Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Computers, Kids, and Comprehension: Instructional Practices that Make a Difference
The program that I would like to use to teach vocabulary is Reading Key, which provides teacher and student support through resources on the Web, vocabulary worksheets, help with words that are confusing, and tests. This program is designed for students K-6th grade. It does not have a Smart Board in the classroom. I would use it to provide worksheets and examples to my students and ideas for how to incorporate vocabulary into the weeks’ lessons. I would like to be able to use this program to support the development of my students’ vocabulary through reading exercises, word play exercises, speaking exercises, role playing exercises and more. As Block, Gambrell and Pressley (2002) show, integrating a variety of exercises and lessons into the classroom can facilitate the learner’s acquisition of the knowledge that is being sought. The more of a variety that is integrated, the more likely students are to pick up on the lesson via these numerous channels.
I would also like to be able to use the resources offered by Reading Key to develop an excellent vocabulary program that can be modified to fit the needs of ELLs. Reading Key has a lot of good tools to facilitate modification, because the teacher can select what fits the class the best. I would also like to incorporate more background of my students into the lessons, so would think of ways that the lessons can be adapted to meet the backgrounds of my students. That way they would be more likely to feel engaged and would likely demonstrate more of a willingness to take part in the lessons and learn the vocabulary that is being taught through the program. I would also like to expand the role playing exercises so that they touch more upon ideas and concepts that would be familiar to my students.
References
Block, C. C., Gambrell, L. B., & Pressley, M. (Eds.) (2002). Improving comprehension instruction: rethinking research, theory, and classroom practice. San Francisco, CA: Jossey-Bass.
Discuss what main idea means and what details mean. 10. Tell students to be thinking of a song that they would like to use for tomorrow's assignment. Tell them that they must bring the tape and the lyrics of the song with them. They need to pick a song that has at least 20 nouns in it and it must be appropriate for school. They will be formatively assessed on
general education SDAIE or Sheltered English lesson plan based on the approach described in the course Writing Effective Lesson Plan textbook in a content area of history based on both the California English Language Art Standards and English Language Development standards. This paper states appropriate goals and objectives, objectives, outcomes, rationale, describe content presentation methods, instructional strategies, learning activities, technology, assessment techniques and teaching materials. Class Description The lesson is for
Grade Level: Language Proficiency Level(s): Building Vocabulary: English Language Arts -- ORIGINAL LESSON PLAN Cinderella Video: Mystery Words (Context Clues) and Flashcard Exercise ELLs of similar language proficiency Lesson Plan Using SIOP Elements Materials needed: Key Vocabulary White board Laptop with video projection Supplies (pencils, paper, props) Handouts (Vocabulary worksheet, 1 for each student) Picture book Context clues presentation Magnifying glasses for students Flashcards with visuals of pictures and vocab words for students to use to reinforce terms "rags" "scour" "mattress" "slipper," "fairy," "ball," "coach" Anticipatory Set:
Once the sentences on the board are correct, a handout can be distributed to the students with two or three longer intentionally incorrect paragraphs on it, with the sentences spaced out to allow room for easy correction. Again as a class, each of the paragraphs should be gone through using the COPS strategy, with each student marking the corrections on their own paper. Finally, students should be assigned a
Linguistics-Based Intervention Plan English Language Learner Information: Native Spanish speaker, male Age/Grade: 7th grade Overall English Proficiency Level: Moderate English Reading Level (if doing a reading intervention): 7th English Writing Level (if doing a writing intervention): 5th Targeted Area of Weakness in Reading or Writing (e.g., grammatical structures, use of reading skills and strategies, writing structure or organization, vocabulary acquisition, etc.) Grammatical structures -- syntax Evidence from Linguistics in Regards to that area of weakness (Summarize here in bullet
There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use