Individualized Language Development Plan 8.1

Individualized Language Development Plan 8.1
Teacher: Claudia Dorsey Student's Name: K.C. Level of Language Development: Advanced

Performance Levels
Comfort Levels
Patterns

Analyzing and Interpreting Data

Goal 1: To use English to communicate in social settings.
Standard 1. Uses English to participate in social interaction. 1 2 3 4 5
People: Least: Teacher, Most: Friend
Tasks: Least: Whole Class Most: Small Group
Contexts: Least: English Most: Out of school

Standard 2. Interacts in, through, and with spoken and written English for personal expression and enjoyment. 1 2 3 4 5
People: Least: Teacher, Most: Friend
Tasks: Least: Whole Class Most: Small Group
Contexts: Least: English Most: Out of school

Standard 3. Uses learning strategies to extend communicative competence. 1 2 3 4 5
People: Least: Teacher, Most: Native English Speaking Peer
Tasks: Least: Whole Class Most: Small Group
Contexts: Least: Math Most: Out of class

Goal 2: To use English to achieve academically in all content areas.
Standard 1. Uses English to interact in the classroom. 1 2 3 4 5
People: Least: Non-Native Speaking Peer (He recognizes that many of his Hispanic friends are not motivated to learn and to do the work,) Most: Native English Speaking Peer
Tasks: Least: Whole Class Most: Small Group
Contexts: Least: English Most: Math

Standard 2. Uses English to obtain, process, construct, and provide subject matter information in spoken and written form. 1 2 3 4 5
People: Least: Teacher Most: Native English Speaking Peer
Tasks: Least: Whole Class Most: Small Group
Contexts: Least: English Most: Math

Standard 3. Uses appropriate learning strategies to construct and apply academic knowledge.
1 2 3 4 5
People: Least: Teacher Most: Native English Speaking Peer
Tasks: Least: Whole Class Most: Small Group
Contexts: Least: English class (Language Arts) Most: Math

Goal 3: To use English in socially and culturally appropriate ways.
Standard 1. Uses the appropriate language variety, register, and genre according to audience, purpose, and setting.
1 2 3 4 5
People: Least: Teacher Most: Friend
Tasks: Least: Whole Class Most: Small Group
Contexts: Least: English class Most: Out of School

Standard 2. Uses nonverbal communication appropriate to audience, purpose, and setting.
1 2 3 4 5
People: Least: Teacher Most: Friend
Tasks: Least: Whole Class Most: Friend
Contexts: Least: English class Most: Out of School

Standard 3. Uses appropriate learning strategies to extend sociolinguistic and sociocultural competence.
1 2 3 4 5
People: Least: Teacher Most: Friend
Tasks: Least: Whole Class Most: Small Group
Contexts: Least: English Most: Out of School

Report:
a. How Can I Increase My Second Language Learner's Knowledge of Language?
K.C.'s greatest weakness is in his writing, and other weaknesses (such as word confusions that aren't noticeable in speech) show up when he does write. I can explicitly teach him about various facets of grammar (sentence structure and sentence boundaries), spelling (including confusing words/homophones, prefixes and suffixes, and inflectional endings -- word study), punctuation, and capitalization.
I can continue to point out cognates (English/Spanish) and listen appreciatively as he points out cognates and other similarities to me!
K.C. is very aware of words, of language, and is reflective about his use of language, so my main job is to find out what he's thinking about, what he's concerned about and interested in him, and help him to resolve his own concerns. Of course, I can also point out what I see as language needs he may not understand that he has, and also help him fulfill those.


b. How Can I Expand My Second Language Learner's Use of Language?
Because he is most comfortable learning in small groups, I can provide many opportunities for small group interaction in the classroom -- with mixed groups of non-native and native speakers of English -- some assigned by me, and some self-selected.
Kenneth loves to share his learning when he feels confident that he is sharing something interesting and of value to the other students. I can provide him with opportunities to share expertise he already has, and to gain expertise in a portion of a topic, then share it with other students.
I can require him in classes to write frequent, brief responses, and occasional longer pieces.
I can encourage, provide materials for, and praise wide reading. I can provide him with materials at his own reading level to increase fluency, background knowledge, content area knowledge, and enjoyment.