NNA Task 1- Kelsey Sherman

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1 Kelsey Sherman NNA Task 1 Western Governors University Dr. Carmen Turner February 22 nd , 2024

2 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

3 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

4 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.

5 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

6 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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