Strategies to build academic writing
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This document discusses strategies for teaching academic writing to ESL students. It notes that ESL students struggle with constructing sentences and paragraphs using academic language. It recommends explicitly teaching grammar and sentence structures in context. It also suggests backward mapping from assessments to plan language activities with KLA teachers. Additional strategies include using scaffolds, models, reading-recasting-rewriting activities, authentic texts, and teaching the grammar of different text types using a Present-Practice-Produce approach.
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Similar to Strategies to build academic writing
Module 3 Ffd[1]
This document provides an overview of enhancing traditional lesson plans to include elements of the English Language Proficiency Standards (ELPS). It reviews key concepts from previous modules, including differentiating between content and language objectives. It then presents an enhanced lesson plan template that incorporates language objectives, ESL strategies differentiated by language level, and the TELPAS proficiency level descriptors for assessment. Sample lesson plan elements, ESL strategies, and activities are also provided for students at different language proficiency levels.
course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
Ola
The document discusses challenges teachers face in assessing students' oral language abilities and provides guidance on how to do so effectively. It notes that teachers must make time for assessment, select appropriate activities, and determine evaluation criteria. When assessing English learners, it is important to consider a student's ability to communicate for both basic and academic purposes. The document recommends focusing assessment on a student's capacity to interpret and convey meaning in authentic interactive contexts. It provides steps for effective oral language assessment, including identifying the assessment purpose, planning, developing rubrics, and setting standards.
Rustam
This document outlines the aims, goals, and objectives for an English as a Second Language (ESL) curriculum being developed at a post-graduate college in Mansehra, Pakistan. The course aims to improve students' reading comprehension, fluency, motivation, vocabulary, and independence as readers. Goals include learning reading strategies, becoming fluent readers, boosting comprehension, and enjoying reading. Objectives are for students to use strategies, develop receptive skills, excel academically, comprehend various texts, read extensively, and acquire vocabulary. The curriculum is designed based on an analysis of students' needs and the teaching situation.
Effective Programming in Languages
This document provides guidance for developing effective K-10 language programs. It discusses key elements to consider, such as the purpose of the program, format, topics, goals and how they will be assessed. Different approaches are outlined, including understanding backwards design and using a multidisciplinary approach. The importance of scope and sequence, program and unit outlines, teaching strategies, evaluation and assessment types are explained. Questions to guide planning and reflection at each stage of program development are provided.
CLIL
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
CLIL - Content and Language Integrated Learning
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
Backschoolnight
This document summarizes the curriculum, assessments, challenges, and communication for a Chinese 4/AP class. The curriculum follows the AP guidelines and uses thematic units with performance-based assessments. Students are assessed weekly with quizzes and monthly with integrated performance assessments. Challenges for the AP exam include a variety of topics, time pressure, and spontaneous conversation. The teacher communicates using a class wiki and encourages support from home for students to develop skills for college.
Course planning and syllabus design
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
1. What do you think is the major drawback of questionnaire resear.docx
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Making Math Meaningful
This document discusses strategies for teaching math to English language learners. It notes that academic language is difficult for ELLs to acquire when they are still developing conversational skills. It recommends pre-teaching vocabulary, using multiple representations like word walls and dictionaries, and incorporating the first language. For written problems, it suggests using reading comprehension strategies and modeling the problem-solving process. Teachers should learn students' prior math knowledge, use high-interest topics, and allow sharing in the first language. Scaffolds like sentence frames can help students produce academic language.
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Classroom Practices for English Learners (ELs) Instruction
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Ppg module tsl3105 topic 5 planning for teaching l&s
This document provides guidance on lesson planning for teaching listening and speaking skills in a primary ESL classroom. It discusses the principles of lesson planning, including setting objectives and considering factors like variety and flexibility. A sample lesson plan format is presented, outlining stages like set induction, presentation, practice, and closure. Key aspects of lesson planning like selecting teaching aids and strategies are also covered. Finally, a matrix for evaluating lessons is presented, focusing on elements such as classroom management, teacher-student interaction, tasks, and opportunities for student speaking.
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This lesson plan is for a Year 7 class on persuasive writing. The lesson will focus on preparing students for an assessment on persuasive writing by having them annotate an example advert and plan their own assessment. Students will work to understand the assessment objectives of identifying connotation and denotation, and will practice writing paragraphs using a Point, Evidence, Explain structure. Formative assessment such as questioning, annotating, and planning activities will help the teacher evaluate students' understanding.
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This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also discusses key elements of lesson planning like sequencing activities logically, appropriate pacing, accounting for individual learner differences, and monitoring learner engagement. References for further reading on lesson planning techniques are also included.
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This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also covers components of a good lesson plan such as sequencing, pacing, gauging difficulty level, and accounting for individual learner differences. Questions are presented to help teachers evaluate different aspects of their lesson plans such as monitoring talk time, timing of activities, and providing back-up plans. References on lesson planning principles and guidelines are also included.
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Jill A Jordan vitae 2016
Jill Jordan has over 20 years of experience in education, including teaching secondary English, advising students, and instructing college courses. She holds multiple graduate degrees in education, English, and business management. Currently, she teaches secondary English and coaches track at East Anchorage High School, where she implements best practices to engage diverse students and help them succeed.
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