I check for understanding and try to engage my ELL students to actively participate in the lesson. When they are done, I then ask each group to share their fact sheets and for the rest of the class to fill out the Navajo Culture handout on the board from what they learn from their classmates. When each group has presented their fact sheets, I instruct the students to fill out the other part of the Culture handout with their own culture. We then put those answers on the board. I instruct the students to put away their worksheets until tomorrow and project cloze sentences with the new vocabulary.
Unit 3: Annotated Lesson Plan National University TED 621A November 13, 2013 Unit 3: Annotated Lesson Plan I. Lesson Description Date: November 13, 2013 Content Area: Math Topic: Percents, Fractions, Decimals Title: Relate Percents to Fractions and Decimals Grade: Fifth Makeup of classroom: 18 students, nine boys, and nine girls. Two ESL students, one from Mexico and one from Russia. Both students are classified as higher end, they have been here for a couple of years and understand most concepts. II.
I observed him throughout the day and within the first ten minutes of the class it was obvious that Mrs. Saenz, his Math teacher had a history with this student’s behavior. I observed how the teacher was giving them instructions for their first lesson. She asked the children if they had any questions in regards to the lesson. John and several other children raised their hands. She answered a few questions from several students and stated that everyone should know what they are doing and to start on their assignment.
Initially, as a class, we took the necessary time to familiarize ourselves with one another. This brought to light everyone’s previous and recent experience with information systems. Teams were chosen and took a few moments to ensure all members were aware of their roles in each week’s assignment. We then began discussing terminology associated with business systems and brought clarity to the differences between the concepts. Many examples were used to articulate the discussed systems.
Assessments for ELL students John Bias Grand Canyon University: ESL- 523 January 16, 2013 Assessment Beginner Level – Listening Instruction: Listen to an audiotape of an English man pronouncing words slowly syllable by syllable. Listen to the words several times then try to repeat the words the English man is saying. When you think you can repeat the words exactly like the man on the audiotape, raise your hand so the teacher will know you are ready to say the words out loud without the audiotape. Once the teacher has acknowledged you, come to the teacher’s desk and say them for him. Once the teacher has given you the ok to return to your seat, write the words the best way you think they are spelled and put your work in the classroom assessment box.
Coaching Report Leading Through Coaching Report-Module 8 Rhondalyn J. Cornett Grand Canyon University-TCH 518 April 25, 2012 Leading Through Coaching When examining the real-world applications of collegial and peer coaching you see educators who are beginning to take control of their growth as an educator. In the past teachers depended on their administrator to tell them what they were doing correct and what they were doing incorrect in the classroom. The administrator would come in the classroom for 30-45 minutes observations looking for strengths and weakness, and not really understanding the dynamic of the classroom. The administrator will offer recommendations for the teacher, and give them strategies they will expect to see
Class Description Students are in a self-contained third grade class. The school is located in a middle-level, socio-economic community. It is the middle of the academic year. Most of the students are eight years old. They particularly need opportunities to learn content in different ways and to revisit content.
Anyone caught with one will have their test paper taken up and will receive a semester grade of “F”. Lecture Note Taking: The instructor expects all students to take notes during lecture. This will enable you to recall important particulars when reviewing the material and when studying for an exam. In addition to your text, your must bring your lecture notebook to class. When seeking assistance from the instructor, your notes will enable him/her to offer suggestions and correct any misunderstandings that are troubling.
Learning Team Instructions - graded Respond to weekly learning team discussion question and post the team answer both to the Main Forum thread and on the Assignments Page. Day Five 1.0 Learning Team Instructions - ungraded Review the Week Three objectives and discuss additional insights and questions that may have arisen.
320 students are served in the bilingual education program. 44 students are enrolled in Pre-Kinder. 95 students in Kinder, 77 first grade students, 95 second grade students, 78 third grade students. 73 fourth grade students, 88 fifth grade students, and 79 sixth grade students. The total staff at Thunder Kat Elementary is 34.