Vicente Flores Case Summary

Vicente Flores is a twelve-year-old, Hispanic, male. In class, he is one grade level below grade level and is an English Language Learner. Vicente understands and speaks conversational English with hesitancy and difficulty. He understands parts of lessons and simple directions. He is also a pre-emergent or emergent level of reading and writing in English. Vicente needs graphic organizers and pictures or artifacts to help him build vocabulary. He needs flashcards. Shortened assessments need to be done orally, or in multiple choice format. Assignments need to be at a lower reading level, adapted, and directions need to be given in small, distinct steps. He needs access to a translator or bilingual dictionaries that allows for a deeper understanding of content. His plan also states that he would benefit from peer assistance, and being in the classroom 100% of the time improves his progress.
Instructional Strategies Modifications
One instructional strategy to the English Lesson Plan would be that Vicente would be able to have the cartoons, and graffiti writing in Spanish but would need to

The class would also benefit from Vicente because he is teaching the class about his culture when he is displaying his work in Spanish and translating it for the class. This also falls into the student-centered classroom where Vicente is being allowed to do some of his work in Spanish but translating it into English. It is also student-centered for the students because they are allowed to aid him and understand his culture. Students being allowed to work together will aid in everyone to collaborate and learn something from each other. “This interaction also helps learners know what information or knowledge is valued by the culture and begin to organize their cognitive structures in culturally appropriate ways.” (Ryan, Kevin