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This document outlines a lesson plan for teaching vocabulary words related to the story of Balto. The lesson uses the Gradual Release of Responsibility model, starting with direct instruction where the teacher models determining word meanings from context clues. Students then work in guided groups and independently to practice identifying and illustrating the vocabulary words, creating a class dictionary. Formative and summative assessments are used to evaluate student learning.
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The Real Work Of A Professional Learning Community 1
1. A group of kindergarten teachers created their own vocabulary unit after realizing their existing instruction was weak and they lacked funds for pre-made programs.
2. They researched effective vocabulary instruction strategies and selected "tier two" words to feature from stories they already taught.
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Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
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This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
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The document describes several GLAD strategies for engaging students in learning including using cognitive content dictionaries, inquiry charts, narrative input charts, sentence construction charts, choral reading, pictorial input charts, observation charts, process grids, and cooperative strip paragraphs. These strategies incorporate vocabulary, questioning, storytelling, sentence building, group discussion, observation, categorization, and cooperative writing.
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The document outlines a lesson plan where students will work in groups to rewrite sections of Act 3 Scene 1 from Romeo and Juliet in different text styles by summarizing characters' dialogue, with the teacher first modeling how to take dialogue and write a script, and then guiding students and having them brainstorm and create a first draft of their script.
Writing Step by Step
Writing Step-by-Step is a two-book writing series designed for young students of
English. Expanding on students’ knowledge of core vocabulary and fundamental
structures, this series introduces higher level, more expressive vocabulary, and
more complex structures to help emerging writers better express their ideas.
Students are also introduced to paragraph form and the basics of the writing
process, including essential brainstorming methods. Throughout each unit,
activities progress gradually step by step-from vocabulary building and structure
practice to writing sentences and their own fully developed paragraphs. The
series introduces students to increasingly complex paragraphs-from descriptive
and narrative to argumentative to parallel students developing fluency.
Features
Unit themes and topics that young learners can relate to
Carefully leveled vocabulary and structures
Wide variety of activity types to maintain interest
Guided practice with important steps in the writing process
Exposure to different paragraph types
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Here are some sample SMART learning objectives for the topics:
1. Second conditional sentence
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2. Compound sentence
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3. Prepositions: Giving Directions
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The Real Work Of A Professional Learning Community 1
1. A group of kindergarten teachers created their own vocabulary unit after realizing their existing instruction was weak and they lacked funds for pre-made programs.
2. They researched effective vocabulary instruction strategies and selected "tier two" words to feature from stories they already taught.
3. Lessons were collaboratively designed around introducing, practicing, and reviewing the words throughout the week. Activities aimed to embed the words in oral language and writing.
4. The teachers divided the unit among themselves for implementation and continued refining it based on discussion and student data.
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This micro teaching lesson plan aims to provide feedback to participants on giving feedback to language learners. The objectives are to discuss the focus and purpose of feedback and ways to give feedback. Participants will be divided into groups to discuss what kinds of feedback teachers can give, when they should give feedback, and the focus and purpose of feedback when correcting student compositions. They will then share their ideas with the class. Participants will also work in pairs to provide feedback on a sample worksheet and the whole class will then receive feedback from the mentor teacher.
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Writing Basics is a two-book writing series designed for elementary students of English. Throughout, carefully leveled activities guide students as they expand their core vocabulary and gain familiarity with fundamental structures. Students gradually build their confidence in writing about a wide range of topics and everyday situations as they progress towards producing their own responses to prompts. With plenty of support and gradually-increasing task difficulty, the Writing Basics series offers young writers the chance for a positive learning experience and a solid foundation for their English writing skills.
Features
Themed units with graded topic-based vocabulary
Realistic topics and everyday themes
Systematic progression of important structures
Separate vocabulary, grammar, comprehension, and writing practice
Lots of colorful illustrations to support understanding
Gradually increasing task complexity and difficulty
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Blueprint is a new seven-book series developed for and targeting adult English learners of all ability levels. From introducing basic greetings and social situations to dealing with select academic or vocational topics, the Blueprint series will provide the mature learner with relevant practical skills. Grammar, vocabulary, speaking patterns, and listening activities will allow practice essential for the development and mastering of real world usage.
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Similar to Performance based project
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This document outlines a lesson plan for teaching analogies to 7th grade students over the course of a week. The objectives are for students to understand and analyze relationships between words in analogies and determine missing words to complete analogies. Each day focuses on a different activity - reviewing concepts, practicing analogy completion through examples, and discussing real-world applications. Assessment includes tasks for students to analyze analogy relationships and types, as well as complete analogies independently. Additional practice is provided for students who need more support mastering the concepts.
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The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docx
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docx
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
G8 spflk lesson exemplar week 1
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Windows
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Dossier nivel 5 vela_sarricolea_arriaga
This dossier describes a lesson plan for a university English course focusing on the present perfect tense. The lesson includes icebreaker activities, vocabulary practice, grammar exercises, reading comprehension, listening activities, and a group project to practice discussing life experiences using the present perfect. The teacher aims to make the lesson interesting while balancing grammar and communication goals.
experimental sequence_demonstrating a lesson plan- "face kini"
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Sas generic lesson
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My scheme of work principles
This scheme of work provides structure for teachers through routine, content, full English, and project lessons. Starters focus on maintenance, inference, or questions, while plenaries use KWL charts or recorded questions. Homework improves work, responds to marking, produces new texts, or involves family discussions. Assessment includes SATs, APPs, grades for each assessment focus, and question-based reading assessments. The goal is to inspire students through public performances and personal growth.
Teaching vocabulary
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
Strategies and Activities for English Language Learners
5 strategies and 5 activities for teaching English Language Learners at the 5th grade level (can be modified for other grade levels as well).
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Building Academic Language in the ESL Classroom
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
Phonemic Awareness Lesson
This lesson plan teaches 1st grade students how to remember new vocabulary words by sketching pictures of their meanings. The teacher will introduce a book containing new words and explain the strategy of associating words with images. Students will work in pairs to illustrate vocabulary words from index cards, presenting their drawings to the class. The teacher will assess student understanding through their images and check for comprehension during the guided practice. In the future, the teacher plans to read the story to connect the words to context.
Lesson plan week of february 10
This lesson plan is for an English language arts class in a behavioral school setting. The lesson focuses on reading comprehension, vocabulary, and summarization skills. Students will read two short stories - "For Want of a Horseshoe Nail" and "The Stolen Party" - and complete accompanying activities to practice identifying details, sequences of events, making inferences, and understanding multiple meanings of words. In addition to the group lesson, individual students will work on targeted skills at reading and vocabulary centers.
My scheme of work principles
This document outlines a scheme of work for an English department. It includes:
- Four types of lessons planned: routine, content/DARTs, full English, and project lessons.
- Starters and plenaries that focus on maintenance, inference, questions, and grammar.
- Four types of integrated homework: improving work, responding to marking, producing texts, and speaking to others.
- Formative and summative assessments integrated, including SATs, APP assessments, and question-based reading assessments.
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Syllabus
Chapter-1
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Chapter 2
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Chapter 3
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Chapter 6
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Performance based project
- 1. Performance Based Project Education 513OL Models of Teaching Jasmine Rudy 10/3/11
- 2. Gradual Release of Responsibility- GROR Objective: to gradually release the responsibility of task completion from the teacher to the students.
- 3. Teaching Strategies Used: Direct Instruction/Modeling Guided Instruction (whole group & small group) Collaborative Learning Independent Practice (with teacher conferring) Assessment (formative & summative)
- 4. Balto “Who is Balto and what is his significance in Alaska?” Language Arts: Vocabulary Objective: Students will learn the history of Balto and be able to retell the story of Balto in their own words. The lessons included in this project will focus on the vocabulary aspect of the unit. The objective of these lessons is that students will be able to identify the meaning of their vocabulary words and use them in context.
- 6. Direct Instruction/Modeling: Activity Day 2: Teacher will read and model determining the definition of words using context clues. Activity Day 3: Teacher will read aloud to the students, pausing to identify the vocabulary word and model the process of identifying the meaning of the word. Activity Day 5: Using illustrations as clues. Creating illustrations. Activity Day 7: Dictionary project. Review rubric. Model project.
- 7. Guided Instruction: Whole Group Activity Day 2: Teacher and students will chart the meaning of vocabulary words for their chapters. As they come across the word in reading, they will use context clues to determine word meaning. They will then revisit the definition on the chart and make changes if needed. Activity Day 4 & 6: Popcorn reading with pauses to identify and define vocabulary. Definitions recorded on vocabulary worksheet. Activity Day 7: Balto Jeopardy.
- 8. Guided Instruction: Small Group Activity Day 2 & 3: Students will chart the meaning of vocabulary words for their chapters. As they come across the word in reading, they will use context clues to determine word meaning and make any changes to the definitions on the chart as needed. Activity Day 5 & 6: Read additional chapters. Brainstorm ideas for term illustrations.
- 9. Collaborative Learning: Collaboration 1: Define vocabulary terms using context clues. Record definitions on chart paper. These charts will be presented to the whole class. Collaboration 2: Illustration creation. Groups will have collaborated on two assigned terms to create illustrations which will be presented to the class. Collaboration 3: Class Dictionary Other Concurrent Activities:
- 10. Independent Practice: -Exit Slip -Creation of definition for terms (homework) -Word Splash Activity (homework) Student/Teacher Conferring: Teacher will meet with students to: -Review process used in determining the meaning of a term. -Discuss status of dictionary pages and aid students in brainstorming process.
- 11. Assessment: Formative -Homework -Exit Slip -Products from collaborative work -Observation during lessons and guided instruction -Questioning throughout lessons Summative -Pre-test on vocabulary terms -Vocabulary quizzes throughout unit -Unit assessment
- 12. Lesson Created by: Jasmine Rudy GROR Planning tool provided by: Edu 513OL Re-created by: Jasmine Rudy Optimal Learning Model provided by: http://www.literacyleader.com/?q=node/477 Pictures taken by: Jasmine Rudy Rubric, example, jeopardy game, word splash created by: Jasmine Rudy Balto picture courtesy of: http://www.animationsource.org/balto/en/ Clip art provided by: http://axelmeierhoefer.wordpress.com/2011/06/08/from-brainstorming-to-brainsteering-channeling-creative-ideas-into-productive-solutions/ http://school.discoveryeducation.com/clipart/clip/dmbtest.html Book cover: www.amazon.com Vocabulary list: Scholastic Credits: