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ESOL Instructional Strategies

by: Mrs. Antonina Jacobi

ESOL Instructional Strategies SCED 4760

Mrs. Antonina Jacobi
Utah State University
GPA 3.94


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This 4 page Class Notes was uploaded by Mrs. Antonina Jacobi on Wednesday October 28, 2015. The Class Notes belongs to SCED 4760 at Utah State University taught by Staff in Fall. Since its upload, it has received 11 views. For similar materials see /class/230472/sced-4760-utah-state-university in Education and Teacher Studies at Utah State University.

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Date Created: 10/28/15
Stasha Jameson ScEd 4760 41607 Grade Level 8Lh Grade Subject US History I writing Content Objective Students will describe the relation between geography and they type of crops housing and lifestyle American Indians developed Language Objectives Students will o Verbally share their experiences living in different countries 0 Listen to others share their experiences living in different countries 0 Read and interpret maps as well as read a summary of Native American groups 0 Write because statements to explain the relation between geography and the type of crops housing and lifestyle American Indians developed Activities amp Procedures Anticipatory Set 1 Students will be put in heterogeneous groups of 34 people based on what country they are from There may be more than one group of the same country based on the students in the class 2 The teacher will ask the students to discuss with their group what the physical geography is like in their home country They should also discuss the type of crops they grow the houses they live in and the various lifestyles 3 The students will be provided with a graphic organizer to write their findings Guided Practice 1 The teacher will then display physical geographical maps for the various countries found in the class and explain how to interpret them 2 The teacher will then use the Leveled Questions strategy and their descriptions of their country to help students connect geography with the crops housing and lifestyle of the people in that area 3 The teacher will then explain that they are going to look at maps of North America to determine why the different groups of American Indians grew certain crops lived in certain housing and had certain lifestyles Independent Practice 1 Students will be paired up and given a packet that includes a geographical Native American culture map of North America and a graphic organizer The packet will also include pictures and words of various crops houses and lifestyles of American Indians 2 The students will work with their partner to correctly match the pictures and words to the correct groups of American Indians based on their analysis of the geographical and Native American culture map 3 They will write their ndings on the modi ed worksheet provided 4 As a class the students will then read a short summary of each group of American Indians to check if their ndings were correct They will make corrections to any incorrect statements on their modi ed worksheet 5 They will then work individually using their modi ed worksheet to create a because statement for each group of American Indians 7 total Adaptations Stages 1 amp 2 Pre ProductionEarly Production Discuss in L1 amp L2 Modi ed worksheet in L1 amp L2 to help organize information on American Indian Map Activity as well as because statements Vocabulary List with Text Art Grouping with more pro cient students Stage 3 Speech Discuss in L1 amp L2 Emergent Modi ed worksheet in L1 amp L2 to help organize information on American Indian Map Activity as well as because statements Vocabulary List Grouping for discussion Stage 3 amp 4 Variety of Text Higher Level including intemet Intermediate Fluent Modi ed worksheet in L2 to help organize information on American Indian Map Activity Vocabulary List Group for discussion Instructional Strategies Metacognitive Strategies Monitoring Comprehension as students listen to their groups members and or partner as a well as when the class reads the summary they will need to check their comprehension to ensure that they are understanding the content Monitoring Production as students write their sentences the need to make sure they understand how the geography is related to the way Native America groups lived SelfAssessment after reading the summaries of the Native American groups students will check over their work to make sure that their analysis of the map is correct Cognitive Strategies Grouping students will be classifying words and pictures into various groups Use of Prior Knowledge students will use their prior knowledge of interpreting maps to help them discover the different aspects of Native American cultures Summarizing students will write seven because statements which summarize what they have learned Making Inferences by analyzing the maps the students will be making inferences of what kind of food shelter and lifestyles various Native American groups create Herrell Group 0 and Jordan Strategies Leveled Questions as the teacher and students engage in the Guided Practice activity the teacher will use Leveled Questions to ensure that all students are getting an opportunity to answer questions that are geared towards their level These questions will also be designed to help students to begin to draw inferences between what they know of the geography of their own country and how it is portrayed on a map mg Oral Activity Students will be grouped heterogeneously but by their country of origin for the activity during the Anticipatory Set This grouping will allow students of all levels to practice their English as well as clarify things in their native language Written Activity For the independent practice activity students will be paired heterogeneously This will allow for less pro cient students to receive help from the more pro cient partner Assessment Formative Oral the teacher can walk around the classroom listening to the students discussion in order to gage their oral progression The teacher can also gage their oral abilities by how well they answer the questions during the Leveled Questions activity Content the teacher can gage how well the students are grasping the concepts when they work in partners to interpret the North American map Reading the teacher can walk around the room and listen to students as they read the summaries to determine their reading abilities Also the teacher can understand their reading abilities by watching for students who make correction to their worksheet after they complete the reading Summative Writing the seven because statements will allow the teacher to determine how well the students understand the content as well as how to put together because statements American Indian Geographical Chart American Indian GeographyClimate Food Housing Lifestyles Great Eastern Woodlands Coast Write seven 7 because statements that explain how the geography affected the types of food housing and lifestyles American Indian cultures created 1 ArticSubartic cultures could not grow crops because the climate was 2 California Great BasinPlateau cultures could eat sh because they lived by 3 Southwest cultures used irrigation systems to grow corn and other crops because Southeast cultures could grow many different kinds of crops because 4 5 Great Plains cultures used hunting to gather much of their needs because 6 Eastern Woodland cultures lived in long wood houses because gt1 Northwest Coast cultures live in villages because there was plenty of


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