All 'English Language Arts'. Balanced Literacy. Close Reading. Creative Writing. ELA Test Prep. Informational Text. Other ELA. Reading Strategies. Short Stories. Foreign Language. All 'Foreign Language'. Back to School. Black History Month. Earth Day. End of Year. Hispanic Heritage Month. Martin Luther King Day. Presidents' Day. Patrick's Day. The New Year. Valentine's Day. Women's History Month. All 'Math'. Algebra 2.
Applied Math. Basic Operations. Math Test Prep. Mental Math. Order of Operations. Other Math. Place Value. Word Problems. All 'Science'. Basic Principles. Earth Sciences. General Science. Other Science. Physical Science. Social Studies - History. All 'Social Studies - History'. African History.
Ancient History. Asian Studies. Canadian History. Elections - Voting. European History. Middle Ages. Native Americans. Other Social Studies - History. World History. All 'Specialty'. Career and Technical Education. Character Education. Child Care. Classroom Community. Classroom Management. Computer Science - Technology.
Critical Thinking. Early Intervention. Family Consumer Sciences. For Administrators. For All Subjects. Gifted and Talented. Instructional Technology. Library Skills. Life Skills. Occupational Therapy. Oral Communication. Other Specialty. Physical Education. Physical Therapy. Problem Solving. The other student is a fourth grade girl with autism who is in the class to improve her language skills.
She is also a beginning learner. Beginning- I will speak clearly and slowly and will repeat often. I will make sure the students hear the correct forms of vocabulary many times before they are required to produce it themselves. I will also translate vocabulary and forms into Spanish whenever possible. Verbal Scaffolding: I will review with the students the present tense with the students because that is what they are most familiar with. I will go over translatios in Spanish of the present tense.
I will then give examples of sentences in the present tense. I will then define the past and key words that are associated with the past. I will put them on a timeline that I draw on the board. I will then show the students a weekly calendar with different actions and they will answer questions about what different people are doing or did.
Procedural Scaffolding: The students will be given hold ups with sentence stems in the past and present that they will complete. I will model and help the students write in the missing information on their hold ups. I will then read words like, "yesterday," or "now," and the students will hold up the side of the hold up that is present or past depending on the word.
I will then read sentences and the students will do the same with the sentences. I will then do a game with the students where I have a bag with papers that say "past," and "present," a bag with papers with pronouns, "I, you, you, he, she," and a bag with actions. I and the students will randomly pick out papers and the students must write sentences using the words given and the tense given.
I will first model this activity so the students know what they are doing. This last activity will be independent practice. Instructional Scaffolding: For each activity, I will model the process because the students' English may not be to the point that they will understand all instructions. I will also give instructions simply and one at a time so they do not have to translate and remember a lot of information at a time. I will then guide the students through activities.
When they are comfortable with the activities, they will move on to independent practice. It would be hard to make partners because there are only three students. The brother and sister often talk to each other and help each other out. They are also both very helpful to the girl with autism and will help to clarify information.
This class is very informal because of its size and there are many impromptu interactions that take place. I am also trying to make connections between English and Spanish vocabulary. Description of Hands-on activity: The students will write on their own hold ups and hold them up.
The students will also use the white boards and choose papers that guide what they write on their white boards. I will start the lesson by reading the objectives in a kid friendly way. Then, we will review the present progressive with picture cards and a YouTube video. I will then introduce the past progressive.
I will give the students vocabulary and boxes to sort past and present. The students will then complete their own hold ups and use them to identify whether a word or statement is in the past or present. I will then show the students the YouTube video o the past progressive. The students will look at the calendar and the activities and I will place their pictures on different days and the students will tell what they are doing or did.
We will then do the activity where the students must write sentences on the whiteboard given the tense, subject, and verb. We will then use the remaining time to go over key vocabulary and final thoughts. Lesson Sequence. I will welcome the students as they come in and sit down. I will read the objectives which will be a part of the power point.
I will define "present" to the students. I will give them the Spanish cognate, "presente. I will write on the charts the different forms of present progressive I am, you are, he is, she is, we are, they are I will also write their translations in Spanish. I will then give many examples along with actions for things happening in the present using the action cards. I will show the YouTube video of the present progressive.
I will then define the past pasado I will explain that the past is finished, "fin," and that words like, "yesterday," ayer and "last week," la semana pasada and other words and phrases represent the past. We will then do a sorting activity where there are two boxes on the board. The students must decide if words belong in the present or past box. I will then write the "to be" verb forms for the past on another chart.
The students can then compare the forms of the verbs in the different tenses. For example, I want the students to realize the connection between "are" and "were. I will show the YouTube video of the past progressive. I will show the students the weekly calendar with pictures of different actions.
I will tell them sentences about each picture. I will then put drawings that the students made of themselves on the calendar and we will discuss what each person is doing or did. The students will be given hold ups with sentence stems. One side of the holdup is the past and the other side is the present.
I will then give students words and sentences that they must decide whether they are past or present. They will hold up the side of the hold up that they think describes the word or sentence.
I will then give the students white boards and markers. I will explain the activity and model it for them first. I will pick out the bags one paper for each and write a sentence on the whiteboard as an example. I will then choose papers for the kids to do the same. Later, the kids can then choose the papers and write on their boards. This will be the final activity to make sure the students understand the concepts. We will then review the objectives and key vocabulary. The students will then talk to each other about what they learned in the lesson.
Notes regarding differentiation. The students will be assessed by the white board activity. It is not a formal assessment, but I will be able to tell if the students understand the concepts of the lesson.
This is somewhat a written assessment because the students are writing sentences on the boards. The students will do an activity where they categorize words, phrases, and sentences into either past or present. This is a way to review the vocabulary after the lesson.
Practicum Guide. Keeping in mind the age and level of education, lessons must be prepared accordingly. It should involve writing, speaking, reading and listening skills.
Vocabulary should be given key importance as that is one of the most important things an English learner should have. Step 3: Coherent Input You must use language that is easy for the students to understand.
You should know the proficiency level of the students to make their lessons. You have to use a variety of teaching techniques to make concepts as clear as you can to the students of the class. Check their speech and give them appropriate tasks to make their language better. Students should be provided with numerous opportunities to show and use their learning abilities with the help of what they have learned in class. Make a lesson plan in PDF , videos, etc.
Step 5: Interactivity with the Students Make sure that you have interactivity sessions with the students to check on their grammar and vocabulary. Also, try and make a list of activities wherein the students can interact amongst themselves.
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