CLDs).

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Metacognitive Comprehension

Lets think about our understanding

In My Head

• One of the things that So Yeoung struggled with is synthesizing information that she is learning and conveying her thoughts in English. (262)
• "In my Head" gives students the ability and the freedom to draw what they are thinking, write in their native language, or have assistance from a peer/ teacher.
• The strategy "In my Head" would help her keep track of her thoughts and understanding while she is reading.

• This activity allows her to visualize her thinking and process the information she just learned. a great way to extend this for So Yeoung would be by promoting partner discussions about the text using her "In my Head" as a script, a skill she is already working on. (263)

In My Head activity made just for So Yeoung.

The particular activity includes one to one translations that can be removed as she gains english fluency

This would work well with So Yeoung because she is already familiar with a variety of mind maps, and this provides her the opportunity to create visuals that matches her learning. (263)

Cognitive Comprehension Strategies

Lets create understanding

Sea Box

What is a SEA Box?

• A SEA box allows students to connect their current learning to prior knowledge through visuals. Teachers gather items that relate to the text and allow students to "make text-to-self and text-to-text connections using visual cues." (160)
• "This strategy is particularly useful for non-English speakers, as they can make connections to the artifacts visually and kinesthetically". (161)
• So Yeong has already shown great growth when visuals are used for vocabulary development, so this would be a perfect activity for her. (263)
• So Yeoung utilizes a bilingual dictionary that she has made using her native language and English. This strategy would extend on that, allowing her additional visuals throughout the lesson.

13 Colonies SEA Box

So Yeoung's social studies teacher used this strategy when teaching her class about the 13 Colonies. Here are some items she included in her Sea Box for students to refer to when reading through the text and working through the lesson.

Items of Economic Significance to the colonies

A Map of the 13 colonies

Images taken from the time

Did you know a SEA box could be digital as well?

Using QR codes linking videos would also be a great way to get kids to visualize what they are reading about!

Digital Sea boxes are a great way to make these activities more accessible to students and teachers. Here is a video that So Yeoung's teacher might use as well in their unit on the 13 Colonies to show historic Jamestown.

Social Affective Comprehension Strategy

Lets extend our understanding together

"Through my eyes"

What is "through my eyes"?

• Through my eyes is a collaborative and interactive strategy which allows CLD students to extend their learning, work collaboratively and receive immediate feedback from peers.
• If they were reading a chapter over migration So Yeoung's Social Studies teacher would begin by providing a prompt ("Have you ever moved somewhere new?") then gives time to answer the following questions in response to the first essential question.
• What I know about (moving somewhere new)
• How I learned about (moving somewhere new)
• A link I can make to my own life is _
• Then students meet in their groups or pairs and share their answers.

This would be a great social/ affective strategy to use with So Yeoung.

• Her peer would be modeling fluent reading which would help with her own fluency development, but it also offers an opportunity to extend her thinking and draw connections to the content. (263)
• The writing also provides her with a "script" to follow which in turn gives her more confidence when speaking with a peer, but also less time to work on "decoding" every sound in a word. This is similar to a strategy already being used in her class with Ms. Jenkins. (263)

Through My Eyes vs. Think Pair Share

"Through my eyes" shares a lot of great similarities with "Think Pair Share". Both strategies have students thinking about their learning, and sharing their learning. The video from Reading Rockets speaks to the importance of "Think Pair Share" and student discussions about content and their thinking in the classroom.

+ info

ELPS: 74.4 (C) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. 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.