ESOL Instructional Strategies
ESOL Instructional Strategies ELED 4760
Utah State University
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Mrs. Alexis Emmerich
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This 6 page Class Notes was uploaded by Pearline Predovic on Wednesday October 28, 2015. The Class Notes belongs to ELED 4760 at Utah State University taught by Staff in Fall. Since its upload, it has received 11 views. For similar materials see /class/230429/eled-4760-utah-state-university in Education and Teacher Studies at Utah State University.
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Date Created: 10/28/15
Josalyn Shaw Stevens Eled 4760 Lesson Plan 1 2nd grade Content social studies lesson plan This is supporting the following Utah State Standards 0 Language arts Standard 1 Oral Language Students develop language for the purpose of effectively communicating through listening speaking viewing and presenting 0 Content Students will develop a sense of self in relation to families and community 0 Content Students will develop an understanding of their environment This is also supporting the TESOL standards by 0 Proficiency standard 5 English language learners communicate information ideas and concepts necessary for academic success in the area of social studies 0 Because it is second grade these students are geared to lllearning to read 0 Contains the usage of the 4 domains 0 Contains the adaptations for the 5 levels of proficiency Content objective 0 Students will be able to identify the differences between rural suburban and urban communities As well as give examples Language objectives 0 Students will listen as I describe a series of pictures words and sentences what rural urban and suburban communities are As their piers relate to the class a drawing they have made about their group members community based on the 7 sentences their group member has written about their community 0 Students will mimic my large glossary on the board and build their own 0 Students will be able to identify through a series of pictures words and sentences what type of community they live in Shown by taping their name under which community they live in 0 Students will read sentences of their group member and draw a picture based on their group member s description of their community Using key words such as suburban rural or urban As well as other words those are listed on the board in my large glossary Students will orally share their group member s description of their communityfuture community Background Introduce communities ask what type of community they lived or live in and how they know Ask them to take a minute and think about the community they live in what do they find is different or the same as what I have described Activities I will create a large graphic organizer on the board Students will receive a packet and will paste what I have shown on the board in their llglossary notebook Contents of the packet will be pictures words both in L1 and L2 worksheet with helper sentences for those who need them Students will write sentences pass to the right in their group on both their community now and future community Students will then draw a picture based on description in sentences Students will orally present What community their group member lives in What community they would like to live in in the future Stages AampB Students will PreEmergent 0 Be given pictures that define the different types of communities Emergent the entire class will follow as model a larger diagram on the board and build a glossary we will us L2 and give L1 equivalents as needed 0 Students will use helper sentences in description of their community or future They may use L2 if they cannot think of the word in L1 0 Orally present group members community using the 7 sentences Students will also share with the class what type of community they would like to live in and why using glossary as an aide as well as helper sentences Stage C Students will Intermediate 0 Students will be given pictures that define the different types of communities The entire class will follow as model a larger diagram on the board and we will build a glossary 0 Students will describe their community sentences 0 Student will describe what community they would like to live in using future tense and simple sentances 0 Students will orally present their group members community as well as what community they themselves would like to live in in the future Students will support themselves with simple sentences Stage D amp E Students will Advanced Fluent Be given pictures as well as words that define the different types of communities The entire class will follow as model the building of the glossaries Students will describe in 7 sentences what type of community they live in using key words Students will present their group members community through a drawing they made They will also be prompted to tell why this may be a fun community Students will give a good description in future tense of what type of community they would like to live in and why Expecting more detail Strategies 0 Cognitive Graphic organizers O O 0 than a teacher 0 Metacognitive As they build their organizers they will begin to build a foundation of what the different communities are They will also be able to refer to this in their glossary Oral presentation be able to speak in public setting Learning about others building a better classroom community Reading other s sentences it may be easier to ask a peer what a word means rather 0 Building sentences Learning sentence structure as well as familiarizing themselves with words 0 Visualizing how are they going to draw what the person has written practicing visualizing for different projects they will have in the future 0 Making connections between where they live and others what is the same and what is different Also helping to build the classroom community 0 Herral amp Jordan 0 Previewreview use in watching me make my graphic organizerglossary Making their own Builds a foundation and shows accurate meaning of words 0 Language scaffolding having them present out loud as well as using written language 0 Visual scaffolding building their glossaries o Cooperative learning grouping strategies this is sometimes easier for students to get involved and engaged in their classroom community as well as receive and give peer help something I would like to be fostered in my classrooms Grouping I have decided homogeneous grouping for this lesson because I expect the students who speak in L2 to use L2 when relating and helping group members It will also be easier for those who are at lower skill levels to use L1 to relate to others who use the same L1 when a group member has a question Not all higher skilled students in L2 know the L1 Formative 0 Reviewing for understanding in llglossary notebookquot 0 Frequently stopping to check for understanding Summative 0 Listening to their presentation Looking at their drawings At the end Have students tell me through a number of 1 to 5 hidden in their hand 1 being they had a hard time or 5 they really understand This will also be a good tool for me to gain a better understanding of the Child Carol DeFriez ELED 4760 Holes Activity Grade Level 5Lh grade Subject Reading activity Objectives Content 39 Students will assume the identity of a character from the book Holes or they will be a talk show host and interview the character Language 39 Discuss in pairs listening and speaking what will happen in the interview 39 Write down the main questions and answers for the interview 39 Students will interview each other in front of the class Strategies Meta cognitive Students will think about the characters in the book and decide which they want to portray and interview Cognitive Students will use their prior knowledge of the book to assume the character and come up with questions and answers Strategy from Herrell Talk Show Practicing Verbal Communication Adaptations Levels 1amp2 Make sure one of each pair is a uent English speaker Let ELL s use short sentences or one to two words to write and interview Make sure the students who are paired up are comfortable with each other Level 3 Make sure one of each pair is a uent English speaker Students will use simple language in their interviews Levels 4amp5 Students will be able to write and speak for the interview provide extra assistance when necessary Grouping Heterogeneously paired so that students will be able to complete the task and work together and build con dence Care should be taken with who is paired with whom Activities 1 Opening review the book Holes by asking questions and talking about favorite characters in the book 2 Pair up students and have them discuss the characters from the book and choose a character to interview or to be interviewed 3 Each pair will present their interview in front of the class Assessment Formative Questions about the book and class discussion about the characters Walking around and assessing each pair Summative The interview of the character in front of the class