Language Arts Instruction and Intervention - Task 1 PDF

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Language Arts Instruction and Intervention Task 1 – Stephanie Segler

Part A. Groupings Group 1 3 students who write well above grade level and 2 gifted students

Group 2 5 students who write at grade level

Group 3 4 students who receive learning support and write below grade level and 3 students who write below grade level

Group 4 3 English language students

In order to maximize my students’ time and help them improve on their writing skills in the areas they need assistance with, I have selected to keep my students in homogenous groups based on their writing abilities for this portion of my class.

Part B. Instructional Approach and Adapting Instruction In Group 1, the narrative element that we will spotlight on is imagery for their narrative piece. We will work using our graphic organizers. I will read a couple of sentences off the SmartBoard to see if students can name the type of images that I am introducing for each sentence. After I see that the students have a solid understanding of this exercise, they will then use the SmartBoard to create one example each type of image to share with the group. After this activity piece, they will then use their graphic organizer to create an example of a couple types of imagery providing something that can used in their narrative piece from their favorite first day of school memory. This mini lesson will help this group’s needs by inspiring or challenging them to think more artistically and use critical thinking when writing their narrative papers. In Group 2, we will work on elaboration skills. These students are at grade level in their writing, but I want to push them to really make the story come to life more through elaboration in their writing. I will first see what they know about elaboration and fill any gaps they might have. We will work together at the table using our graphic organizers and reading short and simple sentences off the SmartBoard, such as, “Saturday was fun,” and “I had a sandwich for lunch.” After we read each of the sentences, I will ask students to tell me how we could improve those sentences through elaboration. I will provide an example to ensure they are understanding what I’m looking for and then have each student go to the SmartBoard to elaborate each sentence to make it more interesting to the reader. Once they have

successfully completed this, I will have them create three sentences each in their graphic organizer showing a simple sentence and then elaborating their sentences to make the sentence more enjoyable for the audience that will read or listen to their paper. The purpose of this activity is to help students write more than a modest sentence such as, “I had a good first day of school.” I want them to really elaborate on why their first day of school was good, what made it good. The goal is to make their narrative paper to really get a person’s attention when they read it and connect and understand what the student was feeling and what made their first day of school their favorite.

In Group 3, we will perform sequencing skills. With my third group, they are below grade level in their writing. One area that we can work on is their ability to write things in chronological order that will help the reader understand the events that happened and in what order they happened. The first activity will involve sentence strips that each student will be given. They will be instructed to place each strip in order as they hear it while I read a short passage. We will then review the strips to see if they have placed these in order. Afterwards, I will have one student rearrange their strips and read them to the group. Then, posing questions such as, what did you notice when they read the strips in a different order? Could you follow along easily? Why is it important that we write things in sequential order? And, does it make a difference when telling a story? Next, students will use six different strips with a recipe and its instructions on them that are in mixed orders, they will have to look at each sentence strip and then decide which order they should be in. We will discuss why it is important for a recipe to be laid out in order and what might happen if it’s out of order and someone is trying to bake that recipe. After they have a solid understanding of this concept, students will go into their graphic organizer and write three different events in the order that they happened on their first day of school that can be used in their narrative piece. This will then be used as a checking point in their individual writing to keep their events in order as they happened. This meets this groups needs by helping them understand the importance of writing things in order and the steps they can use to help them keep their story lines straight when they are writing.

In Group 4, with my ELL students, I want to work with using more figurative language within their writing. We will be using our graphic organizers, but we will also create a table chart together in our mini lesson that they can use at their desks for a quick reference for this task and even later in other activities. My ELL students are at grade level writing, but when it comes to figurative language, there is still some confusion that I want to work on with them since I will have them in this small group setting. Using the SmartBoard, I will pull up comparison phrases like, “The dog was as smelly as my brother’s socks after practice” and exaggerations like, “I was so hungry, I could eat a horse.” We will discuss the difference between a simile, hyperbole, metaphor, etc. Once I feel confident that they understand the difference, we will then look at six new sentences and have the students decide which example of figurative language each one represents. While doing this, we will begin creating our table charts, I will have students create six sections on a piece of stock paper, labeling each section with “Simile”, “Metaphors”, “Hyperbole”, etc. They will create definitions that will help them remember what each means, and examples for each that we used on the SmartBoard. Using their graphic organizers, I will have them create two to three different sentences using figurative language that can also be used in their narrative writing. With this group, this activity will meet their needs to better understand figurative language, the

different types, and provide them with examples that they can later reference when they need a reminder and to help their text become more alive and connect readers to how the writer may have felt about something.

Reference: Gunning, T. G. (2013). Creating literacy instruction for all students (8th ed.). Upper Saddle River, NJ: Pearson. ISBN: 978-0-13-2927 https://wgu.vitalsource.com/#/books/9781256895374/cfi/6/2!/4/2@0:0.0667...