Groupwork
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Students will be assigned to groups based on their numbers to complete a presentation on a section of a Latin America reading. Each group has 15 minutes to create a visual on butcher paper that includes the 5 senses of the passage, main ideas, vocabulary words, and a drawing. They must also perform a skit highlighting the main ideas and vocabulary to share with classmates, with each group member speaking at least once.
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The document discusses strategies for enhancing language and communication skills for students with disabilities at different grade levels, including preschool, elementary, and secondary. It emphasizes the importance of collaboration between special educators and other professionals to deliver evidence-based language instruction. The document also examines different models for delivering speech-language services and their advantages and limitations.
Four quadrants and jigsaw presentation
The document describes two reading strategies: Jigsaw and Four Quadrants. Jigsaw involves dividing a text into sections and assigning each section to a group to read and summarize. Groups then teach their section to a new group. This exposes students to all parts of the text through discussion. Four Quadrants has students fill out an organizer during and after reading to connect information to their own lives and assess understanding by asking questions. Both strategies actively engage students in the reading through discussion and application.
Better than presentations workshop facilitating skills as new competencies fo...
Interactive workshop 19th June 2019 at EAHIL2019 in Basel, Switzerland. Ghislaine Declève & Karen Buset & Tuulevi Ovaska
Ghislaine
Declève & Karen Buset & Tuulevi Ovaska
Conversation ppt2nogrammar
This document provides guidance for designing an effective ESL conversation class. It discusses the importance of planning lessons with clear goals and language objectives. Key elements of planning include choosing topics, developing questions, selecting relevant vocabulary, and incorporating project-based extension activities. Sample questions and a lesson plan template are provided to illustrate how to structure a conversation class around a travel theme. The document emphasizes the value of preparing engaging speaking activities and allowing students to use targeted language through authentic communication.
Paper 1 sl
The document provides an overview of the requirements for Paper 1 of the International Baccalaureate Standard Level exams. It consists of a 90-minute written commentary on an unseen non-literary text. Students must demonstrate their understanding of the text's audience, purpose, context and meaning. They must also identify and explain the stylistic features and structure of the text, and organize their thoughts into a coherent response. The document outlines the key elements ("The Big Five") that students should analyze in the text - the audience/purpose, content/theme, tone/mood, stylistic devices, and structure. It concludes by listing the four assessment criteria that will be used to grade the paper.
Literacy Narrative Paper Overview
The document provides guidance for students on writing a literacy narrative assignment. It defines a literacy narrative as telling the story of developing a specific literacy skill. Students must choose a literacy they can demonstrate in class and explain its significance. The document outlines the assignment requirements, including length, format, and grading rubric. It also provides a schedule and instructions for drafting, peer reviewing, and revising the narrative. Students are instructed to brainstorm potential literacy topics and ways to demonstrate them for the assignment.
The process of lesson development
This document provides an overview of the lesson development process. It discusses determining language structures and functions, types of lesson plans, and using questioning strategies. The key steps in lesson development are to formulate objectives, determine how to teach the content using strategies and materials, and evaluate whether students are learning with assignments. Language functions are specific uses of language like apologizing or explaining, while structures refer to grammar elements. Lesson plans can vary in detail from skeletal to detailed formats. Questioning can be used to develop lessons through five stages of language acquisition from pre-production to advanced fluency. Developing lessons should integrate multiple intelligences and learning styles.
Feelings Circle Activity.pptx
This document provides instructions for learners to create a "feelings wheel" to reflect on and increase their self-awareness of simultaneous feelings. Learners will divide a paper into halves, list feelings on the left with colors, and on the right draw a circle divided into sections sized according to the strength of each listed feeling. After completing their wheels, learners will discuss their reflections with classmates, such as discoveries about themselves and resources for dealing with different feelings.
Mtv nov 23
This document summarizes a professional development session on making student thinking visible. It introduces tools like Padlet, loose parts, screencasting, chalk talk, and thinking routines. Participants practiced using these tools, including creating representations of ideas from picture sets using loose parts and recording explanations. They discussed how the tools support all learners and reflected on using tools like chalk talk in their own classrooms. The session modeled a poetry activity where students share the author's message using the Claim-Support-Impact routine and mixed with each other to discuss their representations.
Narrative text Part 2
This document outlines a lesson plan on narrative text using a jigsaw strategy. It introduces key concepts like plot, setting, character and theme. It then describes a jigsaw activity where students are split into home groups and expert groups. In home groups, students read a text and take notes. They then move to expert groups with students focusing on the same concept to discuss and answer questions. Students then return to home groups to present their findings to their peers. The objectives are for students to understand narrative text structures and identify their characteristics. A variety of active learning activities are outlined including brainstorming, group discussions, presentations and reflection.
Lesson 1 English for Academic and Professional Purposes
This document discusses the nature of academic writing. It begins by defining academic writing and distinguishing it from other types of writing. Next, it identifies the key elements of academic writing, including purpose, audience, language, and style. Finally, it provides exercises for students to analyze samples of academic texts and develop their understanding of academic writing. The overall document serves to introduce students to the concept and requirements of academic writing.
This is Just to Say- Oral_language.pptx
This document discusses teaching and assessing oral language skills. It provides examples of oral language activities that could be used in English classes, such as having students discuss poems in small groups or conduct interviews. It also addresses barriers to developing exploration-oriented classroom discussions and how to overcome them. Assessment of oral language is discussed, including possible criteria like articulateness, effectiveness, and collaboration. The importance of developing students' oral communication skills is emphasized.
SIOP.ppt
The document provides an overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes the SIOP as a planning tool and observation protocol designed to define, develop, and test sheltered instruction strategies. The SIOP integrates language and content instruction and focuses on explicitly teaching language skills needed to access and participate in the curriculum. It consists of eight components: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Examples of strategies discussed include thinking-write-share, language demands analysis, and setting clear content and language objectives.
Revving up writing instruction
Here are some words for "small" placed on a spectrum from largest to smallest meaning:
Tiny
Itsy bitsy
Teeny
Miniature
Compact
Petite
Diminutive
Lilliputian
Microscopic
Atom-sized
Infinitesimal
Star material reflection september 2012
This document contains reflections and assignments from an educator for their students. It includes the following key points:
1) The educator provides assignments to show how they plan speaking activities using materials, encourage communication, and help students produce language through real-world objects.
2) Assignments address learning strategies like reading stories to students, using interactive writing, and demonstrating language produced by students.
3) The educator is asked to reflect on how they encourage risk-taking, creativity, and maintain direction and value in teaching.
4) Further assignments address documenting language used, modeling grammar rules, increasing student motivation and interaction, and providing homework that absorbs and practices English.
Fields of Feels Powerpoint PDF
This document provides an agenda and guidance for holding a feelings meeting with a diverse group to develop emotional intelligence and leadership skills. The agenda includes: reviewing the history and purpose of the meeting; discussing different leadership styles using a compass model; having members anonymously tally feelings and share responses; asking open-ended questions to facilitate sharing feelings; and discussing benefits like developing emotional intelligence, leadership styles, affirmation, communication, and appreciation. The goal is to create a safe space for members to express and understand emotions within the diverse team.
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Connect2Literacy: Communication Supports for Guided Reading
Connect2Literacy: Communication Supports for Guided Reading
Better than presentations workshop facilitating skills as new competencies fo...
Better than presentations workshop facilitating skills as new competencies fo...
Lesson 1 English for Academic and Professional Purposes
Lesson 1 English for Academic and Professional Purposes
More from lkroncke
Planning commentary
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new skills and their own experiences. Potential misunderstandings are addressed, such as using math to calculate time differences.
Planning commentary
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
Task2 reflection prompt-1
The strategies used in the instructional clip aimed to engage students and develop their reading comprehension skills. Specific strategies included differentiating readings by difficulty and having students teach sections to their peers. This supported academic development by focusing on main ideas, vocabulary, and presentation skills. Grouping students heterogeneously also supported social and emotional development. Language supports included defining key terms and having students explain concepts to develop understanding and vocabulary. Eliciting student thinking was done through "Do Now" questions, cold calls, and having students explain their reasoning. Opportunities to improve included modeling reading strategies and having students practice defining terms themselves through think-pair-shares.
Group chart
1) The document provides an outline for students to take notes on Latin America, with sections for human geography, early history, the colonial period, the modern era, economic activity, resources, and land use.
2) Students are instructed to fill in each section with at least three key points while other groups are presenting.
3) The purpose is for students to extract and comprehend historical information from various sources on Latin America.
Group chart
1) The document provides an outline for students to take notes on Latin America, with sections for human geography, early history, the colonial period, the modern era, economic activity, resources, and land use.
2) Students are instructed to fill in each section with at least three key points while other groups are presenting.
3) The purpose is for students to extract and comprehend historical information from various sources on Latin America.
Dd 11 6
The daily lesson plan outlines activities for a World Studies class to learn about Latin America, including having students analyze maps and graphs, complete a jigsaw group activity where they research sections of a reading on the region and present their findings, and take an exit ticket assessment at the end to check understanding.
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Groupwork
- 1. Group Presentation Task • All students have a number that determines which group they are in • In groups, students will be assigned for one section of Latin America reading • Students will have FIFTEEN (15) MINUTES to complete visual and be ready to share/perform skit
- 2. Group Presentation Guidelines The task is to: 1) Create a visual using butcher paper including: • Title • 5 senses of passage (see, feel, taste, hear, smell) • Main ideas of passage • Key vocabulary words • One or more drawings that represent reading 2) Perform a creative SKIT to share information with classmates • Skit must highlight main ideas of section and key vocabulary • Group must be able to provide clarification if asked • EVERYONE in group must speak at least once