1. ESOL Portfolio Capstone Project
By: Marla Ellis

2. Purpose Statement:
The goal of this project is for teacher candidates to display our competency and skills of the ESOL Performance Indicators through experiences with an ELL student. Working with an ELL student, the teacher candidate will develop content based activities to develop the student’s comprehension, fluency, vocabulary, pronunciation, and grammar.

3. Meet Tanairys…
Tanairys is a first grade student at Sallie Jones Elementary. She is seven years old and was retained in first grade last year due to her academics. Tanairys has a history of missing school and has missed over a week of school days this semester. She moved here from Pennslyvania approximately two years ago, shortly after completing kindergarten. When I asked her what brought her and her family to Florida, her response was, “I wanted a peaceful, quiet school.” She did not like her school in Pennslyvania because it was very loud. Tanairys also informed me that she has “low hearing” in her right ear and has been to the doctor “plenty-o-times” for this problem. Tanairys’s parents speak English and Spanish at home. Tanairys is currently labeled as an ELL student and is categorized as a level four in Language Proficiency—Expanding. At a level four, she does not require much accommodations.

4. SOLOM Activity and Rationale:
Interviewee’s Native Language: Spanish Approximate Age: 7
Country of Origin: Mexico Approximate years living in the United States: 3-5
Listening
Speaking
Comprehension
Fluency
Vocabulary
Pronunciation
Grammar
Rationale for that score (provide specific examples): The student was asked basic questions and she knew how to answer most of them. One question I asked her was, “What is your favorite store?” Her reply was a little off. She said her favorite store is Wal-Mart, which is a good response but then she began to tell me she ate soup and eggs and that her brother is 15 and “I need to get bigger and bigger.” The student has no delays in oral language response. She scores a four in this area because she understood nearly everything and gave mostly appropriate responses.
Rationale for that score (provide specific examples): The student speaks very fluently. She spoke with a good flow and ease. The rate was a good quality with the exception of a few occasions where she would stretch out a word such as: brother to brooootheeeeerrrr. Stretching the words may be her way of using wait-time while she searches for the next word. The student’s voice range fluctuates much during speech. The student does not delay in answering questions. For these reasons I gave her a four.
Rationale for that score (provide specific examples): The student and I discussed the story of The Three Little Pigs and I asked the student to retell this story to me. She was able to explain most of the story properly. She did get confused about the ending and what happened to the Big Bad Wolf. There are many variations to this classic tale so I could not hold that against her. The student was not able to recall the word “hay” but knew exactly how to describe what it was. The student has a decent grasp of the English vocabulary. She scores a four in this category.
Rationale for that score (provide specific examples): The student’s pronunciation skills are strong. She is clear, but does carry a very slight accent. For this reason, she received a four. However, the accent is not heavy enough to alter communication. She is well understood and scores a four in pronunciation.
Rationale for that score (provide specific examples): The student made a couple grammatical errors but it wasn’t enough to obscure the meaning of what she was trying to say. There were a few responses that the student gave me which included the inappropriate use of text. Occasionally when she speaks, she will also leave a word out of a sentence or a suffix off of a word such as: my family go to the park. The occasional mix up with her grammar is not enough to obscure the meaning. She scores a four in this category.
Score: 4

5. SOLOM continued…
SOLOM stands for Student Oral Language Observation Matrix. Based on my observation of Tanairys and using the SOLOM levels of Oral Proficiency table, I gave her a score of 4 in each category for a total score of 20 as her level of oral proficiency. This score puts her at a level 4—Expanding.
Click here to view the SOLOM Matrix

6. Comprehension STANDARDS: OBJECTIVE: ACTIVITY:
STANDARDS:
TESOL Pre-K–12 English Language Proficiency Standards: Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.
SS.1.C.2.3 Identify ways students can participate in the betterment of their school and community.
LAFS.1.RF Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.1.RF.1.1 Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
OBJECTIVE:
The student will be able to decode words from an unfamiliar text with 90% accuracy by applying the rules of phonics when reading a book.
The student will orally communicate at least 2 out of 3 ways to be a good classmate and at least 2 out of 3 ways to be helpful to our school.
ACTIVITY:
1) Tanairys will read the story I Love School. Before she reads, we will name the title, author, and illustrator of the text.
2) We will discuss how to decode any difficult words by using the tap and sweep method (tap with your finger: c-a-t, and sweep with your finger: cat). We will discuss using picture clues in books (facial expressions, body language, etc.) to help decode the text.
3) We will discuss the text and how students might feel on their first day of school or on their first day at a new school. We will list ways we can be helpful to new students and ways we can be helpful to our school.

7. Abstract
The goal for this activity was to check Tanairys’s understanding of the text that she reads. I chose the I Love School book for Tanairys because I knew she was in the lower level reading group. The book is a level 1 which turned out to be just right for her because she was able to read most words with the exception of a few including: inside, place, everyone, totally, alone, and friends. I used this opportunity to show her how to break down a word into words that she can possibly read such as: inside—in-side and everyone—every-one. These are the kinds of mini- lessons I do with my guided reading groups. I am concerned for Tanairys because being in her second year of first grade, she is still very behind in her reading. She also is displaying difficulties staying on the task at hand. As she read the story, she would stop reading to discuss something else that was off subject such as playing Mario when she goes home.  

8. Fluency STANDARDS: OBJECTIVE: ACTIVITY:
TESOL Pre-K–12 English Language Proficiency Standards: Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.
LAFS.1.L.3.5 With guidance and support from adults, demonstrate understanding, word relationships and nuances in word meanings.
LAFS.1.RF.1.1 Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
OBJECTIVE:
The student will be able to recognize the CVC pattern in words and list all of the short “a” words in a text with 90% accuracy.
ACTIVITY:
1) Tanairys will read Mat and Sam.
2) Tanairys and I will discuss that each sentence begins with a capital letter and each sentence ends in a period.
3) Tanairys will list all of the words in the book that have a short “a” sound.

9. AbStRaCt Listen to Tanairys read here
The goal for this activity was to see how fluently Tanairys could read. A fluent reader should read words with a nice flow and ease. Fluency is difficult for many first graders because they are just learning to read! As a teacher, it is vital to model fluency in reading because students need to hear what a good reader sounds like. My goal was to check Tanairys’s understanding of short vowel sounds and she has a good grasp. You can hear in the audio she first said “sit” instead of “sat” which displays her inability to pay attention to detail. When she finished the book, we went back to the beginning of the story and I had Tanairys point out each short “a” CVC word. She was very successful at that although I am questioning whether it was just recognizing the “a” and not the entire concept. Tanairys is continually displaying attention problems. We were seated on the floor at the clip chart and she could not keep her mind of the fact that she did not get to clip up that particular day.
Listen to Tanairys read here

10. Vocabulary STANDARDS: OBJECTIVE: ACTIVITY:
TESOL Pre-K–12 English Language Proficiency Standards: Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.
SC.1L Differentiate between living and nonliving things.
LAFS.1.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.1.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g.,I named my hamster Nibblet because she nibbles too much because she likes that).
OBJECTIVE:
The student will be able to read a word and use it in an appropriate sentence with 90% accuracy.
The student will use picture/word cards and classify them as either living or non-living with 90% accuracy.
ACTIVITY:
1) Tanairys will use the build-a-word cards to match and make words.
2) After each match is found, Tanairys will read the word and use it in a sentence.
3) After all matches are completed, Tanairys will categorize each word/picture as a living thing or non-living thing.

11. Abstract
The goal for this activity was to check Tanairys’s knowledge of vocabulary through reading and using words in a sentence. Tanairys really enjoyed this because she is very chatty with me and we freely talked about some things while she was making matches. I noticed a few times she tried to put together a couple of mismatches but she corrected herself by noticing that the pictures did not match up. She was able to read every word but the picture clues helped for sure. My goal was to see how well she could use the words in a sentence. I knew that she would be able to read the words, especially with the picture clue. This activity was helpful because there were a few words that she could read but wasn’t sure what they were like “yarn.” Tanairys did really well at categorizing the living/non-living things. I tied this activity in because I knew that we were approaching the topic of living and non-living things in science. We discussed what living things need such as water and food. I used this opportunity to show her a tree map and we listed all of the words accordingly.

12. Pronunciation STANDARDS: OBJECTIVE: ACTIVITY:
TESOL Pre-K–12 English Language Proficiency Standards: Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.
LAFS.1.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
MAFS.1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
OBJECTIVE:
The student will be able to complete each puzzle sequence with 90% accuracy by orally explaining the proper order of events first, second, and third.
The student will be able to match a number to a proper amount with 100% accuracy.
The student will be able to add numbers 1-10 by counting a set of objects with 90% accuracy.
ACTIVITY:
1) Tanairys will be given a set of puzzle sequence cards. Each card goes in a set of three. She must put the cards in the proper order and explain the sequence of events.
2) Tanairys will be given puzzle cards that include number matching. Tanairys will match the number to the picture. She will put all of the cards in number order and we will make addition problems by adding the fruits.

13. Abstract
The goal for this activity was to check the clarity of Tanairys’s pronunciation and any hints of an accent. She likes to talk and she did stretch out some of her words but overall she performed well in this category. Not only did she perform well, she LOVED this activity! As a matter of fact, she told me that puzzles were her favorite and asked me if I had any she could keep. How cute! The puzzle sequencing was relatively challenging. She could explain the order of events in most of the puzzles with the exception of those that had words. For example, the puzzle with the boy who opened the door for the girl had her confused. Had she been able to read and understand the words, she would have known exactly what was happening in the picture—the boy was using good manners. The number match-up was a good follow-up. She needed to count out every picture and was able to add the numbers by counting all of the objects. Overall, both activities tied in appropriately to the curriculum by connecting sequencing to plot which is what we are learning in Language Arts and understanding what happens first, in the middle, and at the end. This activity kept her attention very well!

14. Grammar STANDARDS: OBJECTIVE: ACTIVITY:
TESOL Pre-K–12 English Language Proficiency Standards: Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.
LAFS.1.RF.4. Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
LAFS.1.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
OBJECTIVE:
Using a cloze worksheet, the student will demonstrate an understanding of written text by choosing the proper word, at least five out of seven times, to fill a blank in a sentence.
ACTIVITY:
1) I will explain the directions of a Cloze Activity sheet and Tanairys will complete the sheet on her own.
2) We will go over the best choices for each answer and correct any mistakes.

15. Abstract
The ultimate goal of this activity was to see how well Tanairys understood word order in sentences. It was appropriately challenging for her. She did not understand the concept of choosing one of the three choices in the Cloze read so I had to read the first three sentences three times each so she could hear each choice in the sentence and decide which made sense. This activity was a good follow up to the seatwork we do for Language Arts which contains a page of fill in the blanks but with their weekly words. Not being familiar with the words on this sheet challenged Tanairys to use her knowledge of word order and grammar. There was an error in the worksheet that I did not notice until we had begun. I told her not to complete that one and I was not happy that I did not notice the error beforehand! It is so important to scan every item before handing it over to a child. Overall, Tanairys has a good grasp on grammar. She is stronger in speaking than in writing. This is typical of an ELL student and with more practice, her grammar in writing will improve.

16. Reflection
I am always excited about the opportunity to work with an ELL student. We have learned many strategies in our ESOL methods course and having the chance to apply these strategies in a real school setting with a real ELL is an experience. I have always felt that the first thing we need to do, as teachers, is establish a relationship with that student. This can take time with an ELL but it is part of what we are trained to do. After all, we have a relationship with each and every one of our students.
What was most challenging for me and the ESOL capstone was the fact that we did not have an ELL student in my assigned classroom. My mentor teacher and I decided that I would work with the ELL student in the partner room. This would enable easy access for me and I felt like it created less of a disruption. We planned our time during triple i (III) which is a designated time for students to take computer tests and read. I feel that by not having an ELL in my own class, I did not get the full effect of the project. Even though I spent time consulting with my ELL’s teacher about her strengths and weaknesses, it never felt like I had enough time.
Having said all of that, I still am thankful for the opportunity I had to work with Tanairys. Giving Tanairys the SOLOM assessment helped me to get to know her a little better. My questions and our conversation led to many interesting topics and that is how our relationship/friendship began. After analyzing the SOLOM, I was able to analyze target areas through my study of the scale and my rationale for each category. For instance, Tanairys told me she has low hearing in her right ear. Her teacher shared with me that Tanairys is very slow at getting her work done. We discussed whether or not this is affecting her ability to do what she needs to in the classroom and making sure her parents were aware that she might have a hearing problem. If Tanairys was my student, I would try giving her instructions that are written out on paper with visuals. We have to remember that even though Tanairys is a level four, she still might need those kind of accommodations whether it is due to the hearing or the fact that she is a level four.

17. Reflection cont’…
An important factor of the SIOP model is interaction. I gave Tanairys many ways to interact from our conversation to using words in a sentence to relating to texts. Having interaction with Tanairys gave her an opportunity to build on her vocabulary and language skills. Part of interaction is providing sufficient wait- time. ELL’s especially need that time to process what is being asked of them. Unfortunately with Tanairys there is no wait-time. She just starts talking and talking and may not be processing what is being needed from her because her brain just starts going. Tanairys and I discussed how it is important to give yourself time to think and that “everyone needs that time.” A good strategy for think time is writing your questions on the board. Tell students we are going to discuss it in a few moments and that you want them to think about it. Many of us, not just ELL’s, need that visual.
Tanairys is still considered low for her age and being a repeat first grader, but I do not feel the gaps in learning are due to her language barrier because she is considered “expanding.” According to the protocol of the Florida Consent Decree, she has been provided with all of the learning tools she needs here at Sallie Jones Elementary. At our school, the teachers were required to obtain the necessary training through college level courses or district inservice training. The Consent Decree states the requirements for ESOL certification and inservice training and sets standards for personnel delivering ESOL instruction. Tanairys’s teacher is ESOL Endorsed. I feel that Tanairys is a good candidate for exiting the program in the near future. She is developed in all of the areas and has a good foundation for learning in the Florida public school system.

18. We all have roots…

19. …some just need more water than others  By: Mrs. Ellis