RUNNING HEADER: ASSIGN 2

Assignment 2- The Multidimensional Foundations

Meggan M. Sandoval
OTL- 565
CSU-Global online
Dr. Hanan Tawil-Hijazi
December 20, 2014

Week 2- The Multidimensional Foundations

Your Name:
Meggan Sandoval

CSU-Global Course:

Subject / Course:

OTL565

Topic:

Differentiation

Lesson Title:

Planning for Differentiation

Level:

3-5

Lesson Duration:

OTL565

1 day or 60 minutes

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON

WITH RESEARCH THAT SUPPORTS ITS EFFECTIVENESS.
Common Core or State Standard(s):

Common Core Standards for Mathematics, Measurement and Data #5-6 (Grade 3):
5. Recognize area as an attribute of plane figures and understand concepts of area measurement.
A square with a side length of 1 unit, called a unit square, is said to have one square unit of
area, and can be used to measure area. A plane figure which can be covered without gaps or
overlaps by n unit squares is said to have an area of n square units.
6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).
Description of Lesson as currently taught:

Topical Vocabulary: Students at all levels of English language proficiency are exposed to gradelevel words and expressions, such as: square unit, unit square, length, width, area.
Students will be introduced to unit square(s) with unit square manipulative cubes. Students will be
assigned in groups of 4-5 to answer 2-3 questions in their lesson practice packet using the
manipulatives. The teacher will then guide the students into sharing their answers using
manipulatives and vocabulary surrounding a square unit. Collier (1995) expresses, data shows
extensive cognitive and academic development in students' first language is crucial to second
language academic success.

Differentiated Instructional Approaches and Pre-Assessments

Climate
ESL student(s) will be grouped with other students whom they feel
comfortable with, and can benefit from academically and socially. If the
student feels insecure about using the new vocabulary terms, they can show
their knowledge through the manipulatives or other group members. Collier

Week 2- The Multidimensional Foundations

data shows extensive cognitive and academic development in

students' first language is crucial to second language academic success. Student(s)
will also be grouped with at least one other bi-lingual student for native language
support. The teacher will provide extra support by circulating the room. The
(1995) expresses,

allocated group activity is approximately 20 minutes, that way the students

able to comfortably finish their lesson practice before moving on to
independent homework time.

Knowing the Learner

ELL students should be able to understand what the homework is and
understand completing it. Provide ELL with district support. The support will
ensure any questions or comments can be cleared up in their native language.
We have a district interventionist that comes into the school 2-3 times a week
who pulls these student(s) after the lesson is taught. Math is pretty consistent
in its lessons so students should be used to this routine of lesson, group
work/manipulatives, lesson practice, overview, and homework/independent
time. The student is also given an adaption sheet that sets the problems up for
the student so that they can finish the final product or answer. Best practices
for ELL states, students retain more when they paraphrase (orally or in writing
restating ideas in their own words) or summarize at the end of the lesson or
unit (2014). When providing student(s) with these adaptation homework
sheets, pull the student(s) to the side to orally read the lesson for
comprehension.

Pre-Assessment
Students should have some background knowledge of length and width of an
item from previous lessons/units. Asking the students questions about the
vocabulary can help spark background knowledge and connection. Principles
for Differentiating Instruction for ELLs (2012) expresses, Scaffolding
Activating background knowledge, using pairs and small groups, and getting
students working independently. Cultural responsiveness Building English
language skills based on knowledge of students home languages; not
discouraging use of the first language; making connections to students
cultural backgrounds; and creating a classroom environment that highlights
rather than avoids cultural comparisons and contrasts; Print modifications
Providing an enlarged text that is read aloud, adding visuals to a text, and
providing audiotaped versions can trigger background knowledge for ELLs. For
this specific lesson, a visual and large print of square units will be used.

Week 2- The Multidimensional Foundations

Learning Target (Objectives, Student Set Goals, and/or Essential Questions):

Students will recognize area as an attribute of plane figures and understand concepts of area
measurement. A square with side length 1 unit, called a unit square, is said to have one square
unit of area, and can be used to measure area. A plane figure which can be covered without gaps
or overlaps by n unit squares is said to have an area of n square units.
Students will measure areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units) using square unit cubes within groups.
Students will set learning goals to accomplish their learning targets above.
ELLs: Cognitive Function: Students at all levels of English language proficiency CREATE floor
plans or models combining personal and suggested ideas
Example Context for Language Use: Students listen to ideas from peers to incorporate in
collaboratively created floor plans or models for a building (The English Language Learner
Development Standard, 2011).
Essential question(s)
What is square unit, length, width, square centimeter?
Can you make a square unit figure from the lesson practice questions using manipulatives?

Learning Task:

Recognize square units, length, and width using manipulatives in groups of 4-5 students. Create
your own square unit and finish lesson practice questions.
Number of Days: 1 day

Week 2- The Multidimensional Foundations

Learning Task
Recognize square units, length, and width by using manipulatives in groups of 4-5 students. Create
your own square unit and finish lesson practice questions.

Student Differences
Interest- Student will create a 3-D square unit using the manipulatives, vocabulary, and content
behind students personal creation.
Varying Tasks
.
Product- The student(s) will show they have learned by presenting his or her own personal unit
using the square manipulatives. The student will orally use the lessons vocabulary; use the
manipulatives as a visual for everyone as well as themselves. This gives students an opportunity to
paraphrase or summarize the unit without even knowing they have done so. Principles for
Differentiating Instruction for ELLs states (2012), offer a choice of activities to let students do
some of the differentiating. Students should be able to occasionally choose an activity they believe
is at the right challenge level for them. Students will have the freedom within their group to work
together, or create their own square unit of any length or width.

Feedback Strategy (Frequent checks for understanding):

The teacher should circulate the room asking students to check with their group members about the
length and width of the square unit. The students should be changing the manipulatives repeatedly
to master the learning tasks and goals. The teacher should ask questions about the manipulatives
encouraging the lessons vocabulary. Students will also answer a 2-3 questions from their lesson
practice before moving onto the next task. Make sure to give ELLs time to practice the vocabulary
orally. They should be given multiply opportunities to practice new language of the lesson (Best
Practices for ELLs, 2014).
Summative Assessment (Collect student data):

Week 2- The Multidimensional Foundations

The lesson practice questions will provide written data of the students understanding. Presenting
their work/square unit creations will show mastery of language and content. The student will also
take personal notes in their Math notebook to look back on. The notes will consist of simple
visuals and vocabulary (this is an option for the CDL student).

SOURCES: Add a References Page for the research/sources you used to

determine your strategies above (begin on a new page and follow the APA guidelines
in the CSU-Global Guide to Writing and APA Style).

YOU WILL COMPLETE THE FOLLOWING SECTIONS IN

MODULE 2, AFTER THE LESSON IS TAUGHT
Self-Reflection for Continuous Improvement:
Explain what went well in the implementation of your lesson. What changes would you make to
improve based on student achievement data and/or evidence? A visual display of the student
achievement data must be included (i.e., table, graph, chart, etc.). What are the next steps for the
students in your class, a group of students, and/or an individual student to ensure EVERY student
is proficient? What are the next steps for you in becoming better at differentiating your
instructional approaches for all learners in your classes? Use research (Module readings from the
course text and 1-2outside sources) to support your choices and ideas.
Starting the lesson I had two CDL students and one bi-lingual student. I knew I
was going to group all three students together mixed with two other English
speaking student once we got to cooperative learning. Colorado (2007) states,
Cooperative Learning has been proven to be effective for all types of students,
including academically gifted, mainstream students and English language learners
(ELLs) because it promotes learning and fosters respect and friendships among
diverse groups of students. Peer learning promotes language and learning of content
and concepts. To ensure my CDL students were given differentiation I focused my
lesson off the four dimensions of Virginia Colliers prism model. The prism model

contains four dimensions- linguistic, academic, sociocultural, and cognitive,

each interrelate and connect to help CLD students grow and develop in the
classroom. I wanted to ensure that my CDL students were paired in groups with
people they felt comfortable with and felt support. I wanted ALL students to feel
capable, and to succeed and recognize self-consciousness in oral communication
(Collier, 2007). I focused the rest of the lesson on Colliers linguistic, academic, and
cognitive dimensions. Here they were able to speak orally about the content and
concepts with other students.
To start off the lesson I created a visual square units, in which I projected over the
projector for ANY students who wanted to take personal notes. Each student also has

Week 2- The Multidimensional Foundations

a simplified lesson packet and Math textbook that they can follow along with. Once
the initial lesson overview is done, the students are given protocol instructions before
being grouped to finish their lesson practice. They know to stay on task, contribute,
encourage each other, share, solve problems, and give peer feedback. The lesson
practice consists of 1-10 questions that overview the initial lesson. In this particular
lesson, the students were given connecting cubes to solve the problems. The
connecting cubes work as a visual for CDL students or kinetics learners. Shaw (2002)
shares, manipulatives help students develop conceptual understanding of
mathematical ideas by representing the ideas in multiple ways. In this case
student(s) were able to show area= L X W with the connecting cubes to get the
product of their answers. The students did very well with the cubes and seemed more
motivated to get their work done. I saw CDL students exploring with the cubes and
using vocabulary as well as some English. They were able to connect with the
content, concept, and other students. As I circulated the room the two CDL students
asked numerous questions with broken English. I was able to look over one of the
students notes and translate most numbers to her. After I showed the student my
few phrases in Spanish she began trying to speak more English to me. It was a great
learning opportunity for us both and I really felt connected to the student. I was able
to get to know her learning style a little bit more by attempting a few phrases in her
native language. After the students were done with the lesson practice they were
able to start homework. CDL students along with learning disabilities students then
leave the class to work with their interventionist who has a different homework
sheet. The thing I would do differently is turn the group work into moving centers so
that every learning style can try different ways of working with areas such as, arrays,
grouping, round robin, team jigsaw, tea party, and white boards. This would ensure
students were challenging themselves with writing, speaking, and solving area in a
more innovative way. I would also input myself into one of the centers so that I can
get a better idea of where everyone stands with the content. At the end of the lesson
I would also have the students hand in an exit slip to ensure they got the main
concepts of area.

The graph below was background information given from the

student(s) interventionist/file.
Student A- GIRL
Before:
The student was familiar with
numbers, length, and width.
The student did not know what area
meant or square unit.

Student B- BOY
Before:
The student is only familiar with
English numbers.
The student does not know what area,
length, width, or square units are.

Week 2- The Multidimensional Foundations

The student cannot read English and

has limited oral English.
The student has an interventionist who
she works with after the lesson
overview and practice.

The student cannot read English and

speaks minimal English.
The student has an interventionist who
she works with after the lesson
overview and practice.

Temperament:
Extrovert, sociable, and sweet.

Temperament:
Quiet, shy, and sweet.

After:
Student took notes in English &
Spanish.
Student attempted vocabulary and
group work.
Student conversed with the teacher in
English and Spanish.
Student mastered area with cubes,
notes, and lesson practice.

After:
Student took notes, but minimal and
unclear.
Student showed understanding with
cubes and numbers.
Student took a backseat to speaking in
any language.
Student completed lesson practice
correctly, but seemed to feel insecure
or shy about cooperative learning.

Evidence of Implementation:
Attach student work, photos of the lesson in progress demonstrating student
motivation/engagement and/or any other evidence as proof of implementation. Remember to
maintain student confidentiality (e.g., names removed, etc.) and follow school policies around
student photos, etc.
I was not able to capture ANY type of photos during the process due to the parent not signing off
on a permission slip. However the student did chose to take notes of the visuals and vocabulary
and I was able to use those in which I provide below. The student color coded length and width and
showed a clear understanding of what was being projected on the board. The student makes

Week 2- The Multidimensional Foundations

squiggle marks to show the steps and different concepts of square units. She personalized what she
understood, adding Spanish words and correcting her mistakes. I tried to keep my note taking
simple and to the point for the CDL students. Golinkoff (2002) presents, a template to follow
when giving effective notes for ESL learners which are provided below.
The question that guided the creation of this template was, What is the
best way for ESL students to understand new material? Thus, I created a note taking
template. The template contains the following headings to be filled in by
students:
Lesson Objective / Standard
Why am I learning this? how does the material relate to the real
world
What do I already know? (prior knowledge)
How to do it / Terminology the steps to solve a certain type of
problem
Concept Examples examples of the concept following the steps
Lesson Summar (Golinkoff, 2002).

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10

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Example of the unifix cubes used.

SOURCES: Add any additional sources or research you used in this second part
of the template to the Reference list you began earlier. (Remember to follow the CSUGlobal Guide to Writing and APA Style).

Week 2- The Multidimensional Foundations

13

References
Best Practices for ELLs. ( 2014). Applications for ells: practices and homework.
Retrieved from http://ell.nwresd.org/node/69
Baecher, L. Artigliere, Patterson, Spatzer, A. (January 2012). Differentiated instruction for
english language learners. Retrieved
from:lbaecher@hunter.cuny.edu,marcus.art@gmail.com, dpatterson7@schools.nyc.gov,
and Adrian.spatzer@gmail.com.
Collier, V. (1995). Acquiring a second language for school. Retrieved from
http://www.colorincolorado.org/article/100/

Colorado, C. (2007) Cooperative learning strategies. Retrieved from

http://www.colorincolorado.org/educators/content/cooperative/
Golinkoff, J. (June, 2002). The effects of note taking modeling on ESL student
achievement and comprehension. Retrieved from
http://gse.gmu.edu/assets/docs/lmtip/vol3/J.Golinkoff.pdf
Shaw, J. (2002 Manipulatives enhance the learning of mathematics. Retrieved from:
http://www.eduplace.com/state/pdf/author/shaw.pdf
The English Language Development Standards.( 2011). Standard 1-social & instructional
language. Retrieved from:
http://www.cde.state.co.us/sites/default/files/documents/coenglangprof/documents/wida_
grades3-5_amplified.pdf