Assignment4a 20100715

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Support for English Language Learners in the Primary Classroom

Educación

Supporting English Language Learners in the Primary Classroom Assignment 4a Sharon Bednarek

“ How do I support English Language Learners in my primary classroom?” ,[object Object],[object Object]

“ How do I support English Language Learners in my primary classroom?” ,[object Object],[object Object],[object Object],[object Object]

1. Teacher Modeling ,[object Object],[object Object]

2. Simplifying Language ,[object Object],[object Object]

3. Graphic Organizers ,[object Object],[object Object]

4. Visuals and Graphics ,[object Object],[object Object]

5. Cooperative Learning ,[object Object],[object Object]

6. Guided Language Acquisition and Design (GLAD) and English Language Development (ELD) Strategies ,[object Object]

7. Reader’s and Writer’s Workshop ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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GCU College of Education LESSON PLAN TEMPLATE © 2018. Grand Canyon University. All Rights Reserved. Section 1: Lesson Preparation Teacher Candidate Name: Larry Lope Grade Level: 3rd Date: April 2, 2018 Unit/Subject: Reading Informational Text Instructional Plan Title: A Medieval Feast Study Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. The focus of this lesson is reading informational text. Students will use information from illustrations and words in the text of A Medieval Feast by Aliki to demonstrate understanding of the text. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. This classroom of thirty students consists of 14 boys and 16 girls. There are four English language learners, five students with IEPs or 504 plans, and three students with a gifted classification. Additionally, six students are Tier 2 or 3 RTI for reading and one or two years below their grade level in reading. These factors affect planning, teaching, and assessing because students with an IEP or 504 plan will need to be accommodated per these plans. Student who are English language learners, but do not have an IEP, will also need to be taken into consideration when teaching and assessing. Whole group instruction for initial reading of the text, followed by small group collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and GCU College of Education LESSON PLAN TEMPLATE © 2018. Grand Canyon University. All Rights Reserved. Frederick will be pulled out to work in a small group with me. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learne ...

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Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

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CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings for collecting language samples, good quality pictures to use in testing for prosopagnosia, therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement, intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech, voice, communication modalities). You are to find and develop your informational content based on what works for you as a quick reference in preparation for Level 4. So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech. This needs to include conditions, definitions, pictures, treatments..and so on. GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will a ...

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UDL Lesson Plan Subject: English Grade: First Grade Common Core State Standard(s): Common Core State Standards · Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. · With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. · Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. · Add drawings or other visual displays to descriptions as desired to provide additional detail. Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery): · Students will learn comperhension by recalling details. · Will correctly define 9/10 vocabulary words by writing the definition of each. · Following along, reading, and summarizing simple stories with pictures Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites) Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains. UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson): In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story. The assignment is organized in multiple points for choice of presentation: · Free choice of resource materials, · Free choice of access (text, digital, audio), · Free choice of response style. Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): . I would also implement AAC devices. These devices will be particularly ...

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