Literacy Center Education Network - Play & Learn English
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Monday, October 5, 2009
Wednesday, September 9, 2009
Principles for Teaching ELL students
Examples of Instructional Strategies Linked to Appropriate Language Acquisition Stages
The chart on the following page is adapted from the Oregon Department of Education publication The English Language Learners’ Program Guide (n.d.). Each of the five stages of second language acquisition is linked to appropriate and specific instructional strategies.
Silent/ Receptive
Stage I Early Production
Stage II Speech Emergence
Stage III Intermediate /Advanced Proficiency
Stages IV & V
Use of visual aids and gestures Engage students in charades and linguistic guessing games Conduct group discussions Sponsor student panel discussions on the thematic topics*
Slow speech emphasizing key words Do role-playing activities Use skits for dramatic interaction Have students identify a social issue and defend their position*
Do not force oral production Present open-ended sentences Have student fill out forms and applications* Promote critical analysis and evaluation of pertinent issues
Write key words on the board with students copying them as they are presented Promote open dialogues Assign writing compositions Assign writing tasks that involve writing, rewriting, editing, critiquing written examples*
Use pictures and manipulatives to help illustrate concepts Conduct student interviews with the guidelines written out Have students write descriptions of visuals and props Encourage critical interpretation of stories, legends, and poetry*
Use multimedia language role models Use charts, tables, graphs, and other conceptual visuals Use music, TV, and radio with class activities Have students design questions, directions, and activities for others to follow
Use interactive dialogue journals Use newspaper ads and other mainstream materials to encourage language interaction* Show filmstrips and videos with cooperative groups scripting the visuals Encourage appropriate story telling
Encourage choral readings Encourage partner and trio readings Encourage solo readings with interactive comprehension checks*
Use Total Physical Response (TPR) techniques
*It is important to structure activities that are both age- and linguistically appropriate.
Ten Things the Mainstream Teacher Can Do Today To Improve Instruction for ELL Students
These tips were adapted from the Help! They Don’t Speak English Starter Kit for Primary Teachers (1998) (developed by the Region IV and Region XIV Comprehensive Centers, the Center for Applied Linguistics, and ESCORT, a national resource center dedicated to improving the educational opportunities for migrant children) and from Integrating Language and Content Instruction: Strategies and Techniques (1991) by Deborah Short of the Center for Applied Linguistics.
Enunciate clearly, but do not raise your voice. Add gestures, point directly to objects, or draw pictures when appropriate.
Write clearly, legibly, and in print—many ELL students have difficulty reading cursive.
Develop and maintain routines. Use clear and consistent signals for classroom instructions.
Repeat information and review frequently. If a student does not understand, try rephrasing or paraphrasing in shorter sentences and simpler syntax. Check often for understanding, but do not ask "Do you understand?" Instead, have students demonstrate their learning in order to show comprehension.
Try to avoid idioms and slang words.
Present new information in the context of known information.
Announce the lesson’s objectives and activities, and list instructions step-by-step.
Present information in a variety of ways.
Provide frequent summations of the salient points of a lesson, and always emphasize key vocabulary words.
Recognize student success overtly and frequently. But, also be aware that in some cultures overt, individual praise is considered inappropriate and can therefore be embarrassing or confusing to the student.
Compiled from nwrel
The chart on the following page is adapted from the Oregon Department of Education publication The English Language Learners’ Program Guide (n.d.). Each of the five stages of second language acquisition is linked to appropriate and specific instructional strategies.
Silent/ Receptive
Stage I Early Production
Stage II Speech Emergence
Stage III Intermediate /Advanced Proficiency
Stages IV & V
Use of visual aids and gestures Engage students in charades and linguistic guessing games Conduct group discussions Sponsor student panel discussions on the thematic topics*
Slow speech emphasizing key words Do role-playing activities Use skits for dramatic interaction Have students identify a social issue and defend their position*
Do not force oral production Present open-ended sentences Have student fill out forms and applications* Promote critical analysis and evaluation of pertinent issues
Write key words on the board with students copying them as they are presented Promote open dialogues Assign writing compositions Assign writing tasks that involve writing, rewriting, editing, critiquing written examples*
Use pictures and manipulatives to help illustrate concepts Conduct student interviews with the guidelines written out Have students write descriptions of visuals and props Encourage critical interpretation of stories, legends, and poetry*
Use multimedia language role models Use charts, tables, graphs, and other conceptual visuals Use music, TV, and radio with class activities Have students design questions, directions, and activities for others to follow
Use interactive dialogue journals Use newspaper ads and other mainstream materials to encourage language interaction* Show filmstrips and videos with cooperative groups scripting the visuals Encourage appropriate story telling
Encourage choral readings Encourage partner and trio readings Encourage solo readings with interactive comprehension checks*
Use Total Physical Response (TPR) techniques
*It is important to structure activities that are both age- and linguistically appropriate.
Ten Things the Mainstream Teacher Can Do Today To Improve Instruction for ELL Students
These tips were adapted from the Help! They Don’t Speak English Starter Kit for Primary Teachers (1998) (developed by the Region IV and Region XIV Comprehensive Centers, the Center for Applied Linguistics, and ESCORT, a national resource center dedicated to improving the educational opportunities for migrant children) and from Integrating Language and Content Instruction: Strategies and Techniques (1991) by Deborah Short of the Center for Applied Linguistics.
Enunciate clearly, but do not raise your voice. Add gestures, point directly to objects, or draw pictures when appropriate.
Write clearly, legibly, and in print—many ELL students have difficulty reading cursive.
Develop and maintain routines. Use clear and consistent signals for classroom instructions.
Repeat information and review frequently. If a student does not understand, try rephrasing or paraphrasing in shorter sentences and simpler syntax. Check often for understanding, but do not ask "Do you understand?" Instead, have students demonstrate their learning in order to show comprehension.
Try to avoid idioms and slang words.
Present new information in the context of known information.
Announce the lesson’s objectives and activities, and list instructions step-by-step.
Present information in a variety of ways.
Provide frequent summations of the salient points of a lesson, and always emphasize key vocabulary words.
Recognize student success overtly and frequently. But, also be aware that in some cultures overt, individual praise is considered inappropriate and can therefore be embarrassing or confusing to the student.
Compiled from nwrel
Saturday, April 4, 2009
Sunday, January 4, 2009
2009 Fireworks in St. John's Newfoundland Timelapse
2009 Fireworks in St. John's Newfoundland Timelapse
Originally uploaded by django.malone
Friday, December 26, 2008
Accelerated Content Literacy(My ecletic approach
Literacy Skills Activities
My eclectic Approaches
Students must learn how to use language processes to explore and construct meaning with the texts , to be literate in Content Classrooms.
Content reading and writing require:
*knowledge of specialized vocabulary
*a wide range of background knowledge
*the use of study and memory techniques
*strategies for reading expository rather than narrative texts
*a high level of monitoring for understanding
*the ability to hold multiple concepts in memory while judging for importance
*knowledge of sources
* the ability to overcome lack of interest in reading and writing to learn
K-W-L, K-W-L + B-K-W-L-Q
K W L
B K W L Q
K-W-L helps readers engage in active thinking.
Students generate what they already know k about the topic, they activate their own background knowledge as well as build background for their peers.
In this process , we are able to assess what we need to teach /help students learn about the concept to be studied.
From the back ground knowledge , students develop lists of questions about the topic for which they would like to find the answers as they read and research w
( Input + 1 ) Srategy:Second language acquisition
When the reading and research is completed, students can revisit their questions to see which have been answered and what they have learned L .
Topic:_______ Write down words that you know about this topic.
When? Why?
How? What?
Who? Where?
Write complete sentences with words above.
Make a paragraph .
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Skimming and Scanning
*Look quickly and find the most important features and information in a text.
*Prior to the reading the entire text , ask students to find the title, the heading and subheadings, the visuals:chartsgraphs,photographs. Ask them to discuss and decide on what they think this reading will be about.
*Use the Skimming&Scanning form in compiling their questions and comments in the First Impressions colum.Compile facts in fast facts column.
* Determine what they believe will be the important points or questions that will be answered from reading this chapter.
*Discussion of strategies used to quickly determine where and what to read will help solidify students’ skills in Skimming and Scanning.
First impression Fast Facts Final Thoughts
Content Brainstorming
Chapter Title_____________________________
Key Words Heading Subheadings
_________ __________ __________________
_________ __________ __________________
_________ __________ __________________
_________ __________ __________________
_________ __________ __________________
Picture Walk:What predictions can you make about content based on visuals?
Caption: Caption: Caption:
_____________ ______________ ________________
Connections and Questions
What predictions and connections could you make
about what you will learn in the chapter based on above text supports?
________________________________________________________________________________________________________________________________________________________________________________________
What questions could you ask that would focus and guide your reading?
_______________________________________________________________________________________________________________________________________________________________________________________
Content word
Concept Word:______________
Definition: Opposite:
Sketch/picture: Sentence:
Vocabulary Exercise
Definition
vocabulary
Example word Property
Text -to-Text
Compare Contrast_________< >_________
Title
Subtitle
Photograph
Boldfaced Words
Italics
First Paragraph
Last Paragraph
Diagram
Focus Questions
Glossary/Key Words
REAP
Read Encode
Annotate Ponder
R Read the text. Jot down the title and author.
E Encode the text by putting the main ideas in your own words/language.
A Annotate the text by writing a statement that summarizes the important points.
P Ponder the text by thinking and talking about what you learned. Ask yourself why the author wrote the text. What do you think the author hopes you’ll learn?
MORPHOLOGY
NOUN VERB ADJECTIVE ADVERB
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Comprehension Questions
Literal Interpretive&Inferential Evaluative
Look at the picture, What season is it What do you think
what do you see? by looking at the the photographer
picture? was trying to show
you?
What are the people Which emotion do
doing? you think they feel?
What kind of people?
What are the key What do you think
words in the they feel?
paragraph#1? Tell me what they are
feeling?
You see this picture
so you think...
Adapted from :
1.Jo Gusman, New Horizons in Education
2.Janet Allen”Tools for Teaching Content Literacy”
3. NUA conference
My eclectic Approaches
Students must learn how to use language processes to explore and construct meaning with the texts , to be literate in Content Classrooms.
Content reading and writing require:
*knowledge of specialized vocabulary
*a wide range of background knowledge
*the use of study and memory techniques
*strategies for reading expository rather than narrative texts
*a high level of monitoring for understanding
*the ability to hold multiple concepts in memory while judging for importance
*knowledge of sources
* the ability to overcome lack of interest in reading and writing to learn
K-W-L, K-W-L + B-K-W-L-Q
K W L
B K W L Q
K-W-L helps readers engage in active thinking.
Students generate what they already know k about the topic, they activate their own background knowledge as well as build background for their peers.
In this process , we are able to assess what we need to teach /help students learn about the concept to be studied.
From the back ground knowledge , students develop lists of questions about the topic for which they would like to find the answers as they read and research w
( Input + 1 ) Srategy:Second language acquisition
When the reading and research is completed, students can revisit their questions to see which have been answered and what they have learned L .
Topic:_______ Write down words that you know about this topic.
When? Why?
How? What?
Who? Where?
Write complete sentences with words above.
Make a paragraph .
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Skimming and Scanning
*Look quickly and find the most important features and information in a text.
*Prior to the reading the entire text , ask students to find the title, the heading and subheadings, the visuals:chartsgraphs,photographs. Ask them to discuss and decide on what they think this reading will be about.
*Use the Skimming&Scanning form in compiling their questions and comments in the First Impressions colum.Compile facts in fast facts column.
* Determine what they believe will be the important points or questions that will be answered from reading this chapter.
*Discussion of strategies used to quickly determine where and what to read will help solidify students’ skills in Skimming and Scanning.
First impression Fast Facts Final Thoughts
Content Brainstorming
Chapter Title_____________________________
Key Words Heading Subheadings
_________ __________ __________________
_________ __________ __________________
_________ __________ __________________
_________ __________ __________________
_________ __________ __________________
Picture Walk:What predictions can you make about content based on visuals?
Caption: Caption: Caption:
_____________ ______________ ________________
Connections and Questions
What predictions and connections could you make
about what you will learn in the chapter based on above text supports?
________________________________________________________________________________________________________________________________________________________________________________________
What questions could you ask that would focus and guide your reading?
_______________________________________________________________________________________________________________________________________________________________________________________
Content word
Concept Word:______________
Definition: Opposite:
Sketch/picture: Sentence:
Vocabulary Exercise
Definition
vocabulary
Example word Property
Text -to-Text
Compare Contrast_________< >_________
Title
Subtitle
Photograph
Boldfaced Words
Italics
First Paragraph
Last Paragraph
Diagram
Focus Questions
Glossary/Key Words
REAP
Read Encode
Annotate Ponder
R Read the text. Jot down the title and author.
E Encode the text by putting the main ideas in your own words/language.
A Annotate the text by writing a statement that summarizes the important points.
P Ponder the text by thinking and talking about what you learned. Ask yourself why the author wrote the text. What do you think the author hopes you’ll learn?
MORPHOLOGY
NOUN VERB ADJECTIVE ADVERB
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Comprehension Questions
Literal Interpretive&Inferential Evaluative
Look at the picture, What season is it What do you think
what do you see? by looking at the the photographer
picture? was trying to show
you?
What are the people Which emotion do
doing? you think they feel?
What kind of people?
What are the key What do you think
words in the they feel?
paragraph#1? Tell me what they are
feeling?
You see this picture
so you think...
Adapted from :
1.Jo Gusman, New Horizons in Education
2.Janet Allen”Tools for Teaching Content Literacy”
3. NUA conference
Imovie lesson for students
iMovie Talking Books Lesson Plan
Objectives:
• To enhance the creative writing process by creating a visual talking book.
• To aid the writing process using brainstorming, group and partner discussion, and storyboarding.
• To reinforce the rationale that technology enhances learning in a unique and motivational manner.
Procedure:
1. Discuss with the class, the elements for writing a story.
2. Brainstorm ideas for stories.
3. Allow students to form groups to discuss story problems and solutions.
4. Once students have some original ideas for their stories, divide the class into pairs.
5. Students discuss each other's ideas then collaborate to formulate story ideas for their partner story.
6. Students create a story board - simple stick men drawings - of six or more drawings depicting the important events of their story. Much discussion may take place here as they use pictures to tell their story.
7. Once the rough draft storyboard is complete, the students write their first draft of the story keeping in mind that what they write must match the drawings on their storyboard.
8. The rough draft is proofed and edited, then students draw good copies of their storyboard. Students use pencil crayons, wax crayons, fine tipped black felts, and 9 x 12 white construction paper to complete their drawings.
9. Students then write the goop copy of their story on the back of each of their good copy drawings.
10. The students or the teacher will take digital pictures of the student drawings and place them in a share folder on the school's computer network.
11.
12. Students access their pictures and place them in iPhoto for digital enhancing.
13. Students open iMovie and save their new project to the local hard drive. (iMovies do not work well if the media has to be accessed over a network.)
14. Students go to photos in iMovie and drag their pictures to the iMovie timeline. They set the time for each of their pictures according to how long it takes them to read what they wrote on the back of their pictures.
15. Once the pictures are timed correctly, transitions, the Ken Burns Effect and Titles are added to their movie.
16. Students add sound effects from iMovie and from SoundDogs.com. (To get sounds from the internet, students quit iMovie, go to SoundDogs.com, find appropriated sounds, and save them to their music folder. Then they open iTunes and copy over their sounds. Once the sounds are in iTunes, they are accessible in iMovie.
17. Sound effects are dragged to the sound tracks on the iMovie timeline and students record their voice overs.
18. The projects are saved, burned to a DVD and shared over the internet using QuickTime.
19. Students and teachers celebrate the completion of the project by showing the DVD to the class. (popcorn and drinks are optional)
Objectives:
• To enhance the creative writing process by creating a visual talking book.
• To aid the writing process using brainstorming, group and partner discussion, and storyboarding.
• To reinforce the rationale that technology enhances learning in a unique and motivational manner.
Procedure:
1. Discuss with the class, the elements for writing a story.
2. Brainstorm ideas for stories.
3. Allow students to form groups to discuss story problems and solutions.
4. Once students have some original ideas for their stories, divide the class into pairs.
5. Students discuss each other's ideas then collaborate to formulate story ideas for their partner story.
6. Students create a story board - simple stick men drawings - of six or more drawings depicting the important events of their story. Much discussion may take place here as they use pictures to tell their story.
7. Once the rough draft storyboard is complete, the students write their first draft of the story keeping in mind that what they write must match the drawings on their storyboard.
8. The rough draft is proofed and edited, then students draw good copies of their storyboard. Students use pencil crayons, wax crayons, fine tipped black felts, and 9 x 12 white construction paper to complete their drawings.
9. Students then write the goop copy of their story on the back of each of their good copy drawings.
10. The students or the teacher will take digital pictures of the student drawings and place them in a share folder on the school's computer network.
11.
12. Students access their pictures and place them in iPhoto for digital enhancing.
13. Students open iMovie and save their new project to the local hard drive. (iMovies do not work well if the media has to be accessed over a network.)
14. Students go to photos in iMovie and drag their pictures to the iMovie timeline. They set the time for each of their pictures according to how long it takes them to read what they wrote on the back of their pictures.
15. Once the pictures are timed correctly, transitions, the Ken Burns Effect and Titles are added to their movie.
16. Students add sound effects from iMovie and from SoundDogs.com. (To get sounds from the internet, students quit iMovie, go to SoundDogs.com, find appropriated sounds, and save them to their music folder. Then they open iTunes and copy over their sounds. Once the sounds are in iTunes, they are accessible in iMovie.
17. Sound effects are dragged to the sound tracks on the iMovie timeline and students record their voice overs.
18. The projects are saved, burned to a DVD and shared over the internet using QuickTime.
19. Students and teachers celebrate the completion of the project by showing the DVD to the class. (popcorn and drinks are optional)
Monday, November 24, 2008
SIOP LESSON PLAN ON MATH ADDITION
Lesson Plan for Interaction and Review:
Addition
Background
SIOP
Features
The students have had experiences making stories that tell about things being
added together. They have been studying addition concepts and number sense for
weeks. How the class will try to incorporate language expressions (e.g.,
first, then, together), with the story and write the math equations. Students will
develop concepts for addition by using manipulatives, modeling, and discussing a variety of problem situations.
Supplementary
materials
Key
vocabulary
Materials:
Chart paper with addition poem (Apples), manipulative
pieces, white boards and markers, index cards with equations and answers for matching game that have been cut in half.
Vocabulary:
first, then, together, plus, equals
Content
objectives
Language
objectives
English proficiency levels: Beginners (plus four native English speakers)
Grade: 9-10
Standards: Grade : Mathematics Content Standard ) Show the
meaning of addition (putting together, increasing).
Preparation
Content Objectives: Students will deepen their understanding of the concept of
addition through oral storytelling with the use of manipulatives. They will
connect addition stories to math equations, and write the equations.
Language Objectives: Students will use key vocabulary while telling their
addition stories: first, then, together, plus, and equals. They will state the equation for the story, appropriately.
Supplementary
materials
Key
vocabulary
Link to past
learning
Scaffolding
Materials:
Chart paper with addition poem (Apples), manipulative
pieces, white boards and markers, index cards with equations and answers for matching game that have been cut in half.
Vocabulary:
first, then, together, plus, equals
Motivation
Begin by reading the addition poem, Apples, that students have read previously.
Refer to pictures for added visual support. As a class, read the poem three times.
Focus on key vocabulary.
Techniques for
making
content
concepts clear
Scaffolding
Presentation
Review the objectives and tell students that they will be making addition stories ,and practicing using three important words (first, then, together).
Explain that they will also be writing the equation that goes with the addition story.
Model how to tell an addition story using
the three key vocabulary words. Write the corresponding equation on a white
board. Check for understanding during the modeling by including students in
the story telling. Ask students to tell a story and help with writing the equation.
Practice
Integration of
all 4 lang.
skills
Student to
student
interaction
Feedback
Arrange students in heterogeneous groups of four and give each group one white
board and marker. Tell an addition story and ask student
groups to work together to write the corresponding equation. Only one student
may write, while the other three provide guidance. Have students then pass the
white board and marker to a teammate and repeat the process. Continue until all
group members have had a turn writing an equation. During this time, circulate
and assess student understanding and correct misconceptions among the teams.
Strategies
Emphasizing
key vocab
Scaffolding
Grouping
configurations
support
language
objectives
Application
To help students apply their math knowledge, conduct an inside/outside circle
activity. The students on the inside of the circle hold the white board and the
marker. The students of the outside circle Ask the students
tell an addition story to their inside partner, using the
words first, then, and together. As they finish their story, have the partner write the equation to match the addition story. Once complete, instruct the partners to
exchange materials and begin again. Repeat this process so that the students have
numerous opportunities to practice integrating the content and the language
objectives by telling an addition story.
Opportunities
for interaction
Integration of
4 language
skills
Activity for
students to
apply content
and language
knowledge
Review of
key content
concepts
Review
Distribute half an index card to each student for a mix and match activity. Half of
the students will receive the half of the index card with an equation, while the
other half of the students will receive the half of the index card that has the
equation’s answer. Ask two students to model the trading process by asking,
“What do you have?” and replying, “ I have six plus two” (or whatever the card
says). Next, ask students to reverse the questions, and then have them say, “Let’s
trade.” Conduct the activity and have students begin mixing. Provide enough time
so students have a chance to read many of the different equations and answers.
Say, “Freeze!” to stop the mixing and then tell the students to find their match.
Those that have matched move to sit. while those that are
still seeking their match remain in the center . When all students have found their matches, ask each team to report out their equation and their answer.
Repeat the entire process for additional practice.
Notes:
Scaffold the lesson by having the key words written on the board as a visual cue
for the students’ storytelling. Allow for students to receive support and assistance
from peers during group configurations. Students will participate in whole group
as well as partner work during the lesson. The grouping is heterogeneous by language and ability to allow for optimal interaction. During the circle formation, the inside group should be the students requiring more support, while
the outside circle should be the group that can give assistance. By establishing the groups in this manner, the circles can rotate, while the heterogeneous partnering will remain.
Addition
Background
SIOP
Features
The students have had experiences making stories that tell about things being
added together. They have been studying addition concepts and number sense for
weeks. How the class will try to incorporate language expressions (e.g.,
first, then, together), with the story and write the math equations. Students will
develop concepts for addition by using manipulatives, modeling, and discussing a variety of problem situations.
Supplementary
materials
Key
vocabulary
Materials:
Chart paper with addition poem (Apples), manipulative
pieces, white boards and markers, index cards with equations and answers for matching game that have been cut in half.
Vocabulary:
first, then, together, plus, equals
Content
objectives
Language
objectives
English proficiency levels: Beginners (plus four native English speakers)
Grade: 9-10
Standards: Grade : Mathematics Content Standard ) Show the
meaning of addition (putting together, increasing).
Preparation
Content Objectives: Students will deepen their understanding of the concept of
addition through oral storytelling with the use of manipulatives. They will
connect addition stories to math equations, and write the equations.
Language Objectives: Students will use key vocabulary while telling their
addition stories: first, then, together, plus, and equals. They will state the equation for the story, appropriately.
Supplementary
materials
Key
vocabulary
Link to past
learning
Scaffolding
Materials:
Chart paper with addition poem (Apples), manipulative
pieces, white boards and markers, index cards with equations and answers for matching game that have been cut in half.
Vocabulary:
first, then, together, plus, equals
Motivation
Begin by reading the addition poem, Apples, that students have read previously.
Refer to pictures for added visual support. As a class, read the poem three times.
Focus on key vocabulary.
Techniques for
making
content
concepts clear
Scaffolding
Presentation
Review the objectives and tell students that they will be making addition stories ,and practicing using three important words (first, then, together).
Explain that they will also be writing the equation that goes with the addition story.
Model how to tell an addition story using
the three key vocabulary words. Write the corresponding equation on a white
board. Check for understanding during the modeling by including students in
the story telling. Ask students to tell a story and help with writing the equation.
Practice
Integration of
all 4 lang.
skills
Student to
student
interaction
Feedback
Arrange students in heterogeneous groups of four and give each group one white
board and marker. Tell an addition story and ask student
groups to work together to write the corresponding equation. Only one student
may write, while the other three provide guidance. Have students then pass the
white board and marker to a teammate and repeat the process. Continue until all
group members have had a turn writing an equation. During this time, circulate
and assess student understanding and correct misconceptions among the teams.
Strategies
Emphasizing
key vocab
Scaffolding
Grouping
configurations
support
language
objectives
Application
To help students apply their math knowledge, conduct an inside/outside circle
activity. The students on the inside of the circle hold the white board and the
marker. The students of the outside circle Ask the students
tell an addition story to their inside partner, using the
words first, then, and together. As they finish their story, have the partner write the equation to match the addition story. Once complete, instruct the partners to
exchange materials and begin again. Repeat this process so that the students have
numerous opportunities to practice integrating the content and the language
objectives by telling an addition story.
Opportunities
for interaction
Integration of
4 language
skills
Activity for
students to
apply content
and language
knowledge
Review of
key content
concepts
Review
Distribute half an index card to each student for a mix and match activity. Half of
the students will receive the half of the index card with an equation, while the
other half of the students will receive the half of the index card that has the
equation’s answer. Ask two students to model the trading process by asking,
“What do you have?” and replying, “ I have six plus two” (or whatever the card
says). Next, ask students to reverse the questions, and then have them say, “Let’s
trade.” Conduct the activity and have students begin mixing. Provide enough time
so students have a chance to read many of the different equations and answers.
Say, “Freeze!” to stop the mixing and then tell the students to find their match.
Those that have matched move to sit. while those that are
still seeking their match remain in the center . When all students have found their matches, ask each team to report out their equation and their answer.
Repeat the entire process for additional practice.
Notes:
Scaffold the lesson by having the key words written on the board as a visual cue
for the students’ storytelling. Allow for students to receive support and assistance
from peers during group configurations. Students will participate in whole group
as well as partner work during the lesson. The grouping is heterogeneous by language and ability to allow for optimal interaction. During the circle formation, the inside group should be the students requiring more support, while
the outside circle should be the group that can give assistance. By establishing the groups in this manner, the circles can rotate, while the heterogeneous partnering will remain.
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