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Grade: Newcomer 1 Subject: ESL Nine weeks: 1 2 3 4 Unit: 1 2 3 In This Unit: Students will decode and spell words with r-controlled vowels. Students will use present tense verbs to write a variety of sentences with correct punctuation. Standards TEKS 2.2B(v)- decode words with r-controlled vowels (e.g., per-fect, cor-ner) 2.5B- use context to determine the relevant meaning of unfamiliar words or multiple-meaning words 2.21A(i)- verbs (past, present, and future) 2.22C- recognize and use punctuation marks, including ending punctuation and apostrophes in contractions and possessives 2.23B(ii)- spell words with r-controlled vowels ELPS Listening: Distinguish common spelling patterns orally with increasing ease Speaking: Practice pronouncing words with common spelling patterns with increasing accuracy Reading: Decode words in context by distinguishing common spelling patterns Writing: Spell English words, and employ English spelling patterns with increasing accuracy Write simple and complex sentences using present tense verbs Reading Specifications Phonemic Awareness Phonics Identifying sounds in: Reading/spelling: r-controlled vowels ar er ir or ur r-controlled vowels ar er ir or ur Vocabulary Fluency Comprehension Pre-Teach Vocabulary Example: Teacher says a word and students slowly blend together individual sounds Example: In partners, one student has a list of words with r-controlled vowels and calls out words one by one to partner. The other student hears word, repeats, and writes out word with correct spelling. Students check words and switch roles. before must through back year where much your may well down should because each just r-controlled words from word list Vocabulary Strategy Teacher says the word, shows the written word Students repeat the word three times. Teacher gives a definition of word and uses it in a meaningful sentence. Teacher uses the Read decodable text with partners chorally 3-5 times to build fluency. Depending on text, repeat page by page or section by section. To pair up readers: Rank readers highest to lowest, divide the list in half and match up the highest of each list and then make subsequent pairs moving down the lists. For example, with 10 readers, ranked 1 to 10 highest to lowest: 1-6 2-7 3-8 4-9 5-10 English Fluency Goals: For MOY, Second Graders will read 40 WPM of End of First Marzano’s 6 Steps: 1. The teacher explains a new word 2. Students restate the word in their owns words 3. Students create a non-linguistic representation 4. Students engage in activities to deepen their knowledge of the new word 5. Students discuss the new word 6. Students play games to review new vocabulary Context clues: Students use associated words, setting, and other text features to derive meaning and understand unknown words. Before Reading: Teachers have students preview new vocabulary works, pictures, headings, and subheadings. Students and teachers word in a variety of ways and students give thumbs up or down to show if the word is being used correctly or not. Students are asked to come up with their own sentences, share with a partner and then share with the whole group. Grade Level (Lexile 350L) develop a set of questions based on the text preview to be answered while reading. Students make a prediction of the text based on the preview. During Reading: Students monitor their own comprehension by answering the predetermined question set while reading. Summary squares or sticky notes can be used for students to write short summaries of sections or paragraphs to monitor their comprehension of the text. Post Reading: Students and teachers review context clues to decipher the meaning of unknown vocabulary and cross check with the dictionary. Students validate prediction or clarify misconceptions. Students share paraphrased summaries. Writing specifications Students use present tense verbs to write sentences with correct punctuation. Teaching Strategies: Declarative o Introduce new verbs to word walls o Introduce some basic modifying words, including commonly used adjectives (big, tall, happy, nice) Interrogative o Explain correct ending punctuation and display examples in classroom o Model questions beginning with Who, what, when, where, why, how, can, do and does. Exclamatory o Explain and model correct ending punctuation, display examples in classroom Examples of sentence stems for beginners/intermediates I am __________. He is _____-ing __________ He buys a new _____________. They see ____________. My school _________. Do you like _______? Do you have_________? What time is ___________? Can I _________? How do you ___________? Differentiated Teaching Strategies Listening Beginner Intermediate Advanced Advanced High Provide words with specific sound patterns before discussions Provide time and opportunities for the students to seek clarification: How do you pronounce this word? What is the meaning of…? Allow extra processing time Provide practice in pronunciation of specific sound patterns Provide simple sentence stems to speak in complete sentences e.g., Do you like___? Provide time and opportunities for the students to seek clarification: How do you pronounce this word? What is the meaning of…? Provide sentence stems to clarify meaning of words with specific patters: A train is a … Provide sentence stems to practice grammar structures and speak in complete sentences: What time do you normally___? Provide a large variety of word examples for the students Provide visual support Provide simplified language structures Allow writing lists of words with specific patterns Provide simple sentence stems using word family words and present simple to write complete sentences e.g. Do you like___? Does she like____? Allow grade level reading for students to decode words with specific sound patterns Pre-teach key vocabulary before reading Help the students to create questions to selfmonitor reading comprehension Provide grade appropriate writing tasks including sentence stems and words with specific sound patterns Provide sentence stems to practice grammar structures and write complete sentences e.g., What do you usually___? Provide more complex sentence stems to clarify meaning of words with specific patters: the difference between streets and squares are… Provide sentence stems to practice grammar structures and speak in complete sentences e.g., Why are you___? How do you normally___? Allow abstract grade level reading for students to decode words with specific sound patterns Pre-teach key vocabulary before reading Help the students to create questions to selfmonitor reading comprehension Provide grade appropriate writing tasks including sentence stems and words with specific sound patterns Provide sentence stems to practice grammar structures and write complete sentences e.g., Why are you___? How do you normally___? Speaking Provide clear pronunciation of sounds Provide slow pronunciation of sounds and words Model pronunciation of words Allow some non participation Pronounce simple words with new sound patterns Reading Writing Explain classroom environmental print Use visual support Model reading high frequency words with specific sound patterns Model spelling out high frequency words with specific sound patterns Provide lists of highfrequency words and word family words