Modifying a Lesson Plan for English Language Learners (ELL) By Linda Brown Teaching Literacy to ELL Students E6536 Instructor: Ella Benson Argosy University As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them acquire the knowledge and skills they need to succeed in the classroom. The SIOP Model* is a research-based and validated model of sheltered instruction. Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. The Center for Applied Linguistics is an excellent place for educators to gather research-based tools for working effectively with English Language Learners.This is a model, I will use to create a lesson plan for ELL students. The key points are to clearly post, refer to, and review learning objectives and language objectives.
Vocabulary helps students apply meaning to the words they read and aid in comprehension. All components work together to provide students the necessary skills to read well. Put Reading First: The Research Building Blocks of Reading Instruction describes the NRP’s findings of scientifically-based reading research and provides a framework for using the findings in the classroom. Twelve key concepts from the NRP’s report concerning the first two components, phonemic awareness and phonics instructions, are discussed below. Phonemic awareness can be taught and learned.
Anisha Spellman Benchmark Assessment: Language Arts Unit Plan Grand Canyon University: EED-525 November 27, 2013 “Learning to read and reading to learn” is a quote that one of the schools in my district uses to help motivate reading in all students and their families. I believe reading is an important aspect of all lives. What exactly would the world be like without the reading? It is crucial that we teach this to all of the little children while they are young and trying to learn. The more they practice and the more teachers and parents instill this in their minds, the better they will become.
PO 4. Use graphic organizers in order to clarify the meaning of the text. PO 5. Connect information and events in text to experience and to related text and sources. PO 6.
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
Introduction E1 – There are many national frameworks and policies for the development of communication, language and literacy skills for children aged 3-8 years. Some of these include: * The Early Years Foundation Phase The Early Years Foundation Phase says that children will develop their communication, language and literacy skills through talking, signing, communicating and listening. It also says that children should be encouraged to communicate with others to tell them what they need, how they feel and be able to retell their past experiences. They say that children will ask questions, voice and express their opinions, react to situations and make their own choices. They will also be encouraged to listen to and respond to others.
Assessments are a crucial part of education and there is a need to measure where student are at in order to adjust curriculum and motivation. This needs to be done carefully and with very high consideration of the student’s emotional well-being. Rewards systems and positive reinforcement are crucial to creating a supportive environment that students want to be present in. * Nurturing- Creating a love for learning will make learning easier. Finding ways to make the material fun, engaging, and easy to comprehend will nurture a love of learning.
The students’ benefits, he or she will know the English I, characterizations parts of the language. The students areas of the tiers are used for the students’ instruction; the process – the way students make sense out of the content, or the product -the outcome at the end of a lesson, lesson set, or unit--often a project. When beginning the tier, I use one of the three. After I am at ease with tiering, I may try to tier more than one area in the same
The research will be conducted on special education students in a special education classroom using their present levels of reading and comprehension. Students will then be given direct and intensive reading and comprehension instruction to raise their levels. C. Three questions related to this problem. 1. Will a corrective reading program increase reading fluency and comprehension levels of learning disabled students?
2. Planning to read: Learning experience plan and teaching strategies Write a learning experience plan for: * How you would introduce the text; Introducing the text is a key part in reading aloud, encouraging the children to want to hear the story with you as you