1 Let s Learn English Lesson Plan Introduction: Let s Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA approach. CALLA has five lesson elements: Prepare: Engage students in the topic and identify objectives for the lesson. Find out what students already know about it and motivate them to learn more. Teach new vocabulary. Present: Present new information. Explain the target learning strategy for the lesson. Model what the students are asked to do. Discuss connections to students prior knowledge. Practice: Give students an authentic, active task that they can do in a small group or in pairs. Remind students to use the target learning strategy. Self-Evaluate: Question students so they will reflect on their own learning. Ask students to evaluate their own learning rather than wait for the teacher to assess them. Find out if using the learning strategy helped students' understanding. Expand: Guide students on how to apply what they learned to their own lives. Point out other contexts where the learning strategy may help. Make connections between content and language or to the student's first language. When appropriate, request that parents contribute to learning.
2 Lesson 37: Let's Agree to Disagree! Objectives Students learn to use possessive pronouns (mine, ours, their, theirs, her/hers, his/his) Students learn about voicing opinions and giving reasons for opinions Students practice comparing things, places, & people Students practice pronouncing possessive pronouns Students practice the strategy: Personalize Materials needed: Download the Activity Sheet for Lesson 37 or print it from the end of this lesson. Print or share the pronouns guide at the end of this lesson. Collect small objects that are easily identifiable, or playing cards, to use in demonstrating the possessive pronouns. If your class is large, have sets of at least four unique objects to pass around to student work groups. If small, differently-colored cards are available, you can use these for the activity. Students may be assigned the web-based homework of viewing the videos for Let s Learn English Lesson 37 before this lesson.
3 Prepare: [In students native language, if needed] Ask students, "Where do you live? Is it in a city or is it in the country (outside of the city)?" Give students a chance to respond. Explain, "In this week's lesson we will compare living in two places: the city and the country. We will hear different opinions about which is a better place to live. And, we will learn how to say our opinions and give a reason for how we feel. Teach the new words for this lesson, using the list of words found at the end of the lesson. Show images to help illustrate some of the terms. Present: Possessive Pronouns & Personalize If you have multimedia capability in your classroom, play the video for Lesson 37 of Let s Learn English. Have students repeat the sentences when the video pauses. If you cannot play multimedia, have four students come to the front of the class and act out the conversation between Anna, Dr. Jill, Sarah, and Phil. (If possible, give students the transcript of the conversation from the end of this lesson.) Say, "In this lesson, Anna meets someone who is from the country. He lost his bag. Did you ever lose a bag?" Give students a chance to respond. Notice how Anna asks "Is this yours?" She is using a special kind of pronoun. We call it a possessive pronoun. Let's practice saying the ones in this lesson." Show the chart or write the words on the board: mine, yours, hers, his, ours, yours, and theirs.
4 Subject Pronouns (Lesson 2) Object Pronouns (Lesson 18) Possessive Adjectives (Lesson 15) Possessive Pronouns (Lesson 37) 1 st person I me my mine 2 nd person you you your yours 3 rd person (female) 3 rd person (male) 3 rd person (neutral) 1 st person (plural) 2 nd person (plural) 3 rd person (plural) she her her hers he him his his it it its (not used) we us our ours you you your yours they them their theirs Say, "Let's practice these words." Have four students come to the front of the class to help you demonstrate the activity. Give the group four objects. Ask each student to carefully look at their object and then put all of the objects on a desk or table. Pick up one of the objects and ask a student: "Is this yours?" Prompt the student to answer with a possessive pronoun, "Yes, it's mine," or ""No, it's her/his." Encourage the students to pick up one or two objects and ask about them, for example, asking "Are these yours?" while looking at a pair of students. Thank the students and let them return to their seats for the group activity. Have students form groups of four. Hand out four of the small objects to each group. Explain, "In your group, pass out the objects. Look at your object carefully so you remember it. Look at what each of your group members is holding. Now, put all of the objects on one desk or
5 table. Take turns. Pick up one or two objects. Ask one of your group members, "Is this yours?" or "Are these theirs?" or "Are these yours?" If it's yours, say, "Yes, it's mine." Or say, "No, it's his / hers." Keep going until each person has picked up an object and asked a question. Call students attention back to you. Ask, "Was it easy to remember your objects? Why?" Give students a chance to respond. Continue, "It is easier to remember things that we connect to ourselves. Another way to say this is that we use the strategy personalize. When we personalize, we think of the things we know, what we experienced, and what we like. This strategy comes naturally to many of us. It can be very helpful when we are learning new things in English. We will practice this strategy today in our lesson." Practice Give students copies of the Activity Sheet. Ask two students to come to the front to model the activity. Instruct students to demonstrate the sample conversation. What is your city? Mine is Washington, D.C. Why? Because I love museums. Ask students, "How about your city or town? Is it the same as his/hers?" Find two students who have the same city. Write the sentence on the board:
6 Theirs is (name of city) because. Show the class how to complete the second part of the Activity Sheet, where students write " is theirs because " Then ask other students who have different cities. Show how to write " is hers/his because " Tell students, "When we think about the things we like, and tell others the reasons for our opinions, we are practicing personalizing." Have students form pairs and do the activity. As students practice, remind them to personalize and remind each other to give reasons for their opinions. When students have finished, have several demonstrate their conversations and talk about any questions that come up. Self-Evaluate Ask students to think about the strategy: personalize. Did it help them think of reasons for their opinions? Can they think of other times they can use this strategy? Have students write in their learning journals or on an exit pass what they learned about the strategy in class today. Expand Explain that, "You can use the strategy personalize to help you in other classes. When you read about an idea in science, try to connect something you like or know well to the idea. For example, when I was studying about the theory of gravity, I thought about how I played on swings when I was a child. I didn't understand why the swing kept coming down. toward the earth. Now I know to call it
7 'gravity.' (Or give another example, if you want to simplify more) Try it the next time you are learning something new, and let me know if it works for you!" Assignments for more practice Have students listen to the Speaking Practice video and say the new words for this lesson. After the vocabulary section, the video teaches about the possessive adjectives. The Pronunciation Practice video teaches about pronunciation of the possessive adjectives. The supplemental videos may be assigned as homework the day before doing this lesson, or to reinforce the structures after the lesson. There is also a multimedia Listening Quiz that can be used as an individual or whole-class assessment.
8 Let s Learn English Lesson 37: Let's Agree to Disagree! Anna: Hello! You know, I am from the country and sometimes I miss it. But I really like life in the city! Oh, look. Someone lost a bag. It might be theirs. Excuse me. Is this bag yours? Dr. Jill: No. It is not mine. It might be hers. Anna: Excuse me. Is this bag yours? Sarah: No. It s not mine. It might be his. Anna: Hello. Is this bag yours? Phil: Yes, that s mine. Thanks! These are all my travel things. Thank you, thank you! Anna: Are you okay? You seem nervous. Phil: Well, this is my first visit to Washington, D.C. I m from a small town in the country. I feel a little lost. Anna: I am from the country too! And I understand. When I first came here, I felt lost all the time. Phil: So, do you like living in the country or in the city? Anna: I like to live in the city. Phil: Why? Anna: The city is exciting! It has more culture than the country. There are many museums and restaurants. Every night, there s theater and music. Anna: And there are more jobs. That s why I m here. Phil: Well, I agree. There is more culture in the city and there might be more jobs. But the country has more nature! It s peaceful and beautiful. There are more trees and mountains. The air is clean. You can go hiking and camping. The city is not beautiful. It s noisy and dirty. Anna: I disagree. I think all the different buildings are beautiful. And I like to watch all the different people. Phil: That s another thing that is different. People in the country are friendly. They always say hello! Here, no one says hello. I think city people are rude.
9 Anna: Well, I agree. Country people are friendly. But I don t think city people are rude. I think they re just busy. Phil: That s a good point. Anna: Look at me. I live in the city and I said hello to you. Phil: But you are from the country. Anna: I have an idea. Let s say hello! to people, to many people! Phil: What? Anna: Well, if we say hello, maybe they will say hello to other people Phil: and they will say hello to more people! That s a great idea! I m glad you found my bag. Anna: Come on. Let s go say hello to people. Anna: We don t have to agree with people. They have their opinions. We have ours. And as we like to say, you can always agree to disagree! Until next time!
10 New Words agree - v. to have the same opinion dirty - adj. not clean disagree - v. to have a different opinion friendly - adj. acting like a friend or kind and helpful nature - n. the physical world and everything in it that is not made by people noisy - adj. making a lot of loud or unpleasant noise opinion - n. a belief, judgment, or way of thinking about something or what someone thinks about a particular thing peaceful - adj. quiet and calm or without noise rude - adj. not polite dirty nature noisy peaceful
11 Pronouns Guide Subject Pronouns (Lesson 2) Object Pronouns (Lesson 18) Possessive Adjectives (Lesson 15) Possessive Pronouns (Lesson 37) 1 st person I me my mine 2 nd person you you your yours 3 rd person (female) 3 rd person (male) 3 rd person (neutral) 1 st person (plural) 2 nd person (plural) 3 rd person (plural) she her her hers he him his his it it its (not used) we us our ours you you your yours they them their theirs
12 1) theirs; 2) ours; 3) yours; 4) hers; 5) his; Activity Sheet Friend A: city movie Ask two friends thei r opinions about thei r city, movie, food, season and book. T en ask why they like those things. Write down their answers. T en let them ask you. Washington, DC is his because he loves museums. What is your city? Mine is Washington, DC. Why? Friend B: city movie food Because I love museums. food season season book book Now ask other people about thei r things. Ask as many people as you can. When you f nd the people that match the descriptions below, write their names and a sentence about them using the correct possessive pronouns. Possessive Pronouns: theirs his ours yours hers Find these people... Name(s) Example sentence 1) Two people with the same book 2) At least one other person with the same movie as you 3) Someone with a season that is dif erent from you 4) A female friend with a city that is dif erent from you 5) A male friend with a food that is diferent from you Fred and Sally Moby Dick is theirs because they l ike the ocean. Answers for above What is your book? And what is yours? Why? Mine is Moby Dick. Mine is also Moby Dick. Because we love the ocean.
13 What is CALLA? This lesson is based on the CALLA approach. The Cognitive Academic Language Learning Approach (CALLA) is an instructional model for second and foreign language learners based on cognitive theory and research. CALLA integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks. The goals of CALLA are for students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school. CALLA can be used in ESL, EFL, bilingual, foreign language, and general education classrooms. A list of CALLA learning strategies follows. These strategies were researched by J. Michael O Malley and Anna Uhl Chamot.
14 14 CALLA Language Learning Strategies Let s Learn English METACOGNITIVE STRATEGIES Plan / Organize Before beginning a task: Set goals. Plan the task or content sequence. Plan how to accomplish the task (choose strategies). Preview a text. Monitor / Identify Problems Evaluate While working on a task: Check your progress on the task. Check your comprehension as you use the language. Do you understand? If not, what is the problem? Check your production as you use the language. Are you making sense? If not, what is the problem? After completing a task: Assess how well you have accomplished the learning task. Assess how well you have used learning strategies. Decide how effective the strategies were. Identify changes you will make the next time you have a similar task to do. Manage Your Own Learning VOA Learning English
15 15 CALLA Language Learning Strategies Let s Learn English Determine how you learn best. Arrange conditions that help you learn. Look for Ways to Practice. Focus your attention on the task. TASK-BASED STRATEGIES - USE WHAT YOU KNOW Use Background Knowledge Think about and use what you already know to help you do the task. Make associations between new information and your prior knowledge. Use new information to clarify or modify your prior knowledge. Make Inferences Use context and what you know to figure out meaning. Read and listen between the lines. Go beyond the text to understand its meaning. Make Predictions Anticipate information to come. Make logical guesses about what will happen in a written or oral text. Make an estimate (math). Make a hypothesis (science). Personalize VOA Learning English
16 16 CALLA Language Learning Strategies Let s Learn English Relate new concepts to your own life, to your experiences, knowledge, beliefs and feelings. Transfer / Use Cognates Apply your linguistic knowledge of other languages (including your native language) to the target language. Recognize cognates. Substitute / Paraphrase Use a synonym or descriptive phrase for unknown words or expressions. Use Images TASK-BASED STRATEGIES - USE YOUR SENSES Use or create an actual or mental image to understand and/or represent information. Use or draw a picture or diagram. Use Sounds Say or read aloud a word, sentence, or paragraph to help your understanding. Sound out/vocalize. Use your mental tape recorder to remember sounds, words, phrases, and/or conversations. Use Your Kinesthetic Sense Act out a role, for example, in Readers Theater, or imagine yourself in different roles in the target language. Use real objects to help you remember words, sentences, or content information. VOA Learning English
17 17 CALLA Language Learning Strategies Let s Learn English TASK-BASED STRATEGIES - USE YOUR ORGANIZATIONAL SKILLS Find/Apply Patterns Apply a rule. Make a rule. Recognize and apply letter/sound, grammar, discourse, or register rules. Identify patterns in literature (genre). Identify patterns in math, science, and social studies. Classify/Sequence Categorize words or ideas according to attributes. Classify living things; identify natural cycles. Identify order and sequences in math, science, and social studies. Sequence events in history. Take Notes Write down important words and ideas while listening or reading. List ideas or words to include in speaking or writing. Use Graphic Organizers Use or create visual representations (such as Venn diagrams, time lines, webs, and charts) of important relationships between concepts. Summarize Create a mental, oral, or written summary of information. VOA Learning English
18 18 CALLA Language Learning Strategies Let s Learn English Use Selective Attention Focus on specific information, structures, key words, phrases, or ideas. TASK-BASED STRATEGIES - USE A VARIETY OF RESOURCES Access Information Sources Use the dictionary, the internet, and other reference materials. Seek out and use sources of information. Follow a model Ask questions Cooperate Work with others to complete tasks, build confidence, and give and receive feedback. Talk Yourself Through It (Self-Talk) Use your inner resources. Reduce your anxiety by reminding yourself of your progress, the resources you have available, and your goals. VOA Learning English
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
PLANNING A LESSON From The Essentials of Language Teaching www.nclrc.org/essentials A project of the National Capital Language Resource Center 2003-2007 A key aspect of effective teaching is having a plan
Presented by TCI www.teachtci.com (800) 497-6138 Beat the Teacher What is it? Beat the Teacher is an activity that helps students develop strong questioning skills that result in enhanced comprehension.
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
CHAPTER 4 Summarizing and Paraphrasing Summarizing and paraphrasing are skills that require students to reprocess information and express it in their own words. These skills enhance student comprehension
Unit 1 Before You Read Before you read a text, you should look at the title and the pictures and think about what you know about the topic. These questions will help you prepare to read the text on this
Story Grammar Short, E.J., & Ryan, E.B. (1984). Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training. Journal of Educational
Task Based Learning This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any
Lesson 2 Summary and Rationale Listening is a social skill required for almost all interactions. It is also prerequisite to participating in a group process such as the Thinking for a Change Program. It
HEALTHY COMMUNICATION SKILLS A Step-by-Step Guide For Educators Excerpted From Curricula Developed By The Centers for Disease Control and Prevention (CDC) PURPOSE OF SESSION 1. Increase awareness about
CONTEXTUAL FACTORS Student Characteristics: gender and race/ ethnicity In this section of the Level II teacher work sample, you are asked to identify student characteristics related to gender, race/ethnicity,
Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice
About Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level (equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy
3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Teaching Unit Paraphrasing Grade Level: Grade three and four students
How to teach listening skills "Great speakers are not born, they re trained." - Dale Carnegie (1921) Intended Learning Outcomes (ILOs) To enhance deeper understanding of the process of listening as a communicative
PART II: ACTIVITY PACKETS Adult English language learners generally have limited time to devote to participating in language classes. A good lesson plan is an important tool that focuses both the instructor
Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts
Defining and Organizing Language Learning Strategies In this chapter we will introduce you to 20 learning strategies that you can teach to your students to improve their learning of the foreign language.(
Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted
1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are. 2 WHAT DOES IT MEAN? Write the words next to their meanings. These words will help you understand
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
CHAPTER 2 Language, Learning, and Content Instruction WHAT DO YOU KNOW WHEN YOU KNOW A LANGUAGE? Have you ever thought about what you know when you know a language? Most people s first reaction is to say,
THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. In return, I ask that you (1) Have fun! (2) Give me credit for my work if you share. (3) Refer others to my websites www.liketoread.com,
Text Title: We the Kids: A Preamble to The Constitution of the United States Author / Illustrator: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: 9780142402764 Learning Objectives: The
Writing Checklist Lesson Level B1 Teacher s notes Description This lesson introduces students to a checklist which they can use when checking their own writing, as well as writing by other students. This
Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective
Time: approximately 40 minutes Lesson 5: School Bus Safety LESSON PLAN: Lesson 5 This curriculum does not cover every possible scenario that a child may encounter as a pedestrian, but instead addresses
Lesson Plan on Slang: Speaking Legit English By Eugene S. Lee I m down to chill. Hit me up when you guys hang out. How many of your students could understand that phrase? Utilizing slang is an essential
TEST-TAKING STRATEGIES FOR READING For students who have enrolled in this class shortly before taking the reading proficiency exam, here are some helpful test-taking strategies you can use: 1. Always read
Reading and Taking Notes on Scholarly Journal Articles Set aside enough time in your schedule to read material thoroughly and repeatedly, until you understand what the author is studying, arguing, or discussing.
Speaking Sample test with examiner s comments This document will help you familiarise yourself with the Speaking test for Cambridge English: Advanced, also known as Certificate in Advanced English (CAE).
Behavior Impedes Learning ARSD 24:05:27:01.02. (1) In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may
Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation
xxx Lesson 26 Learning Skills Review What Have I Learned In This Class? Overview: The Learning Skills review focuses on what a learner has learned during Learning Skills. More importantly this lesson gives
THANK YOU for downloading Infer Pronouns, grades 3 and up that I created FREE for you. In return, I ask that you (1) Have fun! (2) Give me credit for my work if you share. (3) Refer others to my websites
Ohio Standards Connection Reading Applications: Literary Text Benchmark C Identify the elements of plot and establish a connection between an element and a future event. Indicator 3 Identify the main incidents
Day 1 The First 20 Days of Reading: Intermediate Description of Lessons Read Aloud & Independent Reading Read Aloud: Reading is Thinking! Teacher will model how they think as they read. Teacher will think
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
11 Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic
Preliminary Speaking Part 3 teacher s notes Description Students use some sample materials to think about the content and language required in the part, before performing a practise task. They then consider
Methodology Brief: Introduction to Focus Groups Barry Nagle Nichelle Williams 1 This methodology brief outlines a five-stage process for conducting focus groups and reporting on the results. The five stages
Part 5 Dinosaur School Notes to Teachers 1. Introduction 2. Iguanodon Unit: How to be Successful in School 3 & 4. Triceratops Unit: Detecting, Understanding and Talking About Feelings 5. Stegosaurus Unit:
BOOK REVIEW A Review of English for Primary Teachers Yen T. Vo Authors: Mary Slattery and Jane Willis Oxford University Press (2001) Pp. +148 pages Multimedia: CD ISBN 13: 978 0 19 4375627 Teaching English
Examiners and speaking assessment in the FCE exam Speaking tests are conducted by trained examiners. The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) who are in turn responsible
Student Activities for How to Find A Good Used Car NOTE TO EDUCATORS The activities in this resource aim to provide learning opportunities for both literacy and ESL students. The final decision as to which
ELL Considerations for Common Core-Aligned Tasks in Mathematics In order to develop proficiency in the Standard for Mathematical Practice 3 (Construct Viable Arguments and Critique the Reasoning of Others)
Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is
General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken
Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.
Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky
Preparing for an ORAL PRESENTATION Advice for students 1. How to prepare a presentation 2. What makes a good talk? / What makes a bad talk? 3. Managing your nerves 4. Dealing with question time 5. Other
Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
Learning Styles & Study Strategies Presented by NCTC s Counseling and Testing Office What s Going Right, and Wrong? What do you feel like you are doing well? How did you develop these strengths and good
There are approximately six million English Language Learners, ELLs, in our country today. Exemplary Strategies has been designed for all teachers. Whether the students native language is English, Spanish
Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
The Reading- Writing Poster Pack by Steve Peha Good Writing Has all of these traits Ideas that are interesting and important. Main Idea Details Showing Purpose Surprises Organization that is logical and
This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teachers in Minnesota
Teaching Interactive Structures Using the Direct Instruction Framework Direct Instruction Sample Lessons Leveraging the Social Objective A Resource Guide for Elementary Teachers San José Unified School
Newspaper Activities for Students Newspaper Activities for Students Page 2 Higher Learning By the year 2010, millions of the jobs available in the United States will require more than a high school diploma.
Getting Started Lesson Concepts You can refuse to let bullying happen to you or to others. Being assertive is one way to refuse bullying. Key Words Refuse, assertive Objectives Students will be able to:
englishforeveryone.org Name Date Possessive Pronouns A pronoun is a word that is used to take the place of a noun. They make sentences shorter and easier to say. A possessive pronoun is a word that takes
rd th 3-5 April 6-7, 2013 Jesus Resurrection and Ascension Luke 24 (Pg.1161), John 20 (Pg.1193), Acts 1 (Pg.1198) One day, Jesus will come back in the same way he left. Until then, we have a job to do!
A GUIDE TO UNDERSTANDING TOEFL IBT SCORES READING SKILLS HIGH (22 30) INTERMEDIATE (15 21) LOW (0 14) Test takers who receive a score at the HIGH level typically understand academic texts in English that
PWRITE: POW + TREE: LESSON # 1 Part 1 Purpose: Develop Background Knowledge, Discuss It Objectives: Introduction to POW, writing to persuade, and TREE; identification of TREE parts in essay example Materials:
Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable
Ohio Standards Connections Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 3 Retell the beginning, middle and ending of a story, including its
Grade 4: Module 1B: Unit 2: Lesson 4 Love That Dog, Pages 68 72 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated
Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom
Self introductions Dr. Olenka Bilash The beginning of a new school year brings lots of energy and enthusiasm to teachers, students and parents and it is a great time to practice self introductions. This
Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many
Informal and Formal Presentations Take the topic sheet your teacher gives you, prepare what you are going to say and then speak for two or three minutes. Your partner will listen to you and then ask for
Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan An audio recorder is one of the important tools that should be used in every lesson for new
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
DIRECT INSTRUCTION PLANNING FORMAT SAMPLE 1 1. Lesson Plan Information Subject/Course: Language Name: Adapted from M. Parr Grade Level: 1/2 (Reading Level J) Date: January 21 Topic: Guided Reading: Group
Classroom Management Plan Nicole Short EDUC 360 The purpose of this classroom management plan is to address my philosophy and beliefs about discipline, state classroom procedures, and the implementation
hmhco.com BUILDING A New Standard OF Success A Math Talk Community in Math Expressions Common Core Dr. Karen Fuson, Program Author of Math Expressions Common Core and Professor Emerita of Learning Sciences,