Haley Ackerman

December 2, 2014
Live Lesson Reflection
Preparing and teaching a live ELL lesson using the SIOP model was somewhat
challenging due to the fact that it was different than what I am used to preparing for a lesson.
Kiernan and I identified that we were going to teach a mathematics lesson about fractions. The
students would be learning about fractions as well as adding fractions with a common
denominator. The mathematics component played a key role in the preparation for the lesson, but
there was also a strong language component in the lesson. The language objective was for the
student to identify the sum, difference, and decomposition of a fraction using manipulatives and
will use key vocabulary to explain his process. We, as teachers were aiming to have the student
used advanced vocabulary to identify and explain key components of the fraction, as well as be
able to articulate how the student solved the problem. The content objective was for the student
to be able to add and subtract fractions with a common denominator. Based on our assessment of
the students work from the lesson I feel that the student did meet the required objectives. The
student was able to complete the worksheet containing addition problems containing fractions
with common denominators. The student was also able to articulate how he solved each problem
by using the vocabulary words taught to him. He told us that he kept the denominator the same,
and added the numerators in order to find the sum of each addition problem.
We chose two vocabulary words for Jack to learn: numerator and denominator. These
words were challenging for the student in two ways. He struggled with saying the literal words,
because they are quite challenging to say. At first, he also struggled with remember what each
word meant. Upon completing the lesson he was able to use the words with a little assistance

from the teachers. Although he was challenged by the vocabulary used in the lesson, his
language development could have been more challenged. The teachers provided a lot of
assistance when the student was articulating his reasoning for solving the problems the way he
did. I think we should have allowed him more time to develop this mathematical language
throughout the lesson.
We struggled in effectively explaining the concept of a fraction using the soccer ball. I do
not think the concept was too difficult for the student, but we, as teachers, should have produced
a more effective way to help make the concept clear for the student. It is easy for us to visualize
the fraction when we cut the soccer ball in half. However, the student, who had not been exposed
to fractions, struggled to visualize and conceptualize the meaning of a fraction. He understood
the parts of a fraction and was able to dissect the fraction, but I do not think he completely
understood what a fraction actually was. We could have used more manipulatives or different
visuals in order to show the student what a fraction actually means. If I were to do this lesson
again, I would provide a more hands-on activity for the student. I would also provide more than
one type of manipulative. We really only used the soccer ball to explain what a fraction is, and I
think it would have been more beneficial and effective to use more than just that soccer ball.
If I were to teach this to an ELL student, I would make two major changes to the lesson. I
would provide more visuals for the student to understand fractions. In the instructional part of the
lesson I would provide more visual examples. Perhaps a SmartBoard presentation would be
helpful for the student to have hands on practice in manipulating fractions using several different
examples. I would also provide a vocabulary worksheet for the student. On the worksheet I think
the spelling, the visual, and the pronunciation of the word would be beneficial for the student to

learn the concept. In addition I may also way to review basic addition and vocabulary for
addition before moving into the addition of fractions.
Overall, I found this experience to be different, in a challenging and beneficial way. The
lesson went well, and I think the student was able to gain content knowledge as well as develop
linguistically with his new vocabulary words. The process of developing the plan was very indepth, and helped me to understand how an ELL learner thinks and how to best assist the student
in learning.