3095149
Description
Mind Map by Stephanie.Findlay, updated more than 1 year ago
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Created by Stephanie.Findlay
almost 9 years ago
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Ilse
- History and Personal Factors
- Ilse arrived from Mexico the summer before starting
Grade 1. She completed Kindergarten in Mexico. Ilse is
the youngest of 3 siblings, her parents both understand
and speak English well. Ilse speaks fluent Spanish.
- QUESTION: Are there any education records
from her school in Mexico? Were there any
concerns from the teachers she had there?
- QUESTION: Are Ilse's parents involved in her education? Are
there any contributing factors in her home life that would
influence her academic progress at school?
- QUESTION: How old are her siblings? Do
they attend the same school? Could
they be supportive in reading with Ilse
in Spanish or English?
- QUESTION: How does Ilse identify with Mexican culture?
What factors are important to her? What part of Mexico did
she grow up in? (Ex: Is sh part of the Mayan culture?)
- QUESTION: Are there any education records
from her school in Mexico? Were there any
concerns from the teachers she had there?
- Ilse arrived from Mexico the summer before starting
Grade 1. She completed Kindergarten in Mexico. Ilse is
the youngest of 3 siblings, her parents both understand
and speak English well. Ilse speaks fluent Spanish.
- Language Proficiency
- Language 1: Ilse speaks fluent Spanish.
Her family speaks Spanish in the home.
She is not yet reading or writing in L1
- Oral Language: STEP 1
- Ilse knows a few English words (Yes, no, hello, goodmorning). She
expresses her needs and answers questions using these words and
gestures as well as Spanish. She cannot yet follow instructions
given by the teacher, even with visual support.
- Ilse knows a few English words (Yes, no, hello, goodmorning). She
expresses her needs and answers questions using these words and
gestures as well as Spanish. She cannot yet follow instructions
given by the teacher, even with visual support.
- Reading: STEP 1
- Ilse is very interested in highly visual texts in both English and Spanish. She is often found
reading even when she should be doing other things. Ilse cannot read any words on her
own. She enjoys listening to stories and having someone tell her what things are called.
- Ilse is very interested in highly visual texts in both English and Spanish. She is often found
reading even when she should be doing other things. Ilse cannot read any words on her
own. She enjoys listening to stories and having someone tell her what things are called.
- Writing: Step 1
- Ilse is able to write her name but is unable to say the letters in her name
or name any letters of the alphabet. She can say numerals up to 4.
- Ilse is able to write her name but is unable to say the letters in her name
or name any letters of the alphabet. She can say numerals up to 4.
- Language 1: Ilse speaks fluent Spanish.
Her family speaks Spanish in the home.
She is not yet reading or writing in L1
- Social
Interactions
- Ilse is a very enthusiastic and happy girl. She is excited to
communicate with her peers. She speaks enthusiastically to
them in Spanish not realizing they don't understand her.
- There is another Spanish speaking boy in
the class who helps translate teacher
instructions and her needs when necessary.
- Ilse is a very enthusiastic and happy girl. She is excited to
communicate with her peers. She speaks enthusiastically to
them in Spanish not realizing they don't understand her.
- Future Goals and
Strategies
- Goal: To have Ilse
follow routines during
group learning, entry
and dismissal.
- Strategies: The teacher could increase visual support
in the classroom creating social stories for Ilse to use
during select times during the day. Ilse could role play
routines with teacher, parents and peers with
consistent praise and/or reward. When she
understands the routines provide a checklist for her
that she could also follow up with her parents. She
could also create a picture book to demonstrate
routines of the day. Develop an auditory signal to redirect her.
- Strategies: The teacher could increase visual support
in the classroom creating social stories for Ilse to use
during select times during the day. Ilse could role play
routines with teacher, parents and peers with
consistent praise and/or reward. When she
understands the routines provide a checklist for her
that she could also follow up with her parents. She
could also create a picture book to demonstrate
routines of the day. Develop an auditory signal to redirect her.
- Goal: To have Ilse connect
with at least one peer in the
class. To recognize basic
social cues such as
misunderstanding, sadness,
happiness.
- Strategies: Teach Ilse's classmates a gesture as well as a simple phrase to communicate that they do
not understand her. Provide Ilse with a book of pictures attached to phrases to communicate with her
classmates (Example: Can I play with you? Look at this book, etc). Involve Ilse's parents in tranlating
these phrases into Spanish so she can attach meaning to the pictures.Role play social situations and
facial expressions that convey feelings. Have Ilse match them to pictures with their associated English
and Spanish word.
- Strategies: Teach Ilse's classmates a gesture as well as a simple phrase to communicate that they do
not understand her. Provide Ilse with a book of pictures attached to phrases to communicate with her
classmates (Example: Can I play with you? Look at this book, etc). Involve Ilse's parents in tranlating
these phrases into Spanish so she can attach meaning to the pictures.Role play social situations and
facial expressions that convey feelings. Have Ilse match them to pictures with their associated English
and Spanish word.
- Goal: Ilse needs to learn the letters in the English
Alphabet as well as basic concepts of print.
- Strategies: Work with Ilse's parents to develop a home
reading program that suits their schedule.
Since Ilse is fluent in Spanish it would be
beneficial for her to practice concepts of print
at home in L1 with her parents and then
transfer those skills to English with the
classroom or ESL teacher. Focus on one skill
at a time (ex. word-word association) to be
consistent between home and school if
possible.
- Strategies: Work with Ilse's parents to develop a home
reading program that suits their schedule.
Since Ilse is fluent in Spanish it would be
beneficial for her to practice concepts of print
at home in L1 with her parents and then
transfer those skills to English with the
classroom or ESL teacher. Focus on one skill
at a time (ex. word-word association) to be
consistent between home and school if
possible.
- Goal: To increase Ilse's
vocabulary so she can begin
using phrases to
communicate with peers and
adults.
- Strategies: Read aloud stories are very appealing to Ilse. Continue using
these to build vocabulary. Choose visual texts that support the
development of basic vocabulary. Use a listening center, smartboard or
computer so Ilse can listen and watch a video of a story. Practice expanding
her use of English words (ex: instead of "Good Morning" practice "Good
morning ______! How are you?" Utilize songs and rhymes to increase
engagement and memory of phrases (ex: Roots of Empathy intro song
"Good morning ____ and how are you"
- Strategies: Read aloud stories are very appealing to Ilse. Continue using
these to build vocabulary. Choose visual texts that support the
development of basic vocabulary. Use a listening center, smartboard or
computer so Ilse can listen and watch a video of a story. Practice expanding
her use of English words (ex: instead of "Good Morning" practice "Good
morning ______! How are you?" Utilize songs and rhymes to increase
engagement and memory of phrases (ex: Roots of Empathy intro song
"Good morning ____ and how are you"
- Goal: For Ilse to count to 20 and be
able to represent these
numbers visually.
- The use of number cards, and ample opportunity to use
manipulatives in the classroom. Incorporate conversation
about numbers into different parts of the day. Use highly visual
and interactive games using technology and manipulatives.
- The use of number cards, and ample opportunity to use
manipulatives in the classroom. Incorporate conversation
about numbers into different parts of the day. Use highly visual
and interactive games using technology and manipulatives.
- Goal: To have Ilse
follow routines during
group learning, entry
and dismissal.
- Current Learning
Environment and
Strategies
- Ilse's teacher is using visual aids as well as
another Spanish speaking student in the
class to communicate with and support Ilse.
- QUESTION: What visual aids is the teacher using? Are these supports working for Ilse?
- QUESTION: Is Ilse enrolled in an ESL program in the school?
- QUESTION: What types of resources are available in the classroom?
Are there dual language texts, a smartboard, an ECE or EA?
- QUESTION: Does the school have a lot of resources to
support ELL needs? Are there many other ELL students in
the school? If so what languages do they speak?
- QUESTION: What visual aids is the teacher using? Are these supports working for Ilse?
- Ilse's teacher is using visual aids as well as
another Spanish speaking student in the
class to communicate with and support Ilse.
- Special Education
Factors
- Ilse's lack of attention and
focus is a concern for her
teacher. This is most likely
due to her limited
understanding of English and
her young age, but would still
be something to monitor.
- Ilse's reading and writing is limited in Spanish as well.
She does not know basic text features despite being very
interested in books. She is still in Grade 1 and so has time
to catch up to her peers, but will require more intensive
support and monitoring for any special education issues.
- Ilse's lack of attention and
focus is a concern for her
teacher. This is most likely
due to her limited
understanding of English and
her young age, but would still
be something to monitor.
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