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Chapter 2 esl

Chapter 2 esl. Incorporate supplementary materials suitable for ELs in a lesson plan Select from a variety of techniques for adapting content to the students’ proficiency and cognitive levels. How Should we…. incorporate suitable materials. How to adapt content for the student ?.

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Chapter 2 esl

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  1. Chapter 2esl

  2. Incorporate supplementary materials suitable for ELs in a lesson plan Select from a variety of techniques for adapting content to the students’ proficiency and cognitive levels How Should we…

  3. incorporate suitable materials

  4. How to adapt content for the student?

  5. Write Language and Content Objectives How to…

  6. Simple, to the point. Defined orally and written. • DAILY • Students need a chance to: • Explore then • Practice Language objectives

  7. Students will be able to: 1. Recognize similes in text 2. Discuss the functions of similes 3. Write three similes 4. Write a paragraph that describes a setting using a simile. Example of language objectives

  8. ELs tend to develop Receptive Skills faster than Productive Skills. • Receptive: listening, reading • Productive: speaking, writing • But ALL skills should be worked on in a unified way. • Do not emphasize one skill over another. unified

  9. When writing a content objective make sure that is: clearly defined, displayed, and reviewed orally with the students. • DAILY • Make sure your content objectives suit the students age and proficiency level. • Let them know what they are going to learn, and then during the lesson you can refer back to the objective and make sure they ARE learning. Content objectives

  10. State standard: “Students will investigate and understand the basic needs and life processes of plants and animals” Rewrite for 5-6 year old lesson plan: “Students will identify parts of a tree and their functions.” On the board write: “Identify parts of a tree. Tell what the parts do.” Process of writing a Content Objective

  11. Combining Science with reading “The Giving Tree”. Objective: Students will listen to “The Giving Tree” and act out the story miming vocabulary words (trunk, branch, leaf). Student Directions: • Listen • Look at pictures • Name parts of Tree • Then act out parts of tree. Process of writing both Objectives

  12. Even if you have students with different proficiency levels in one class, do NOT write different language objectives per level. Write one objective that ALL students should attain based on the content concepts in the lesson but ADJUST the intended OUTCOMES to match the students’ ability levels. !Saves time!

  13. Check List to Evaluate Both Objectives

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