Teaching Strategies for English Learners
|
|
- David Henderson
- 6 years ago
- Views:
Transcription
1 Teaching Strategies for English Learners Channel One News offers real-world opportunities for the teaching of concepts and the development of a working content vocabulary for English language learners. These strategies will help improve students English proficiency in the areas of listening, speaking, reading and writing. By combining these teaching strategies with the existing Channel One News curriculum, this two-tiered approach maximizes the instructional value of Channel One News content for students learning English.
2 Log in to view the Daily Show on our Curriculum page. Student Activities include Words in the News, Quiz and Discussion Questions. One segment per day features a full lesson plan. The lesson extension includes a slideshow, assessment questions, writing prompts and media literacy activities. The lesson plan outlines the teacher flow, including opening and closing activities. View correlations for state and national standards. Log in and go to the Channel One Video Library to search for videos that support your lesson planning. Videos with lesson extensions and full lesson plans are labeled Curriculum in the Video Library. Student Activities and Teacher Resources live with each video. 2/8
3 Opening Activity Find opening activities on the lesson plan for the day s featured lesson or on videos marked Curriculum in the video library. Gauge pre-existing knowledge and establish text-to-self connections for students. Provide background knowledge and establish frame of reference for lesson and video content to come. Use the provided news story related image, or pose a simple yes/no news story related question. Students respond orally or nonverbally with a thumbs up/thumbs down to demonstrate comprehension or express opinions. Display the provided news storyrelated visual such as a map or photograph. Students express their opinions and ideas via participation in informal discussions such as Turn and Talks and opinion polls. Display sentence starters to support civil discourse. In my opinion,. I agree/disagree with, because. Display provided news story related image such as infographic, chart or primary source document. Generate student discussions via Think-Pair- Shares or student surveys. Words in the News Introduce content-area vocabulary words to students prior to viewing video, to facilitate student comprehension. Write vocabulary words on board and read aloud for students, modeling proper pronunciation. Students repeat words, practicing proper pronunciation. Share related words and synonyms to ensure that students understand the meanings of the words. Identify cognates, affixes, roots and base words. Students read vocabulary words aloud, practicing proper pronunciation. Students read definitions and Heard on the Air aloud to provide proper context. Students read vocabulary words definitions and Heard on the Air. Then, students use new vocabulary words in their own sentences, in writing and aloud, seeking clarification when needed. 3/8
4 Watch Video Download Anticipation Guide. Before watching video, fill in Anticipation Guides with true or false statements, and have students complete the guide before viewing and again after viewing the show. Fill in Anticipation Guide with true or false statements. Then have students complete the guide before and after the show. Read each statement aloud. Clarify with students any words or phrases they are not familiar with. Discuss their answers before and after the show to demonstrate what deductive or inductive reasoning they used to arrive at their answers. Fill in Anticipation Guides with true or false statements, and have students complete the guide before and after the show. Discuss their answers before and after the show to demonstrate what deductive or inductive reasoning they used to arrive at their answers. Fill in Anticipation Guides with true or false statements, and have students complete the guide before and after the show. Discuss their answers before and after the show to determine what deductive or inductive reasoning they used to arrive at their answers. You might consider asking students to explain why they arrived at their answers. Download Note-Taking Guides. Watch Channel One News video. Display or distribute copies of show transcripts. Select a sentence or short paragraph with content that reveals a main idea from the transcript. Read this with the students before showing the video. Deconstruct the sentence or paragraph. Use closed captioning to provide linguistic support while watching video. Students read along as words are spoken onscreen. Teachers may also pause the video to discuss or provide clarification as needed. As appropriate, point out differences in register during the discussion. Display or distribute copies of show transcripts. Select a sentence or short paragraph with content that reveals a main idea from the transcript. Read this with the students before showing the video. Deconstruct the sentence or paragraph. Download transcripts. Delete key words or phrases. Have students fill in the blanks as they watch the video. Students watch video. Provide notetaking guides to students. Have students complete the guides after viewing. If time permits, have them view the video once more while filling in the note-taking guide. Students watch video. Students summarize the story in their own words, orally or in writing. For students requiring extra reading practice, distribute individual copies of transcript to students. Students read independently, highlighting sentences containing new vocabulary words. Students summarize based on what they ve read. Students can choose to complete note-taking guides or fill in blanks on altered transcripts, per instructions under. 4/8
5 Quiz Use multiple-choice assessment questions to check for understanding after viewing the news video. Read aloud quiz question and all answer choices. Discuss each choice aloud, illustrating why or why not each is the correct answer. Have students find the words from the question in the transcript. Provide sentence frames for students to use as they respond: I do not believe this is the correct answer because. Based on the video, is the correct answer because. Read aloud quiz question. Students work with a partner to evaluate each answer choice, working collaboratively to eliminate three choices before selecting the best answer. Have students circle the evidence in the transcript that points to the right answer and write the number of the question by the circled text. Provide sentence frames for students to use as they respond: I do not believe this is the correct answer because. Students work independently to answer each question. Be sure to call on students to check answers and assess comprehension. Have students write the text from the transcript that supports their choice and be prepared to explain why they chose their answer. Based on the video, is the correct answer because. Discuss Use discussion prompts for wholeclass, Think-Pair-Share, Turn and Talk or small-group discussions. Display show transcript. Read discussion question aloud, repeating or rephrasing as necessary. Highlight section of text containing the answer. Share response aloud with class, modeling academic vocabulary and discussion methods. Distribute a copy of transcript to each student. Read aloud the discussion question. Point students to section of text containing the answer. Students turn to a partner and discuss the question, requesting assistance as necessary. Read aloud the discussion question. Students work with a partner or small group to answer the question. Circulate throughout class, offering assistance when necessary. Have students generate a question of their own for their classmates to answer. 5/8
6 Slideshow Moderate Students read through slideshow, including images and corresponding text. Provide students with brief summary of slideshow before viewing. Display slideshow. Ask students to identify what they see in each image. Students may need a silent period before responding. Encourage them by suggesting that they can use single words or short phrases if needed. Read aloud text accompanying each image, modeling correct pronunciation. Ask students to repeat each sentence aloud. Provide students with brief summary of slideshow before viewing. Display slideshow. Read aloud complete text for each slide. Assign each student one or two slides to present in small groups or to the whole class. Give students time to read through the slideshow and prepare to present. Provide students with brief summary of slideshow before viewing. Students read through each slide independently, using images to provide contextual support. Students request assistance as needed. Assess Use the multiple-choice assessment questions to check for understanding after viewing the slideshow. Read aloud first assess question and all answer choices. Display slide(s) containing correct answer. Discuss each choice aloud, explaining why it is or is not the correct answer choice. Repeat steps for second assess question; this time, ask students to raise their hands to indicate their answer choice after you ve read all choices aloud. Explain the correct choice. Provide sentence frame: I believe is the correct answer because. Read aloud first assess question and answer choices. Direct students to slide(s) containing correct answer. Repeat answer choices, asking students to raise hands to indicate best answer. Explain the correct choice. Read aloud second assess question. Students work in pairs to identify the slide/s with correct answer. Pairs evaluate each answer choice, before selecting the best answer. Read aloud first assess question. Students work with a partner to identify the slide(s) with correct answer. Pairs evaluate each answer choice, before selecting the best answer. Students complete second assess question independently, requesting assistance as necessary. 6/8
7 Write Use writing prompt to synthesize and respond to information from news story and slideshow. Read aloud the writing prompt. Rephrase as necessary. Create a class T-chart, labeled Video and Slideshow. Display video transcript for class, highlighting areas containing relevant examples or evidence. Repeat for slideshow, filling in T-chart. Students copy information into individual T-charts. Write a sample introductory sentence on board. Then add two examples from T-chart. Finish with sample closing sentence. Students should copy this sample paragraph. Use the Writing Rubric (link here) for your grade and appropriate proficiency level to guide your observations of language proficiency. Read aloud the writing prompt. Create a class T-chart, labeled Video and Slideshow. Display transcript, directing students to text-based evidence for prompt responses. Students work in pairs to find additional text-based evidence in script and slideshow. Complete a class T-chart, calling on students to share responses. Write a sample introductory sentence on board. Leave blanks for key terms for the students to complete. Then add two examples from T-chart. Finish with sample closing sentence. Students should copy this sample paragraph. Use the Writing Rubric (link here) for your grade and appropriate proficiency level to guide your observations of language proficiency. Read writing prompt aloud. Students work in pairs to complete a T-chart labeled Video and Slideshow. Call on students to share responses, completing a class T-chart. Share a sample introductory sentence with class, then students work independently to complete the paragraph, including an original closing sentence. Use the Writing Rubric (link here) for your grade and appropriate proficiency level to guide your observations of language proficiency. 7/8
8 Media Literacy The types of Media Literacy activities used on a daily basis and on featured videos in our video library vary widely. Students may compare how different media sources present info about the same topic, or analyze and evaluate websites and other media messages. Use this scaffolding if a given activity is too complex for English learners. Use a Venn diagram to compare and contrast headlines from two different sources about the same event. Have students underline or point to the subject of each headline. Ask students to consider, What is the subject of each headline? What is the purpose? Who is the audience? What techniques did each writer use? For example, did the writer use a pun? Did they use exaggeration? Compare/contrast two different news articles about the same topic. Ask students to consider, What is the subject of each headline? Have students identify the paragraph that contains the main idea. Then ask, how do the author s choices about word order, or syntax, change the interpretation or impact of the story? Compare/contrast two different audio (podcasts, etc.), video or other media sources about same event or topic. Ask students to consider, what techniques are being used? What is the tone of voice used in each presentation? What ideas, values, or points of view are overt or implied? What techniques or word choices make you think that? How might different people interpret this message? What is my interpretation and what do I learn about myself from my reaction? Closing Activity Find closing activities on the lesson plan for the day s featured lesson or on videos marked Curriculum in the video library. Closing activity ties into lesson objectives and assesses student learning. Read aloud a poll question or simple yes/no question. Students raise hands to respond. Have students explain their answer. Have students say, Yes/No and then restate the question as a statement. Then have students explain their answer. Ask students to make a text-to-self connection based on the news and/ or slideshow content. Have students share their responses orally or write their responses on an exit ticket. Write a closing question on board and have students share responses on an exit ticket. Or, have students complete the following sentence starter: Today s topic,, was interesting to me. One more thing I would like to research and learn about it is. Houghton Mifflin Harcourt Channel One News and Houghton Mifflin Harcourt are trademarks or registered trademarks of Houghton Mifflin Harcourt. Houghton Mifflin Harcourt. All rights reserved. Printed in the U.S.A. 10/16 MS /8
TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationCreating Travel Advice
Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationGrade 5: Module 3A: Overview
Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationThe Short Essay: Week 6
The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is
More informationGrade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationC a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l
C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d
More informationUsing SAM Central With iread
Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing
More informationProgram Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
More informationGrade 3 Science Life Unit (3.L.2)
Grade 3 Science Life Unit (3.L.2) Decision 1: What will students learn in this unit? Standards Addressed: Science 3.L.2 Understand how plants survive in their environments. Ask and answer questions to
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationSecondary English-Language Arts
Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationTap vs. Bottled Water
Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:
More informationTeaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level A Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 25 Characteristics of the
More informationEnglish Language Arts Summative Assessment
English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationSupporting English Learners with Close Reading How Can We Help ELLs Access and Produce Complex Text?
Supporting English Learners with Close Reading How Can We Help ELLs Access and Produce Complex Text? NCSU ESL Symposium Raleigh, North Carolina May 20, 2017 Presenter: Heidi Goertzen American Institutes
More informationREAD 180 Next Generation Software Manual
READ 180 Next Generation Software Manual including ereads For use with READ 180 Next Generation version 2.3 and Scholastic Achievement Manager version 2.3 or higher Copyright 2014 by Scholastic Inc. All
More informationBig Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie
Big Fish The Book Big Fish The Shooting Script Big Fish The Movie Carmen Sánchez Sadek Central Question Can English Learners (Level 4) or 8 th Grade English students enhance, elaborate, further develop
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationBiome I Can Statements
Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:
More informationTeaching Literacy Through Videos
Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
More informationGrade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro
Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationAuthor: Fatima Lemtouni, Wayzata High School, Wayzata, MN
Title: Do Greetings Reflect Culture? Language: Arabic Author: Fatima Lemtouni, Wayzata High School, Wayzata, MN Level: Beginning/Novice low When: Semester one Theme: How do we greet and introduce each
More informationLA1 - High School English Language Development 1 Curriculum Essentials Document
LA1 - High School English Language Development 1 Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction April 2012 Access for All Colorado English Language
More informationGrade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1
Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationGrade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationTEKS Comments Louisiana GLE
Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.
More informationEffective Instruction for Struggling Readers
Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:
More informationTitle: George and Sam Save for a Present By: Lesson Study Group 2
Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,
More informationPlainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)
Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent
More informationProject Based Learning Debriefing Form Elementary School
Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth
More informationLongman English Interactive
Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6
More informationPrewriting: Drafting: Revising: Editing: Publishing:
Prewriting: children begin to plan writing. Drafting: children put their ideas into writing and drawing. Revising: children reread the draft and decide how to rework and improve it. Editing: children polish
More informationGrowing Gifted Readers. with Lisa Pagano & Marie Deegan Charlotte-Mecklenburg Schools
Growing Gifted Readers with Lisa Pagano & Marie Deegan Charlotte-Mecklenburg Schools Who Are We Learning with Today? Marie Deegan Lisa Pagano Our Time Together Key Components of Reading Instruction Gifted
More informationUsing Blackboard.com Software to Reach Beyond the Classroom: Intermediate
Using Blackboard.com Software to Reach Beyond the Classroom: Intermediate NESA Conference 2007 Presenter: Barbara Dent Educational Technology Training Specialist Thomas Jefferson High School for Science
More informationELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
More informationUniversal Design for Learning Lesson Plan
Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationSummarize The Main Ideas In Nonfiction Text
Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationWriting for the AP U.S. History Exam
Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationNumber of Items and Test Administration Times IDEA English Language Proficiency Tests/ North Carolina Testing Program.
IDEA English Language Proficiency Tests/ North Carolina Testing Program IPT Kindergarten Subtest Tasks Number of Items Testing Time Answer Questions about Yourself & Follow Directions Give Directions Understand
More informationBENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016
BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title
More informationRETURNING TEACHER REQUIRED TRAINING MODULE YE TRANSCRIPT
RETURNING TEACHER REQUIRED TRAINING MODULE YE Slide 1. The Dynamic Learning Maps Alternate Assessments are designed to measure what students with significant cognitive disabilities know and can do in relation
More informationWorkshop 5 Teaching Writing as a Process
Workshop 5 Teaching Writing as a Process In this session, you will investigate and apply research-based principles on writing instruction in early literacy. Learning Goals At the end of this session, you
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationGrade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationLecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
More informationDOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY?
DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? Noor Rachmawaty (itaw75123@yahoo.com) Istanti Hermagustiana (dulcemaria_81@yahoo.com) Universitas Mulawarman, Indonesia Abstract: This paper is based
More informationMy Identity, Your Identity: Historical Landmarks/Famous Places
Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content
More informationSTUDENT MOODLE ORIENTATION
BAKER UNIVERSITY SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STUDENT MOODLE ORIENTATION TABLE OF CONTENTS Introduction to Moodle... 2 Online Aptitude Assessment... 2 Moodle Icons... 6 Logging In... 8 Page
More informationSummarizing A Nonfiction
A Nonfiction Free PDF ebook Download: A Nonfiction Download or Read Online ebook summarizing a nonfiction in PDF Format From The Best User Guide Database Texts (written or spoken). a Process. Ideas in
More informationTeachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this
More informationMFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE
MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning
More informationUNIT PLANNING TEMPLATE
UNIT PLANNING TEMPLATE GRADE K/Unit # 1 Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.5.a
More informationInformational Writing Graphic Organizer For Kids
Informational Writing For Kids Free PDF ebook Download: Informational Writing For Kids Download or Read Online ebook informational writing graphic organizer for kids in PDF Format From The Best User Guide
More informationConversation Task: The Environment Concerns Us All
At a glance Level: ISE II Conversation Task: The Environment Concerns Us All Focus: Conversation task Aims: To develop students active vocabulary when discussing the environment, to expand their knowledge
More informationIncreasing Student Engagement
Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,
More informationGrade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government
The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started
More informationTA Script of Student Test Directions
TA Script of Student Test Directions SMARTER BALANCED PAPER-PENCIL Spring 2017 ELA Grade 6 Paper Summative Assessment School Test Coordinator Contact Information Name: Email: Phone: ( ) Cell: ( ) Visit
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationAnalyzing Linguistically Appropriate IEP Goals in Dual Language Programs
Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description
More informationHighlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationGraphic Organizer For Movie Notes
For Movie Notes Free PDF ebook Download: For Movie Notes Download or Read Online ebook graphic organizer for movie notes in PDF Format From The Best User Guide Database. Use this graphic organizer to take
More informationELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California
ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationMISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES
MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES Students will: 1. Recognize main idea in written, oral, and visual formats. Examples: Stories, informational
More informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More information