Running head: KEY SIGNATURE ASSIGNMENT CASE STUDY

Key Signature Assignment English Language Learner Case Study

Eric Nunez

Azusa Pacific University

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Table of Contents

General Introduction To Case Study3

Participant Description.4

Student Work Analysis....4

Vocabulary Words...4

Listening Comprehension Tests...5

Writing Assignments5

Interviews.5

SOLOM...6

CELDT Analysis..7

Journal Entries.7

Reflections and Conclusion...10

References..12

Appendix A13

Appendix B14

Appendix C15

Appendix D16

Appendix E17

Appendix F.18

Appendix G19

Appendix H20
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Key Signature Assignment English Language Learner Case Study

The state of California has a student population with diverse ethnic, cultural, and

linguistic backgrounds. To meet the needs of diverse students state laws demand that educational

agencies administer English proficiency test to develop annual measurable achievement

objectives (AMAO). The California English Language Development Test (CELDT) is

implemented to measure how well students whose home language is not English can listen,

speak, read, and write. The purpose of the CELDT is to identify Limited English Proficient

(LEP) students and monitor their progress towards achieving Fluent-English Proficiency (F-EP).

There are five possible levels of proficiency a student can achieve: (1) Beginning, (2) Early

Intermediate, (3) Intermediate, (4) Early Advanced, and (5) Advanced. A student is classified

proficient on the CELDT when they achieve a performance level of (3) Intermediate or higher in

every domain and an overall score of (4) Early Advanced or higher. If a student is classified as

an English Language Learner (ELL) they must take the CELDT every year thereafter until they

are Reclassified-Fluent English Proficient (R-FEP).

The aim of this case study is to develop knowledge, skills, and dispositions needed for

effective instruction of ELLs. In the respected study a data-driven instruction cycle was

administered three times by observing an identified ELL, gathering information, and

implementing adapted instruction to determine strategies that facilitated English language

acquisition. A Student Oral Language Observation Matrix (SOLOM) was used as a formative

assessment during each of the data-driven instruction cycles to collect information for planning

the next English language development instructional session.

Participant Description
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To protect the identity of the student they will be referred to as the participant or

student in all matters regarding the case study. The participant is a female third grade student

at Fruitvale Elementary School (FES) in Hemet, California. The student is nine years of age and

her ethnicity is Hispanic. The student was selected to participate in the respected study for eight

sessions because she was identified as an English Language Learner (ELL) for which she

receives support services. The student emigrated from Mexico to the United States

approximately two years ago. Her primary language (L1) is Spanish and her family only speaks

Spanish. The participants CELDT scores indicate an overall score in the Early Intermediate

range and therefore, was not identified as Initial Fluent-English Proficient (I-FEP). Frequent

errors limit the students reading, writing, and communication to short phrases or questions.

Information from the host teacher identified the student as social English proficient because she

could communicate during informal settings. For example, the student talked to her friends on

the playground and effectively communicated. However, the participant had difficulties with

learning tasks that required proficiency with academic English during reading, writing, and

communication. Direct observations confirmed the host teachers description of the student.

Student Work Samples Analysis

An initial data-gathering period took place prior to any instruction by collecting eight

samples of student work from various content areas. The work samples reflected the participants

abilities in reading, writing, listening, and speaking.

Vocabulary Words

Two worksheets with fifteen vocabulary words each were collected as work samples.

Analyzing the worksheets served as an estimate of the students reading abilities because the

words were at the third grade reading level. The student scored five out of eleven vocabulary
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words correct on worksheet one. In addition, the student scored six out of twelve vocabulary

words correct on worksheet two. As a result, it can be argued that the student is reading below

grade level.

Listening Comprehension Tests

Two listening comprehension test with six questions each were collected as work

samples. The tests were used to analyze the students listening abilities because content

comprehension was at the third grade level. The student answered three out of six questions

correct on test one. Also, the student scored four out of six questions correct on test two. The

listening comprehension tests suggest that the student does not comprehend the subject matter at

the third grade level.

Writing Assignments

Two writing assignments were collected as work samples and analyzed to determine the

students writing abilities. Analyzing the writing assignments suggested that the participants

writing is organized because all of the sentences aim to answer the prompt. However, the student

fails to provide transitions words and has minimal supporting details. Furthermore, poor

grammar and spelling are evident in the students writing. Therefore, the writing samples

highlight the participants poor writing abilities.

Interview

Two interviews were administered and responses were collected as work samples to

represent the participants speaking abilities. Poor language was evident during the two

interviews because the student struggled with articulation (sounds) and fluency (rhythm). The

participant frequently paused, repeated words, and provided simple answers during the interview.

It is important to notate that the student was shy and therefore, short answers may have been
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provided because the student lacked social development. In conclusion, the data confirms the

students limited English proficiency.

Student Oral Language Observation Matrix Analysis

The SOLOM is a rating scale used by instructors to measure a students command of oral

language during authentic learning tasks. A students language performance is matched in five

categories (A) comprehension, (B) fluency, (C) vocabulary, (D) pronunciation, and (E) grammar

to descriptions in a five point rating scale for each. According to the Riverside County Office of

Education (2016) a student must have a holistic score of four or five in each category to be

considered proficient. SOLOM scores reflect a students ability to participate in oral language

tasks at his or her grade level. The benefit of the SOLOM is that (1) it keeps teachers attentive to

language needs of their students, (2) it provides students with language development activities,

and (3) it helps monitor student progress towards achieving the learning objectives.

The SOLOM was used in the respected study as a formative assessment during each of

three data-driven instruction cycles. The formative assessment monitored the students learning

and provided ongoing feedback during class discussions that improved their achievement of the

learning objectives. Information from each SOLOM was analyzed and used for planning the

subsequent English language development instructional session.

The host teachers instructional activities demanded that students use a dictionary to learn

vocabulary words and engage in class discussions by having individuals explain their

understanding or ideas of subject matter. The topics of study were vocabulary and concept

development. The learning objectives included (Reading) California State Standards 1.7 and

(Comprehension) Common Core State Standards ELA-LITERACY.SL.3.1.D. The implemented

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ELL adaptations for SOLOM assessment included: (1) activating prior knowledge, (2) providing

images that described vocabulary words, and (3) emphasizing critical information.

California English Language Development Test Analysis

The students CELDT indicated an overall score in the Early Intermediate range. In

October 3rd, 2014 the participant received an overall score of 2 for the initial assessment. The

2014 initial assessment domain scores include: Listening a 1, Speaking a 2, Reading a 3, and

Writing a 2. The student was not identified as I-FEP and therefore, had to take the CELDT the

following year. In August 28th, 2015 the participant received an overall score of 2 for the annual

assessment. The 2015 annual assessment domain scores included: Listening a 3, Speaking a 3,

Reading a 1, and Writing a 2. The students 2015 CELDT overall performance level of two did

not reclassify her as FEP. It is important to highlight that the student is progressing towards FEP

because domain scores increased form 2014 to 2015.

Journal Entries

Journal Entry One

On May 4th, 2016 at approximately 10:30 am I was introduced to the host teacher and the

student. The nature of the case study was explained to the student and participation was

voluntary. The documents that were obtained included: CELDT scores, SOLOM, student work

samples, and student observations. The student was identified as an ELL because she scored at

Early Intermediate on the CELDT. The participant struggled with academic reading, writing, and

speaking. When speaking to the student I learned that she enjoyed learning via visuals. Future

lesson and activities may include pictures or videos.

Journal Entry Two

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On May 11th, 2016 at approximately 10:30 am I conducted an observation of the student. The

instructional documents that were prepared included: vocabulary words, K-W-L Chart, and

SOLOM. A K-W-L Chart was implemented to activate the students prior knowledge. The four

respected vocabulary words were presented in the graphic organizer. The student was instructed

to respond to column one (What I Know) and column two (What I Want to Know). At the end of

the activity the participant was instructed to respond to column three (What I Learned). During

the activity the student was observed with the SOLOM. The participant scored a three for

comprehension because the subject matter had to be repeated numerous times at a slower than

normal rate to facilitate her understanding. Fluency was scored at two due to the student being

silent and hesitating to discuss the subject matter. Vocabulary was scored at three because her

conversations were brief due to limited English proficiency. Pronunciation was scored at two

because it was difficult to understand the students conversation. Grammar was scored at two

because word order and word tenses made it difficult to understand the student.

Journal Entry Three

On May 18th, 2016 at approximately 10:30 am I conducted an observation of the participant. The

instructional documents that were prepared included: vocabulary words, pictures, and a SOLOM.

Pictures of four corresponding vocabulary words were implemented to increase learning by

accommodating the students learning preference. The participant wanted the host teacher to

provide more demonstrations because it was easier for her to recognize words by sight. During

the activity the student was observed with the SOLOM. The student scored a three on the

SOLOM because the vocabulary words had to be repeated numerous times for her to understand.

Fluency was scored at four due to the conversations being generally fluent. It is important to

highlight that the students interest peaked because pictures were implemented into the
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discussion. Therefore, the student became more engaged and open to discussion. Vocabulary was

scored at three because the participant frequently used wrong words and therefore, her

communication was difficult to comprehend. Pronunciation was scored at three because as a

listener I needed to concentrate on the students language. Concentration was a necessity because

the students conversations were confusing and she would go off topic. Grammar was scored at

three due to poor word order.

Journal Entry Four

On May 25th, 2016 at approximately 10:30 am I conducted an observation of the student. The

instructional documents that were prepared included: vocabulary words, translated teacher notes,

and a SOLOM. Advanced teacher notes were translated into the students primary language to

pre-teach vocabulary and allow her more time to comprehend the subject matter. During the

activity the participant was observed with a SOLOM. In reference to the SOLOM, she scored a

four on comprehension because repetitions were minimal and it was evident she had an

understanding of the academic language. Also, fluency was scored at a five due to the student

proficiently communication speech during SOLOM and class discussions. Furthermore,

vocabulary was scored at a four because the student frequently rephrased ideas to communicate

her understanding. Moreover, pronunciation was scored at a four because the participant was

conscious of her accent and made an effort to stress rhythm when communicating language.

Finally, grammar was scored at a four because the student made a few word order errors that did

not impede meaning. It is important to highlight that providing the student with additional time

to learn vocabulary prior to instruction facilitated learning. It can be argued that she had

developed the necessary background information to effectively engage in discussions. Therefore,

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the ELL was less concerned with the structure of English and more focused on communication

the subject matter.

Reflections and Conclusion

Numerous sources of diagnostic information were obtained to determine the students

English language proficiency. First, CELDT scores were analyzed to acquire diagnostic

information about the ELL. The Hemet Unified School District identified the participant as an

English Language Learner who was eligible to receive support services. As a direct result, the

student was chosen and asked to participate in the respected case study. Second, I collaborated

with the host teacher to obtain relevant diagnostic information about the participant. Information

that I learned from the host teacher was that the student struggled with academic reading,

writing, listening, and speaking. However, the host teacher explained that the participant was

English proficient during social or non-academic settings. It was evident that the student had

acquired social English language because she could effectively communicate during informal

settings (playground, cafeteria, etc.). The ELL needed adaptations for her individual learning

need and therefore, providing equal access to education. Third, a SOLOM was administered as a

formative assessment during three data-driven instruction cycles. Data from the SOLOM was

analyzed and used for planning the subsequent English language development instructional

session. By assessing the students language abilities I was able to implement appropriate

accommodations that increased learning of the subject matter and the English language.

It can be argued that the student lacked social development because she was too shy and

isolated. Initially it was difficult to expand her responses and accurately measure her English

proficiency. As the case study progressed the participant became more comfortable with the

materials and myself. After having completed the case study the participant was more vocal and
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English proficient. It is important to understand that as a future educator it is my responsibility to

provide students with an environment that is optimal for learning. No one student is alike and

individual students have individual needs. As a future teacher the present study increased my

knowledge on SOLOM and SDAIE strategies. In conclusion, I can use this experience to

improve my future practice and provide equitable access to education.

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References

Riverside County Office of Education . (2016). Student Oral Language Observation Matrix

(SOLOM) Explanation and Model. In Riverside County Seal of Multiliteracy. Retrieved June 3,

2016, from google.com .

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Appendix A: Vocabulary Words Worksheet One

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Appendix B: Vocabulary Words Worksheet Two

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Appendix C: The Donkey Listening Comprehension Passage

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Appendix D: The Frog Listening Comprehension Passage

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Appendix E: Writing Assignment One

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Appendix F: Writing Assignment Two

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Appendix G: Student Interview One and Two

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Appendix H: Student Oral Language Observation Matrix