This document summarizes a final project to design effective materials for seventh grade students with curricular accommodations at Limón Technical Professional High School in Costa Rica. The project was created by Erika Grant Edwards and Karen Levell Moody in 2013. It outlines the objectives to identify accommodations, improve vocabulary, language skills, and provide engaging materials. Methodologies like Total Physical Response and Communicative Language Approach are discussed. The document also addresses variables, definitions, instruments, limitations, and presents data on the population, sample, and results of the study.

1. Universidad magister
FINAL PROYECT
TO DESIGN AND CREATE EFFECTIVE MATERIALS FOR SEVENTH
GRADES WITH CURRICULAR ACCOMMODATIONS AT LIMÓN
TECHNICAL PROFESIONAL HIGH SCHOOL
ERIKA GRANT EDWARDS
KAREN LEVELL MOODY
2013

2. Introduction
DESIGN MATERIALS
BACKGROUND OF THE PROBLEM
JUSTIFICATION

3. General Objective
 Create
effective materials for seventh grade
students with curricular accommodations at
Limón professional high school in order to
accomplish the English learning process.

4. Specific objectives

To identify the Curricular Accommodations required by
students at Limón Professional High School.

To build reading material to improve vocabulary.

To design didactic materials to improve the four languages
skill.

To provide a challenging curriculum with a good teaching
techniques to facilitate the English learning process.

To offer games and creative materials in order to improve the
skills of the students.

5. Methodology Total Physical Response
According to Dr. James J Asher (1977.4) said that the TPR
method is a language teaching method that built around the
coordination of speech and action, also it attempts to teach
language through physical (motor) activity.
This method will
help those students to learn the language in a happy way,
because they are going to use their body to make different
movements that will allow them to practice and acquire the
language.

6. Communicative Language Approach
The communicative approach is based on the idea
that learning language successfully comes through
having to communicate real meaning. When
learners are involved in real communication, their
natural strategies for language acquisition will be
used, and this will allow them to learn to use the
language.

7. Variables
 Students
with Curricular Accommodations for English
learning process.
 Reading
materials to improve vocabulary for English
learning process.
 Didactic
materials for English learning process.
 Teaching
 Skills
techniques for English learning process
for English learning process.

8. Conceptual definition curricular acommodations
One of the main purposes of teachers is to facilitate the
learning process when they are acquiring a new language.
On the other hand, teachers have to respond to the
necessity of their students.
They have noticed in this
process of teaching, that students with bad behavior, slower
progress
in
learning,
emotional
disorders,
physical
disabilities and developmental disorders are students that
need help in their knowledge acquirement

9. Operational Definition
Teachers are going to find the information in the office
that
is
in
charge
of
students
with
curricular
accommodations. Also they are going ask the pupils
and teacher to answer some questions from the
questionnaire. These answers will help to analyzed if
the
students
accommodations
are
receiving
the
curricular
also if the teachers knows about
how to work with those types of students.

10. Instrumental Definition
Teachers are going to find the information in the office
that
is
in
charge
of
students
with
curricular
accommodations. Also they are going ask the pupils
and teacher to answer some questions from the
questionnaire. These answers will help to analyzed if
the
students
accommodations
are
receiving
the
curricular
also if the teachers knows about
how to work with those types of students.

11. Reading vocabulary – operational
definition
Finally, the facilitator will make oral questions to the
students about the meaning of the vocabulary, then pupils
will perform, find adjectives and verbs in the reading. The
indicators to measure the variable that the researchers are
going to use are evaluating as a daily work with
brings
material requested by the teacher, following instruction,
finishes on time, work in order and practice the language
in class. Always with 5, almost always with 4,sometimes
with 3 rarely with 2 and never with 1.

12. INSTRUMENTAL DEFINITION
This research is going to measure through the
observation for the reason that the researchers
observe the pupils while they were working
practice
in the classroom. However,
with the
the facilitators
were worried because the students has a lot difficulties
when
they are reading and need to understand the
vocabulary.

13. DIDACTIC MATERIAL
Teachers will use games, puzzles, songs, bingos and
presentations in power point. The Bingo will help the pupil to
remember the vocabulary that they already practice in class.
OPERATIONAL DEFINITION
They will play and practice with puzzles the different vocabulary that
they have seen with the facilitators. Also with songs they will practice
the TPR doing different movement with their body. The indicators that
they are going to use are the daily rubrics.

14. INSTRUMENTAL DEFINITION
Pupils with the knowledge tree they will observe
the different vocabulary that they will practice
during the week.
The researchers are going to
work with a checklist that the teachers and students
will answer in order to determine if the students
need the materials to use , also what didactic
materials they are using in their classroom.

15. TEACHING TECHNIQUES
OPERATIONAL DEFINITION
The facilitator will use the Total Physical response with
songs and giving instructions to make the students
move
their
body
meanwhile
they
are
following
instructions. Also they will use the communicative
approach employ games in order that they practice all
the vocabulary that the teacher already taught to them.
The indicators that they are going to use are the daily
rubrics.

16. INSTRUMENTAL DEFINITION
The facilitator will use the observation as a data
collection with the group of students and teachers that
work with those pupils also the teacher will make a
checklist to know
how the teachers are using the
knowledge to improve the English learning process.

17. SKILL CONCEPTUAL DEFINITION
The ability to think creatively about, analyze, and
understand complicated and abstract ideas,
using a well developed conceptual skill set. Also
is a capacity to do an activity or job well,
especially because you have practiced it.

18. OPERATIONAL DEFINITION
The facilitators will use written materials in order that the
students build their skills , and they will create flash cards,
post cards, invitation cards. Using materials that the teacher
provide to them (magazines, scissors, glue, color papers
and markers) In the daily work teacher will evaluate them
with brings material requested by the teacher, following
instruction, finishes on time, work in order and practice the
language in class. Always with 5, almost always with 4,
sometimes with 3 rarely with 2 and never with 1.

19. INSTRUMENTAL DEFINITION
The teachers employ the observation as indicators,
because they were observing how the pupils were
developing the topic that the facilitators already
proposed to them.

20. LIMITATIONS

Time: time was one of the main limitations to get the students to fill up
the questionnaire, in order to continue with this research.

Teachers:
to find the teachers that could talk about the different
resources or materials they use to help those students with special
needs was very difficult

Classroom:
due to their multiple occupations.
classroom arrangement was difficult because some of
these students do not like to sit where they are assigned by their teacher
due to shame, shyness and those who do not want the rest of the class
know that they have curricular accommodations.

21. THE ROLES OF
INSTRUCTIONAL MATERIALS
The teacher role is to facilitate and motivate students in their
learning process, materials are also important for the
development of the lesson. The realia is an increasing role
in the learning stages.
As a result, the teacher has to use actions, gestures, voices
to be a sufficient basis for classroom activities. Meanwhile,
the teacher may use common classroom objects such as
pencil, marker, cardboard, color paper and chalk.

22. LEARNING STYLES AND
STRATEGIES
Language teacher
must recognize that their
student learn differently but you may not have the
necessary skills for dealing with different learning
styles and strategies in the classroom. The purpose
of this research is to help teachers to learn more
about learning styles and strategies so they can
help those special students to learn efficiently.

23. TYPES OF INVESTIGATION
Qualitative Research
This method of research gathers the understanding of human
behavior. It investigates the why and how of decision making,
producing information only on particular cases of study.
Qualitative research includes observation, fieldwork, interviews
and questionnaires, documents and texts, to understand and
explain social phenomena

24. POPULATION AND SAMPLE
The population of teachers in the High School are 25, but only 19
teachers have been choose because those teacher works directly
with the students . The population of students are 16 but only
This content analysis will evaluate 16 students with Curricular
Accommodations between 12 and 15 years old, and 19 teachers
from Limón Technical Professional High School. However from
1500 students at the High School the sample has been taking
from ten groups of seventh graders. Then the amount
from the groups of students.
varies

25. Checking personal records
0
0
32%
check
Do not check
68%

26. TEACHERS THAT NEED TRAINING WITH CURRICULAR
ACCOMMODATION
84%
16%

27. PERCENTAGES OF TEACHERS THAT IDENTIFY STUDENTS WITH
CURRICULAR ACCOMMODATION.
5%
95%

28. TEACHERS THAT NEED TRAINING WITH CURRICULAR
ACCOMMODATION
Source: Erika, Karen (researchers)

31. APPENDIX

32. Orientation Department
(Curricular Accommodation)

33. Teacher Presenting Different
Works

34. Exposition of Limon Dishes /
7-4

35. Exposition of Different Invitations
Cards / 7-7

36. Bilingual Tourism Group

37. Conversational English Seventh
Grade / 7-2

38. Our Institution