2016-2017 Strategies
Activity: "Vocabulary Pick-Up"
***This activity helps beginning language learners move their vocabulary knowledge from the word level to the sentence level. The element of competition helps engage all students.
Submitted by: Carmen Rowe
Recommended Language Level: Bridging Expanding Developing Emerging Entering
Grade Level: All grade levels
Targeted Language Skills: Reading Writing Listening Speaking
Suggested Grouping of Students: Small groups of 3-4 students
Materials Needed:
Procedure:
1. Place a stack of picture cards representing concepts you want to teach on a desk top.
2. Underneath the stack of photos, spread out the vocabulary word/phrase cards,or vocabulary word/phrase cards with visuals (depending on the need of the learner).
3. One at a time, students take turns choosing a picture card to describe verbally in at least one complete sentence. The students' challenge is to pick up as many of the vocabulary word/phrase cards in their description as possible. If they articulate one complete sentence that makes sense, they may keep their picture card.
4. The object of this activity is to accumulate as many picture cards as possible.
Assessment:
1. A formative assessment could be conducted by having students write one sentence to describe a picture card, using the vocabulary word/phrase cards as a scaffold.
2. An unfamiliar picture may be shown, in this case a map of Lancaster City, and students need to attempt to describe two streets using the vocabulary word/phrase cards.
Pitfalls to avoid:
This activity needs to be modeled for students several times before they are placed in small groups to create sentences independently.
***This activity helps beginning language learners move their vocabulary knowledge from the word level to the sentence level. The element of competition helps engage all students.
Submitted by: Carmen Rowe
Recommended Language Level: Bridging Expanding Developing Emerging Entering
Grade Level: All grade levels
Targeted Language Skills: Reading Writing Listening Speaking
Suggested Grouping of Students: Small groups of 3-4 students
Materials Needed:
- Picture Cards that represent the concepts or vocabulary being taught. (Good photos/images are imperative in order to foster ample oral description.) In this case the concept being taught were the math terms "perpendicular" and "parallel."
- Vocabulary word/phrase cards or vocabulary word/phrase cards with visuals (for entering-level ELs)
Procedure:
1. Place a stack of picture cards representing concepts you want to teach on a desk top.
2. Underneath the stack of photos, spread out the vocabulary word/phrase cards,or vocabulary word/phrase cards with visuals (depending on the need of the learner).
3. One at a time, students take turns choosing a picture card to describe verbally in at least one complete sentence. The students' challenge is to pick up as many of the vocabulary word/phrase cards in their description as possible. If they articulate one complete sentence that makes sense, they may keep their picture card.
4. The object of this activity is to accumulate as many picture cards as possible.
Assessment:
1. A formative assessment could be conducted by having students write one sentence to describe a picture card, using the vocabulary word/phrase cards as a scaffold.
2. An unfamiliar picture may be shown, in this case a map of Lancaster City, and students need to attempt to describe two streets using the vocabulary word/phrase cards.
Pitfalls to avoid:
This activity needs to be modeled for students several times before they are placed in small groups to create sentences independently.
Activity: Guided Reading/Literacy Stations
Submitted by: Rose Gentile
Recommended Language Level: Bridging Expanding Developing Emerging Entering
Grade Level: 6-8
Targeted Language Skills: Reading Writing Listening Speaking
Suggested Grouping of Students: Reading Levels
Materials Needed:
Procedure:
Students are all in stations of 3 to 4 students and are grouped by their Read Naturally reading level. They move through 2 stations a day. I use the EL and ELA standards to create lessons that are at their reading level but meeting grade appropriate standards.
Pitfalls to avoid:
*Read Naturally can be replaced by another online reading assignment.
Submitted by: Rose Gentile
Recommended Language Level: Bridging Expanding Developing Emerging Entering
Grade Level: 6-8
Targeted Language Skills: Reading Writing Listening Speaking
Suggested Grouping of Students: Reading Levels
Materials Needed:
- Listening Station: books on tape (CD), books, personal CD players, and reading logs
- Reading Station: materials to read at level & to work with teacher
- Computer Station: laptops, headphones, & Read Naturally* Subscription
- Writing Station - writing materials that link to Reading Station
Procedure:
Students are all in stations of 3 to 4 students and are grouped by their Read Naturally reading level. They move through 2 stations a day. I use the EL and ELA standards to create lessons that are at their reading level but meeting grade appropriate standards.
- Listen to book on tape and follow in book.
- Work with teacher through a book.
- Read Naturally* online
- Writing assignment
- Reading Log
- Teacher observation
- Data received from Read Naturally*
- Hand-in assignment
Pitfalls to avoid:
- Grouping students who can work well together
- Consistency " make sure to remain organized and keep to a schedule
*Read Naturally can be replaced by another online reading assignment.