During the (approximately) two years Luis has lived in the United States, he has gone back to Mexico for extended periods. Luis is verbal and is not shy. He can speak fairly well, but struggles with some English. The push in services Luis receives is from a paraprofessional who has had some ESL training. The Para comes in twice a day to work with Luis. In addition, Mrs. Jones has taken the proactive approach of labeling "everything" in the room as well as partnering Luis with strong students.
Lesson Plan Implementation
While Mrs. Jones was working with small reading groups, I pulled Luis to a table off to the side of the room. Using a dry erase board, I wrote the following sentence:
"Billy made a peanut butter and glockum sandwich."
I then asked Luis to read it aloud. Luis had no problem reading aloud (albeit slowly) until he came to the made up word "glockum." I asked him to sound it out. We worked on saying it phonetically ("gl" -"ock" -"um"). I then asked him to reread the sentence three times (which he did). I asked Luis what a "glockum" was. He responded that he didn't know. I told him to listen to the sentence as I read it and then try to make a guess. Luis guessed it was "jelly" (correct).
I asked him to explain HOW he knew it was "jelly." In his own words, Luis suggested that he used context clues to help him infer what "glockum" meant jelly (or it could mean "honey"). We talked about how good readers use other words (chunks of words around the unknown word) to help them figure out what the word means. I asked Luis if he liked to play guessing games. He smiled and said he did.
I then proceeded to modify (e.g. improvise) my lesson plan. Rather than dive into "The Three Little Pigs" text, I continued to write sentences on the dry erase board for Luis to read and use context clues to identify the made up words. I wrote the following sentences:
"Patty liked zooni with her French fries."
"Max loved to read blustuus at home."
"Sam went wudding in the ocean."
(I have to confess that it was a challenge coming up with made up words on the spot).
Nevertheless, Luis and I followed the same procedure. He read the sentences aloud each time. Obviously, the made up words presented the most challenging part of the activity. Luis figured out that the made up words didn't really "matter." What mattered was using the context clues to infer the meaning of the words. In each case, Luis was able to identify the "real" word. Luis identified "ketchup" for "zooni," "books" for "blustuss" and "swimming" for "wudding."
We were getting short on time, so I again modified my lesson plan. I gave Luis the following part of "The Three Little Pigs" to read:
Once upon a time there were three little pigs and the time came for them to leave home and seek their fortunes. Before they left, their mother told them "...
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