NNA Task 1- Kelsey Sherman
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Uploaded by ConstableStrawAardvark29
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Kelsey Sherman
NNA Task 1
Western Governors University
Dr. Carmen Turner
February 22
nd
, 2024
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Resource # 1: Storyline Online https://storylineonline.net/
A1a. Age or Grade Level
This resource is great for K-5, but could especially be used with K-3 students. These are great for
young students as all the books are read for students and they only have to listen. There are pictures to go with the stories. The readers read with different voices and expressions to show the different characters and express the different feelings these characters have. This is most helpful for elementary EL (English Langauge) students. The topics discussed in the stories are great for ages 5-10 and have various topics accessible for younger students as well. The stories range in AR levels and older students can use them to take AR quizzes after listening to the story.
A1b. Learning Modality
This resource is great for visual, audio, intrapersonal and spatial modalities. The different learning modalities of visual and spatial are accommodated through the pictures in the book as well as seeing the actor holding and reading the book. At times, the books are shown and students
can spatially see the words on the pages. The audio modality is accomodated by having the actors
read the books out loud to the students. The intrapersonal modality is accomodated because students can do this activity on their own, and still have the ability to understand and learn about the story. A1c. Language Proficiency Level
This resource is best for beginner or intermediate (and possibly advanced if the student is in the K-2 range) as students need some knowledge of English in order to actively use this resource and
learn on their own. The pictures in the stories help students of beginner and intermediate levels identify unknown vocabulary. The read alouds allow for struggling readers to listen in order to comprehend. There are different levels of books to help students at a variety of grade levels. For intermediate readers, they can use these books as AR books and take quizzes after listening to reach their AR goals. A2a. How supports connection to
Home Culture or Life Experience outside classroom Since there are a variety of stories students can read on the site, it allows for students to pick a story on interest to them. The site is cutlurally diverse and has many stories representing different
cultures, which would allow students to read stories related to their culture.
A2b. How supports development of social or academic language or both
In this resource, English Learners' academic language development is supported through listening comprehension and pictures. They can learn new vocabulary through the pictures and words presented in the stories. A2c. How supports content-area learning
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In this resource, content learning of ELA is fostered through listening comprehension, pictures, and audio. Students have the ability to work on their listening comprehension, as well as their overall comprehension in English, by listening to a story and using the pictures to help understand what is happening. A3. Communicative Activity
One communicative activity that could be integrated into this resource is the teacher can create discussion questions that can be given to students to talk about in pairs. For younger students the teacher can orally ask the questions and students can work in pairs to discuss answers. For older students the teacher can give simplified questions on paper with pictures and have students work in pairs to write their answers down.
After the questions are responded too, the teacher can bring back the students into a whole group setting and give feedback on their answers as well as discuss the correct answers. Resource # 2: Heidi Songs https://heidisongs.com/
A1a. Age or Grade Level
This resource is best for students in grade K-1, but can easily be used for newcomers who do not know the language, alphabet or sight words in grades 2 and 3 as well (any older, the songs become a little bit too young for the students). This resource uses songs to have students learn key sight words and the letters of the alphabet. They use movement and pictures to help support student learning. These pictures and movements, as well as the tune of the songs, are aimed at younger students- which is why this resource is beneficial for K-2 and possibly 3
rd
but not higher.
A1b. Learning Modality
This resource supports multiple learning modalities including: Kinesthetic, audio, visual and musical. The audio and musical modalities are accomodated through the songs that are being sung. The visual modality is accomodated by the pictures the videos display, as well as the letter or word that is being learned displayed at all times. The kinesthetic modality is accomodated through dance moves that a performer is displaying during the songs, which the students are supposed to dance to as they sing the word or letter they are trying to learn. A1c. Language Proficiency Level
This resource can be used with students at any proficiency level. Since the songs allow for students to see visuals as well as audio, and because they can act within the song, it allows for students of any ability level to easily follow along and learn the alphabet or sight words. The pictures help give newcomers support in understanding what it is they are trying to learn, which they can connect to the audio. A2a. How supports connection to
Home Culture or Life Experience outside classroom
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This resource does a good job of displaying different cultures through the actors they use. They use men and women of different backgrounds so students can see that these videos belong to everyone, and not just a certain culture. The music too, addresses connection to life outside of the
classroom. Most cultures use music in some way, so the music can feel familiar to ELs and allow them to experience something they understand while learning something they need to know. A2b. How supports development of social or academic language or both
In this resource, English Learners' academic language development is supported by the sight words and the alphabet displayed in the songs. This allows students to learn the words they need to know (and the alphabet) in a fun way. A2c. How supports content-area learning
In this resource, content learning of ELA is fostered through songs and pictures which will allow
students to receive the language they need to become more confident in English.
A3. Communicative Activity
One communicative activity that could build upon this resource is after students listen to the song and dance to it (together as a class or seperately at their desks), students can then do a word match with the sight words or the letters they learned. For example, the teacher can cut up the words or letters the students have been learning and give one to each student in the class. Students can work in groups to find who has their matching word or letter and then match up. Another activity that students can do with this, is the teacher can give the students letters, and working in pairs, students can write the sight words they have been working on. Once the activity is complete, teachers can pass out a key that students can look at to ensure they got their words correct. Resource # 3: Word Map (with visuals of the word) https://www.hmhco.com/blog/graphic-
organizers-for-ell-students
A1a. Age or Grade Level
This is a good resource for students in 2-12 grade. The older the student the better and more useful it is. To use this resources students need to be able to read and write at a basic level- depending on the word. A1b. Learning Modality
This resource is useful for visual modalities. It can also be good for reading/writing modalities. The different learning modalities of visual are accommodated through the pictures they will draw
to go with the vocabulary words. The different learning modalities of reading and writing are accommodated through the research done to come up with definitions, synonyms and antonyms for the vocabualry word which is followed by writing and filling out the graphic organizer.
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A1c. Language Proficiency Level
This resource is best used at the intermediate or advanced level. Students need to have some understanding of the English language in order to use this resource. It is scaffolded by having students add a picture to help them with the understanding of the vocabulary word. Students need
to be able to comprehend English to a certain extent in order to use this resource. A2a. How supports connection to
Home Culture or Life Experience outside classroom The image/feelings part of the word map is culturally inclusive because students can draw what the word means to them. Since different cultures have different definitions of words (like the word time may be more rigis in English then in some other cultures), students can use their creativity to make their own image that will resonate for them. For example, one student may draw a picture of “ball” as a baseball while another may draw a soccer ball. Both are correct answers, but why they draw it is a cultural and social preference. A2b. How supports development of social or academic language or both
In this resource, English Learners' social language development is supported through their ability
to attatch drawings and feelings to the vocabulary word given. This allows them to express themselves in a way that they see fit. English Learners' academic language development is supported through synonyms, antonyms, and drawings to express their understanding of a vocabulary word. A2c. How supports content-area learning
In this resource, content learning of vocabulary is fostered through synonyms, antonyms and drawings. This allows the student to better grasp the vocabulary word they are learning. A3. Communicative Activity
One communicative activity that could build upon this resource is to have students discuss the meaning of the words together. They could also work together to make their own definition of the
word they just learned and write it down. They can add their own drawing to the definition and then as a partner or group present it to the class. Teachers and.or peers can go around correcting the posters and giving feedback on what can make the poster more appealing or understandable to the audience. Resource # 4: Bakersfield ELPAC resouces https://www.bcsd.com/Page/316
A1a. Age or Grade Level
This resource is available for students in K-8 grade. It is specifically to help students pass the ELPAC (the California EL test which students need to pass to reclassify). Each grade level has ample listening, speaking, reading, and writing lessons to use with students
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A1b. Learning Modality
The learning modalities used in this resource are visual, audio, reading/writing, interpersonal and
linguistic. The different learning modalities of visual and audio are accommodated through the listening and speaking sessions where there is someone reading for the students, and where they have images to help them interpret the material. The reading and writing modality is accomodated through the reading and writing domains. The linguistic and interpersonal modalities are accomodated through the pair share aspect of the resource as well as the sentence frames and speaking domains where students have to speak out loud to get their answers. A1c. Language Proficiency Level
This resource can be used with newcomers, beginners, intermediate and advanced proficiency levels. The resource has scaffolds such as sentence frames and graphic organizers that students at lower proficiency levels can use. This resource is helpful for all students to pass the ELPAC exam no matter their level. A2a. How supports connection to
Home Culture or Life Experience outside classroom This resource has students share opinions and write about experiences that they have outside of the classroom. Students are able to give opinions about their interests. Students are also asked to write about home experiences so it can connect back to what they enjoy. A2b. How supports development of social or academic language or both
In this resource, English Learners' social language development is supported by having them discuss and write about their own experiences. In this resource, English Learners' academic language development is supported by giving students reading graphic organizers, and writing organizers to support their learning new academic topics. It does this while still slowly weaning students off these organizers so they can take the ELPAC ont heir own. A2c. How supports content-area learning
In this resource, content learning English Language Development is fostered through all four domains: reading, speaking, listening, and writing. All four domains have 8 different activities to do throughout the year to prepare students for the ELPAC test and to have them improve in all four domains. A3. Communicative Activity
There are multiple parts of this resource that already have embedded communicative activities, as it is important for EL students to share and discuss topics. However, one communicative activity that could be integrated into this resource is students could act out some of the listening activities to have a visual attatched to the audio modality. They can act it out in a group or with a
partner. Then, the teacher can either correct and review the students skit, or other students can share feedback about what could be added to the skit to make it better.
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Resource # 5: Starfall https://www.starfall.com/h/
A1a. Age or Grade Level
This resource is approprate for grades K-5 but may appeal more towards the younger students. This resource is seperated by grade level so that each student can practice what they need. There are pictures and songs included for younger students. There is audio that will read to older students who maybe need more practice with phonics before they begin to read on their own. A1b. Learning Modality
This resource is great for the audio and visual modalities. For younger students it also uses the musical modality. The different learning modalities of audio and visual are accommodated through the stories and lessons that students have access to on the site. They can see pictures as well as hear someone say the words so that they can recognize and connect the words to an image. The musical modality is accomodated through songs for Kindergarten and First grade. Most of their lessons are songs at these grade level spans which help students learn what they need to know. A1c. Language Proficiency Level
This resource can be used with students at all proficieny levels, newcomer, beginner, intermediate and advanced. Since there are pictures to assist with comprehension, it is something that can easily be used with all students. Students can use previous grade lessons to support them if needed, which allows newcomers to easily use previous levels to learn phonics and English spelling. A2a. How supports connection to
Home Culture or Life Experience outside classroom The songs relate to music that students likely listen to at home or outside the classroom. There are also books that are culturally inclusive that students can listen to. A2b. How supports development of social or academic language or both
In this resource, English Learners' academic language development is supported by introducing students to new vocabulary they do not know, as well as lessons on English grammar and syntax that can help support them in learning English
A2c. How supports content-area learning
In this resource, content learning of ELA is fostered through vocabulary, phonics, spelling and grammar- depending on the grade level. A3. Communicative Activity
One communicative activity that could build upon this resource is having students work in partners to describe the lesson from Starfall. If they did a grammar or vocabulary lesson they
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could work together to draw pictures or make their own definition of of words. If they used it for phonics, they could create words using plato or other tactile forms with the phonics they had learned in the lesson. They can then check with the teacher to ensure that they recieve feedback on their work.
Resource # 6: Blooket https://www.blooket.com/
A1a. Age or Grade Level
This resource is designed to be made by the teacher and can be used at any grade level from K-
12. The content can be matched to students learning, and the games are fun to play with all students. A1b. Learning Modality
There are multiple learning modalities accomodated within this resource including: audio, visual,
intrapersonal and interpersonal. The different learning modalities of audio and visual are accommodated through the questions being able to read to them and the fact that visuals can be added to blooket to support content. The different learning modalities of interpersonal and intrapersonal is accomodated through being able to play a game as a full class (so they are competing against each other) while individually being able to find the answers to the questions. A1c. Language Proficiency Level
This resource is best for intermediate and advanced levels, and sometimes beginners depending on how much English they understand. I do not recommend this resource for newcomers, because
it does not go over vocabulary well and students will need some understanding of English in order to participate and play in the game.
A2a. How supports connection to
Home Culture or Life Experience outside classroom The pictures that are given by the teacher can include pictures from students home culture. The games the students can choose to play have to do with cooking, mining for gold, hacking into people’s crypto and more. These games are similar to what students naturally do on their free time, so it incorprates students likes. A2b. How supports development of social or academic language or both
In this resource, English Learners' academic language development is supported by having the audio and visuals there to remind them of academic langauge and to give them an example of what is meant. A2c. How supports content-area learning
In this resource, the content learning of all subjects is fostered through questions/review questions that have to do with the topic that is being studied. When answered correctly, students
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have the ability to play the game portion which includes a variety of game modes. Therefore, this
resource is a great review tool that engages students. A3. Communicative Activity
This is already a very communicative resource as students are playing against each other in order
to win. Another communicative activity that could build upon this resource is at the completion of the round of Blooket, students can get a question they would have seen on Blooket (whether it be for math, science, ELA, or whatever content they were reviewing). Students can then collaboratively work in pairs to find the answer to the question. After they can share why this answer is correct and give defining reasons as to why or how they found their anwer. Students can give other groups feedback using teacher given sentence frames to help revise student answers or to affirm that they are correct. Resource # 7: Readworks https://www.readworks.org/
A1a. Age or Grade Level
This resource has content available for K-12 grades. However, for the way I personally use this resource it is best for students who can already read in grades 2-12 (or higher if students are struggling to read). Younger students/ struggling readers do have the option to listen to audio instead, making it a fairly accessbile resource. A1b. Learning Modality
The learning modalities accomodated in this source are the reading and writing, visual, audio (depending on what you use this resource for) and intrapersonal. The different learning modalities of reading and writing are accommodated through the comprehension questions and reading passages that are given to students. The writing modality is accomodated through the written questions that students are asked to answer at the end of the comprehension questions. The audio modality can be accomodated by turning on the audio for the reading passages so students can practice listening comprehension rather than reading comprehension. The intrapersonal modality is accomodated because this is an independent student activity that is easily guided online, which allows students to complete the reading comprehension passages without support (as long as the teacher assigns the students reading passages at their reading level). A1c. Language Proficiency Level
This resource is best for intermediate and advanced EL students, however, beginners can use this resource as well because of the audio portion. I would not recommend for newcomers as it does not share enough photos or meanings of words (or translations) for them to be able to comprehend the passages. I would mostly use this with my ELPAC levels 2 and 3. Since students
do need to have the ability to comprehend English, even if they are using the audio component.
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A2a. How supports connection to
Home Culture or Life Experience outside classroom The reading passages that are available to students are filled with many different likes and interests in both fiction and non fiction. The passages can connect back to many cultures, so students can see themselves represented in the readings. Teachers can also assign passages based on student interests, so that the students can learn more about topics that already interest them. A2b. How supports development of social or academic language or both
In this resource, English Learners' academic language development is supported through reading comprehension. There is also vocabulary lessons that go with each of the passages that help support students vocabulary and understanding of it. Within the passage, most words can be clicked on and shown the definition of (in English) if students are unsure what a word means. A2c. How supports content-area learning
In this resource, content learning of ELA is fostered through vocabulary lessons and reading comprehension questions. Students have the ability to learn new words in English through the vast vocabulary lessons introduced, and can use their skills to answer comprehension questions about the passages. A3. Communicative Activity
One communicative activity that could build upon this resource would be to take the vocabulary activities and have students work together in groups or in partners to make posters about the words they learned. This way the posters could light up the room, and other students could learn these new vocabulary words as well. Teachers could give feedback on the posters, and students could write or share feedback with each other about how the poster looks and if anything would need to be changed to make it more understandable. Resource # 8: Vocabulary Puzzles https://www.edutopia.org/article/using-ell-strategies-
science-classroom/
A1a. Age or Grade Level
Vocabulary puzzles are best used in grades 2-12. Students will need to have the fine motor skills and bility to picture puzzles in order to complete this activity. Also being able to read helps with finding the spots where the puzzle pieces go. A1b. Learning Modality
The different learning modalities of tactile, visual and interpersonal are accommodated though this resource. Tactile is accomodated through the movement of the puzzle pieces and working hands on with them. The visual modality is accomodated through pictures that are on the puzzle pieces that go with the words to enhance meaning and to have students understand the definition
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of unknown vocabulary words. The interpersonal modality is accomodated because this is an activity that is best done in pairs or groups. A1c. Language Proficiency Level
This resource is best for anyone who is not a newcomer. For newcomers, this resource would be difficult since they would have to be able to read in English, as well as be able to define certain terms. If pre teaching vocabulary is taught to students, this resource may become more accessible. A2a. How supports connection to
Home Culture or Life Experience outside classroom Pictures can be used that are associated with students home cultures. This resource can also be considered a game since it is a puzzle, which many students enjoy doing outside of school. A2b. How supports development of social or academic language or both
In this resource, English Learners' academic language development is supported through new vocabulary terms and a fun way to approach how to connect pictures to the terms. Since they have the opportunity to match words with pictures, it gives the students an opportunity to think about what the vocabulary words mean and why it connects to that picture. A2c. How supports content-area learning
In this resource, content learning of any subjects vocabulary is fostered through puzzles which contain pictures, words and definitions to support stduents understanding of vocabulary. Students
have to connect the definition and picture to the words, while simultaneously ensure that the other words and pictures on that puzzle piece also make sense with the pieces around it. This forces students to think about different words and their connections at the same time. A3. Communicative Activity
One communicative activity that already is integrated into this activity, is that students work together to complete the puzzle. Students should work in partners or in groups to match the definitions, words, and pictures together in order to complete the puzzle. Once the students believe their puzzles are complete, other groups of students can come around and give feedback- asking students to change pieces or explain their thinking to review whether or not the puzzle is actually complete.
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B. Three Original Sources
Resource #1- 2
nd
grade Online classroom norms and rules
2. Target Level of Language Proficiency
This resource is meant to be used with all EL students. The pictures are there to support understanding of the rules, even if students cannot read what is required of them. Even the newcomers can use the pictures to understand what is expected from them at school. However, the target level of proficiency for this source would be beginners or ELPAC level 2. This resource is best used with students who do understand some English, but who may need moderate
support to help them understand the lesson or the content. ELPAC level 2 usually can use English
to meet their communication needs, but who need more support with content areas. This resource
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is perfect for Level 2s as they will be able to use the pictures to support their understanding of the
classroom's rules and expectations. 3. Comprehensible Input Needs of Students
This resource meets the comprehensible input needs of students because it provides students with
visuals to support their understanding of the written rules. Students at an ELPAC level 2 likely can read slightly, but may not understand all the vocabulary that they are reading. The pictures help support students in understanding the vocabulary they may be missing. This will allow students to move slightly out of their comfort zone and learn new words that can help with their academic language acquisition. Resource #2- 3
rd
Grade Comprehension Question Bookmark (to help with Informational Texts)
2. Target Level of Language Proficiency
This resource is meant for intermediate and advanced students to help support them in understanding a nonfiction text. ELPAC 3s is the targeted audience for this resource, although ELPAC 2s can benefit from it if they can read the questions and the texts given in class. This resource is meant for ELPAC level 3s as they can usually read texts to find key details and main ideas. However, finding these can be challenging, and having questions that students can use to support finding main idea and key details allows them to feel more successful. 3. Comprehensible Input Needs of Students
This resource meets the comprehensible input needs of students because it allows students to feel successful during a lesson that they likely understand. Student at ELPAC Level 3 are moderately developed in their language acquisition and often know academic vocabulary. However, when attemtping to complete ELA tasks, it can be daunting to complete these without minimal support
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from the teacher. This resource allows students to complete a key details and main idea task on their own. Students at a ELPAC level 3 may find that their comfort zone is having models up or sentence frame available for them. However, these questions allow students to begin thinking about answers on their own. Students can use this resource to help support them in their thought process when trying to understand what key details they should be looking for. Resource #3- Punctuation Mark Poster
2. Target Level of Language Proficiency
This resource is meant for all EL students regardless of ability. However, it is specifically designed with newcomers and beginners in mind, or ELPAC levels 1 and 2. With teacher instruction, this resource is meant to support understanding of punctuation in reading and writing.
The pictures allow the students to see what each of the writing punctuation is used for. Whether they can write, read, or are still learning, students can use this poster to understand how to read punctuation. 3. Comprehensible Input Needs of Students
This resource meets the comprehensible input needs of students because the visuals allow students to feel successful when writing. Many students forget the symbol for punctuation when
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they are writing, however the resource allows for a quick reminder using visuals, so students do not have to rely on the teacher or their peers all the time. Many students at Level 1 or 2 may be able to write, but may be more comfortable having their teacher correct them most of the time. However, this resource allows students to push past their comfort zone and use the resource to check their own work.
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References
Corujo, J. (2023, March 15). Graphic Organizers for ELL Students
. Www.hmhco.com
. https://www.hmhco.com/blog/graphic-organizers-for-ell-students
Heidi Songs - Sing-Along Songs that Teach!
(n.d.). Heidi Songs. https://heidisongs.com/
Krashen, S. D. (1985). The Input Hypothesis
. Longman Publishing Group.
Multilingual Education Programs / English Language Proficiency Assessments (ELPAC)
. (n.d.). Www.bcsd.com
. Retrieved February 23, 2024, from https://www.bcsd.com/Page/316
ReadWorks. (2019). ReadWorks
. Readworks.org. https://www.readworks.org/
Starfall Education. (2019). Starfall: Learn to read with phonics, learn mathematics
. Starfall.com.
https://www.starfall.com/h/
Stewart, B. (2022). Blooket
. Www.blooket.com
. https://www.blooket.com/
Using ELL Strategies in the Science Classroom
. (n.d.). Edutopia. https://www.edutopia.org/article/using-ell-strategies-science-classroom/
You are being redirected...
(n.d.). Storylineonline.net. https://storylineonline.net/