ResourceBook

ESLInternshipFall2015
DoaneCollege
JessicaLaFrancaPeterson

Articles

1. Wallace,C.(2008).VOCABULARY:TheKeytoTeachingEnglishLanguageLearnersto
Read.
EducationDigest,

73(
9),3639.RetrievedOctober3,2015,fromJSTOR.
Summary:
ThegreatestchallengeinhibitingtheELListhelackofvocabularydevelopment.
Vocabularybreadthandvocabularydepthareofequalimportance.Vocabulary
knowledgeisanimportantcomponentofreadingcomprehension.Importantstepsto
considerwhenteachingELLsvocabulary:theuseofcognates,meaningsofbasic
words,reviewandreinforcement,directinstruction,wordlearningstrategies.
Theminimumnumberofwordsneededforextensivereadingtooccurisbetween
3,0005,000words.Ifstudentsdonothavethenecessaryvocabulary,theyshouldnot
planonhavingauthentictextreading.Studentslearningtoreadintheirfirstlanguage
typicallycometotheformalschoolsettingwithawordbaseof5,0007,000words.This
hasbeenshownnottobethecaseforELLs.
Vocabularybreadthreferstothenumberofwordsastudentknows.Whilethe
depthconsistsofallwordcharacteristicssuchas:phonemic,graphemic,morphemic,
syntactic,semantic,collocationalandphraseologicalproperties.
Teachingtheuseofcognatescanbehelpfultostudentswhosefirstlanguage
sharescognateswithEnglish.SpanishandEnglishsharemanycognates,makingfora
highpossibilityfortransfertooccur.Studentsmayevenbeabletomakeconnections
betweencognatepairsbasedontheirsoundalone.
AnotherimportantinstructionalpracticeistoteachELLsthemeaningofbasic
wordssuchas:pencil,paper,desk,chair,etc.Thesearewordsthatyouwouldnot
necessarilyhavetoteachstudentswithEnglishastheirprimarylanguage.When
teachingthistypeofvocabularyitishelpfultoprovidestudentswithpicturesorvisual
illustrations.
ItisimportanttoprovideELLswithconsistentreviewandreinforcementintheri
secondlanguage.Wallacesuggeststeachersusereadalouds,followedby
teacherdirectedlanguagedevelopmentactivities.Theseactivitiescanbeusedtobuild
languageproficiencyandreinforcethemeaningsforwords.

2. DelliCarpini,M.(2011).SuccesswithELLs:SupportingELLsBefore,During,andAfter
Reading.
TheEnglishJournal,

100
(5),108112.RetrievedOctober3,2015,from
JSTOR.

Summary:
Theteachingofreadingstrategiesisessentialingettingstudentstosuccessfully
read.Studentswhousestrategiesaregivenapurposeforreading,thusmakingthe
wholeexperiencemoremeaningfultothem.Strategiesneedtobetaughtthroughexplicit

instruction.Selfefficacyalsoplaysamajorroleindeterminingreadingsuccessbecause
itaffectsthestudentsperceptionofthemselvesasreaders.Olderstrugglingreaders
blamethemselvesfortheirinabilitytoreadcreatingacycleofavoidance,andrefusalto
engageinreading.
Explicitinstructionisutilizedwhentheteacherpurposefullyaimstoincreasenot
onlycomprehension,butthestudentsawarenessofthemetacognitiveprocessof
selectingcertainreadingstrategies.WhileELLsmayhavebeenexposedtoreading
strategies,oftentheygetoverwhelmedwhenpresentedwithreadingmaterial.They
eitherforgettousethestrategies,orareunabletotransferstrategiesfromonecontextto
theother.
Theauthorhighlightsfourspecificstrategiesthathavebeenproventobe
effectiveintheteachingofELLs.Theyinclude:AnticipationGuides,Vocabulary
SelfSelection(VSS),DirectedReadingThinkingActivity(DRTA),andGIST.The
anticipationguidecanbeusedbefore,during,andafterreading.Whenusedbefore,it
canhelptoactivatestudentspriorknowledgeandconnectitwithupcomingcontent.
Duringinstruction,itcanprovidescaffoldingandhelpstudentsdetermineapurposefor
reading.Afterreading,studentscanrevisittheirinitialresponsesandmakenew
meaning.
TheDRTAcanbeusedtopromotecriticalthinkingbyusingprediction,
verification,interpretation,andjudgement.TheVSSinvolvesstudentsreviewingthetext
tofindvocabularywordstheywouldliketolearnmoreabout.Theythenworkinsmall
groupstodefine,discuss,andtellwhythewordisimportant.Vocabularygraphic
organizerscanalsobeusedduringthistimetohelpstudentsrecordtheirthoughts.The
GISTactivityinvolvesstudentstellingthewho,what,where,when,why,andhowof
whattheyread.Theythenusethistowritea1520wordsummary.Theactivityalso
fosteredstudentswritingskillsinanonthreateningway.

3. Kamps,D.,Abbott,M.,Greenwood,C.,ArreagaMayer,C.,Wills,H.,Longstaff,J.,...
Walton,C.(2007).UseofEvidenceBased,SmallGroupReadingInstructionforEnglish
LanguageLearnersinElementaryGrades:SecondaryTierIntervention.
Learning
DisabilityQuarterly,30
(3),153168.RetrievedOctober3,2015,fromJSTOR.
Summary:
ThepopulationofELLscontinuestogrowsignificantlyeachyear.Thespecific
skillsthesestudentsneedinordertobesuccessfulincludephonemicawareness,
phonics,vocabulary,comprehension,andfluency.Forstudentswithreadingchallenges,
researchsuggeststhatinstructionshouldbeevidencebased,explicitlytaught,andthe
curriculashouldincludeascopeandsequenceofessentialreadingskills.
Directinstructionsteachesbeginningreadingwordrecognitionbyfocusingon
phonemicawareness,phonics,andvocabularyskills.Smallgroupinstructionishighly
effectiveinpromotingtheuseoftheseskills.Strategiesinclude:letteridentification,word
attack,fluency,readingvocabulary,andpassagecomprehension.

The3TiermodelandResponsetoIntervention(RTI)hasbeenproventobe
effectiveforalllearners,includingELLs.Tier1isprimaryinstructionprovidedingeneral
education.Allstudentsarepartofthistier.Anystudentwhofailstomeetthe
requirements,oracademicbenchmarks,areplacedinTier2.
Tier2consistsofsmallgroupinterventionstargetedtoincreasingcriticalreading
skills.Studentprogressismonitoredcontinuallyandevaluatedtoseeifstudentsare
meetingtherequirements.StudentswhofailtomeetareplacedinTier3.InTier3,
instructionisprovidedbyreadingorspecialeducationteachers.

ExampleLessonPlans

WritingLessonPlan:
Thisisonelessonfromaseriesoflessonplanscreatedbytheschooldistrict.Imodifieditas
necessarytomeettheneedsofmyELLs.Studentslearnedhowtoappropriatelyfindonline
resourcesandconductresearchwithapartneronspecificbiomes.EachELLwaspairedwitha
nativeEnglishspeaker.

MiniLesson:
G6.Q1.RI.3StateStandard:LA
6.2.16.2.2
LessonTitle
:NotetakingIntroduction
Objective
:StudentswilllearnhowtotakenotesusingNoodletools.
Materials:
1.
G6.U1.RI.3a

2.
G6.U1.RI.3b

3.
G6.U1.RI.3c 4.
G6.U1.RI.3d

5.
G6.U1.RI.3e 6.
G6.U1.RI3f

Teacherinformation:
Learnersmustbetaughtabouttheethicaluseofinformation.When
studentscopy,nolearningoccursbecauseinformationinnotprocessedthroughcritical
evaluation.
SeetheLPSGuidetoIntegratedInformationLiteracySkills(
GIILSGuide
)foradditional
resources.
Beforeclassdetermine:
1. Whichnotetakingstrategiesyouwouldliketoteachfromthe
GIILSGuide
(seelessons
914).Considerdiscussingthisasateam/withyourschoollibrarian.
2. Howyouwillhavestudentsrecordnotes?(
Noodletools
,notecards,otherorganizers,or
GoogleSlides).Teachersselectthemethodthatmatchestheneedsoftheclass.Contact
yourschoollibrarianformoreinformationonNoodletools.

Instruction(20+/minutes)
Engage:
1. ChallengestudentstoaccessLibGuidesontheirownorwithapartner.Project
G6.U1.RI.3a
.Partnershelpeachother.Reviewthelearningmapfromyesterday
(
G6.U1.RI.3b
).Todaywewillcontinuethe
Investigate
stageoftheStriplingModelaswe
learnstrategiestotakenotes.
Explain:
2. Conductingresearchincludesunderstandingthewordplagiarism.Plagiarismcomesfrom
theLatinword
plagiarius
meaningkidnapper.Thewordoriginatedwhenonepoetstole
(kidnapped)anotherpoetsworklongagoduringthefirstcentury1.
G6.U1.RI.3c
.
3. Share
G6.U1.RI.3d
withdefinitionsfromCommonSenseMedia2 forPlagiarism,Citation
andRespect.Discuss:Howarethesethreewordsarerelated?
4. Asyoureadinformationandtakenotes,rememberthefollowingtoavoidplagiarism:1.
Usephrasesinsteadofsentences.2.Useabulletforeachnote.3.Useyourownwords
(paraphrase).Donotcopytheauthorswordsdirectlyunlessyouusedirectquotationsand
citeyoursources.4.Citeyourresourceimmediatelyaftertakinganote.
G6.U1.RI.3e
5. Priortothislessonchooseanotetakingformat(see
GIILSGuide
#914).Explainthe
notetakingformatyouhavechosenoruseexample
G6.U1.RI3f
.Ifcompletingthisfirst
researchandinquiryprojectasaguidedexperience,considerusingthesamefour
questionsforallstudentsasshownonthisresource.
Explore/Elaborate:
6. Together,asaclass,recordsomenotesonteacherselectedbiome(suchacave,rainforest,
etc.)using
WorldBook
asasource(example:
G6.U1.RI3f
).Note:Onlinedatabaseswill
oftenprovideacitationwithinthearticle.Modelhowtocopyandpasteacitationifithas
beenprovided.
IndependentWriting
Students:
Personalwrite
Teacher:
Conferencewithstudents.

http://www.wwnorton.com/college/english/write/writesite/plagiarism_tutorial/link_03.aspx

CommonSenseMedia
Linktolesson.Avideoandotherresourcestosupportthislessonareavailableonthis
link.Specificrequesttosharelinkmade81315.Awaitingareply.
2

OrganizerforResearch:

PartnerVennDiagramsandParagraphsStudentExample:

VocabularyLessonPlan:
ThefollowingisanexampleofanexplicitinstructionlessonIuseforteaching
vocabulary.Studentslearn4wordsonMondayandanother4wordsonTuesdayeveryweek.
Thislessontakesapproximately20minutestodeliver.Studentsarehighlyengagedduringthis
timetheyspendthemajorityofthetimeturningandtalkingwiththeirpartner.Afterinstruction,I
givestudentsarubrictofilloutonengagement.Beforestartingexplicitinstructionfor
vocabulary,Ihadmyschoolsinstructionalcoachcomeinanddoaminilessononwhat
engagementisandwhatitlookslike.IntherubricyouwillseeterminologysuchasNOW
studentandSLANT.ANOWstudentmeansrespondingwithin3secondsofbeinggivena
direction,sayingyes,orokay,andhavingapositiveattitude.SLANTreferstositup,lean
forward,askquestions,nodhead,andtrackthespeaker.Studentsfilledouttherubricusing
GoogleForms.Thismadeiteasyformetocollectandtrackdata.Therubriccanbefoundafter
thevocabularylessoninthisdocument.

Lookingupherewearegoingtoexpandon
vocabularyandthefirstwordis?Everyone?
ARTIFACT
Andthepartofspeech,itisaNOUN
ReadthedefinitionalltogetherANITEM
ORTOOLFROMTHEPAST
WhenIfindanobjectfromaparticulartime
periodinhistoryanotherwordforthatis?
ARTIFACT
Infactthesynonymiswhateveryone?
OBJECT
IfIfoundanoldpaperfromkindergartenit
wouldbeanartifactfromwhenIwentto
elementaryschool.Whatisiteveryone?AN
ARTIFACT

Lookinghereandreadwithmeeveryone?
WHATMIGHTBEANEXAMPLEOFAN
ARTIFACT?
Bethinkingforamomentofanartifactyou
couldfindfromwhenyouwereachild,begin
bysayingwhateveryone?
ONEEXAMPLEOFANARTIFACT,MIGHT
BE_____
MyturnfirstOnetimeIfoundanoldmedal
insideaboxinmygrandpasbasement,what
didIfindeveryone?ANARTIFACT
Iknowfromwatchingmoviesthat
archeologistoftenfindclaypotsandoldtools
intheground,whatdotheyfind,everyone?
ARTIFACTS
Withyourpartnerdecidewhoisa1andwho
isa2.Onesholduponeonyourhand,twos
holduptwoononehand,ones,twos,
twos..okay,wegotit.Firstones,then
twostellyourpartneranexampleofan
artifact,whatwillwesayeveryone?ONE
EXAMPLEOFANARTIFACTMIGHT
BE____.
Firsttheonesgo,thenthetwos,andgo.
(TEACHERWALKSROOMTOHEARAND
PRAISE)
Lookinguphereandbigvoice,sayyour
sentence(CALLSONAFEWFORGREAT
EXAMPLES)
Excellentwork.Soa(whatthestudent
shared)isanexampleofwhateveryone?
ARTIFACT

Okay,whilelookinghere,again,whatisthe
wordeveryone?ARTIFACT
AndreaditwithmeBRAINSTORMWITH
YOURPARTNERARTIFACTSTHAT
SOMEONEMIGHTFINDUNDERGROUND.
AndcontinueReadalong.COUNTTHE
NUMBEROFITEMSONYOURLIST
Okay,myturnfirstsoartifactsthat
someonemightfindunderground(Counton
fingersasyousay)claypots,anoldtool,a
vase,anarrowhead.Okaywithyour

10

partnerandcountasyougoones,sayas
manyasyoucan,artifactsthatmightbe
foundundergroundandgo(TEACHER
WALKSROOMANDGIVESPRAISE)
So,wearegoingtodoawhiparound,Iwill
beginhere,andsayanartifactthatmightbe
foundunderground?
Andyou(CALLONONE)(GOTO
NEXT)continuearoundtheroom

Okay,ournextwordiscommunal.what
wordeveryone?COMMUNAL
Itisawhateveryone?AnADJECTIVE
Andreadthedefinitionwith
meSOMETHINGTHATISCOMMUNALIS
SHAREDBYAGROUP
Soifitiscommunalitissharedbyeveryone,
anthesynonymiswhat?Everyone?
NEIGHBORHOOD
SowhenIammarriedandIsharemy
checkingaccountwithmyspouse,Icansay
wehaveacommunalcheckingaccount,ifI
makeamealfortheentirefamilyandweall
sitdowntoeattogether,Imightsayweate
whatkindofmeal?Everyone?
COMMUNAL
Ifbehindmyhomeisaparkthateveryonein
theneighborhoodsharesitisaparkthatis?
COMMUNAL

Whywouldwesaythisphotoshows
somethingthatiscommunal?Beginby
sayingwhateveryone?THISPHOTOIS
COMMUNALBECAUSE_____
Partnertwotellpartneroneandgo(WALK
ROOMANDGIVEPRAISE)
Great,nowtellusyoursentence(POINTAT
PARTNERSANDHAVETHEMSHARE
ALOUD)

11

Ournextword,oneofmyfavoritewords,is
derived.everyonewhatisit?DERIVED
Goodjobanditiswhatpartofspeech?
Everyone?VERB
Andreadthedefinition,alltogether
SOMETHINGTHATISDERIVEDIS
SOMETHINGTHATISTRACEDBACKTO
ITSORIGINORBEGINNING
SoifIwasdrinkingmyglassoforangejuice
forbreakfastthismorning,theorangejuice
wouldbederivedfromwhateveryone?
ORANGES
IfIpickedsomeapplesfromthetreesout
back,andIbakedanapplepiefordessert,
theapplepiewouldbederivedfrom?
Everyone?APPLES
ParkMiddleSchoolderivesitsnamefromthe
parknexttothebuilding.Sothenameof
Parkwaswhateveryone?DERIVEDfromthe
parknexttotheschool.
Andofcourse,thesynonymwouldbe?
ANCESTRAL

Solookingatthispicture,thisisalemonade
stand.Whatwastheirlemonadederived
from?Everyone?LEMONS
Tellyourpartnersomethingelsethatis
derivedfromsomething,beginby
sayingeveryoneA(BLANK)ISDERIVED
FROMA(BLANK).
Onesfirst,thentwosandgo...(TEACHER
WALKSANDGIVESPRAISE)
Fallsilent,andyoursentence(TEACHER
POINTSANDSTUDENTSSAYSENTENCE)
andyourturn(TEACHERPOINTSAND
STUDENTSSAYSENTENCE)

12

Okay, another one, up here (TEACHER POINTS

TO SCREEN) and again we have the word what?
Everyone? DERIVED
Everyone, read with me (TEACHER POINTS AT
WHAT TO READ)WHY MIGHT SOMEONE SAY
THE ALPHABET WAS DERIVED FROM EGYPT?
You might have to think for a moment about
why? Everyone begin by sayingread with
meSOMEONE MIGHT SAY THE ALPHABET WAS
DERIVED BY EGYPT BECAUSE.
Think for a moment. Got it, twos and then
ones, and use the sentence with your partner
and go (TEACHER WALKS AROUND AND GIVES
PRAISE)
And your sentence please(POINTS AND CALLS
ON A PERSON)
And this word is everyone, one last
time?DERIVED.

And the word is inscription, everyone?

INSCRIPTION It is a what everyone? NOUN
Correct a noun.
And read the definition with meAN
INSCRIPTION IS SOMETHING THAT IS WRITTEN
OR CARVED AS A LASTING RECORD
And the synonym isENGRAVING
So if I buy my daughter a ring and I engrave her
name on the inside of it, I included what on the
ring everyone? An INSCRIPTION
Okay, so on the outside of the school there is a
carving in the wall that says the date the
building was constructed. What is this carving
called? Everyone? An INSCRIPTION.
The statues outside of Sheldon Art Gallery have
tiny plaques with engravings of the artists
name, what do we call these engravings?
Everyone? INSCRIPTIONS
So when we write, engrave, or carve into
something we are leaving aneveryone? An
INSCRIPTION.
A synonym for inscription? Everyone?
ENGRAVING

13

So, looking at this picture, I see a cup with a

name on it. Read the question with me? WHY
WOULD YOU INSCRIBE YOUR NAME ON YOUR
CUP AT A FAMILY GATHERING?
Begin by saying, everyone? I MIGHT INSCRIBE
MY NAME ON A CUP BECAUSE_____
Thinking about it(TEACHER TALKS TO SELF
AND ANSWERS THE QUESTION.)
Okay, first ones, then twos, tell your partner
your sentence using the word inscribedand go
(TEACHER WALKS AND PRAISES)
And yours please, (POINTS AND CALLS ON A
FEW)
Excellent, and the word again, everyone?
INSCRIPTION

And there are a few word family words to the

word inscriptionread with meINSCRIPTION
and this one (POINTS AT NEXT ONE) INSCRIBED
And read the sentence with meeveryone? THE
MAN HAD HIS WIFES NAME INSCRIBED ON HER
TOMBSTONE AT THE CEMETERY. THE
INSCRIPTION ALSO TOLD HER BIRTH AND DEATH
DATES.
Inscription and inscribed. WOW! Two great
ways to use the word family words.. Is there
anything you can think of that you would want
your name inscribed on at school? Think about
it. Turn to your partner and go(WALK THE
ROOM AND PRAISE.)
And share please (CALL ON A FEW)

For a quick review, our words wereread with

meeveryoneARTIFACT, COMMUNAL,
DERIVED, INSCRIPTION
So, I am going to read one, and you are going to
decide if it is word #1, #2, #3, or #4.but you
are not showing me in the air, hold it in your lap
until I say the wordsShow me!
I am thinking of a word for someone that carves
their initials into a tree.it is called? In your laps
please, and Show me(STUDENTS HOLD HAND
UP)
Next one, If I am outside digging a hole and I
find a piece of old pottery, I have found anin

14

your lap, and show me (STUDENTS HOLD

HAND UP)
Again, Where something originally comes from
is where it iswhat everyone? Show me
(STUDENTS HOLD HAND UP)
Last one, When a married couple shares a
checking account, or savings account it is.
Show me (STUDENTS HOLD HAND UP)
Excellent, nice work.

RubricforEngagement:

Thisrubricaccompaniestheexplicitinstructionofvocabulary.Itismeanttotrackstudents
perceivedengagement.Theyalsoengageinsettingagoaltoimprovetheirperformance.

15

MorningRoutine:

1.

Bin

2.

Homework

3.

Planner

4.

WarmUp

16

ConstructedResponseOrganizer:

17

VocabularyOrganizer:

Thisisanexampleoftheweeklyorganizerstudentsutilizeasareferenceinlearningvocabulary
words.

Vocabulary Unit 2 Week 1

Word

artifact

communal

derived

Word
Family

artifacts

commune, community

derives, derive

Definition

A human-made
object, usually from
a particular period
in history

Something that is
shared by a group

Something traced
back to its origin

Synonym

object

neighborhood

ancestral

Antonym

individual

Sentence

The ancient artifact

was now on display
in the museum.

The town felt a

communal sadness
after their teams
loss.

Moms new recipe

was derived from one
that her own mom
had used.

Analogy

indispensable :
essential ::
artifact : _______

Picture

heinous : kindhearted
perception : insight ::
::
derived : _________
communal : _______

18

Word

inscription

millennium

stationary

Word
Family

inscribe, inscribes,
inscribed

millenniums

XXXXX

Definition

Something that is
written, engraved, or
carved as a lasting
record

A period of 1,000
years

Writing paper or
envelopes

Synonym

engraving, imprint

anniversary

letterhead

Antonym

Sentence

The inscription the

door explained it
was a sacred place.

The stone artifacts in

the museum are over
a century old.

I took out my
stationary to write
thank you notes after
the party.

phobic : frightened ::
millennium :
________

glimmer : gleam ::
stationary :
________

Analogy

Picture

threshold : gate ::
inscription :
_______

19

Word

utilize

yields

Word
Family

utilizes, utilization

yield

Definition

Something you use

The crops or results of

cultivation

Synonym

use

results, harvest

Antonym

Sentence

We will utilize the

new computer to
produce the school
paper.

Doubling the recipe

yields twice as many
biscuits.

Analogy

alliance : partnership
::
utilize :
__________

inflicted : imposed upon

::
yields : ___________

Picture

20

FactsinFive:

Thisisaweeklyactivitywedointheclassroom.Ialwaysencouragestudentstofillinasmany
boxesaspossible.Theyarenotpenalizedfornotfinishing.Wedothistowardstheendofthe
weekasareview.Itisaquick,formativewaytoassesstheiracquisitionofourvocabulary
words.

FactsinFiveUnit1Week1

Directions:Youwillhave
five
minutestowritedown
five
answersfor
five
lettersin
five
categories.

LETTERS

Common
phobias

Sarcastic
comments
youmight
maketo
someone

Examplesof
heinous
table
manners

Waystooffer
someone
consolation
duringa
difficulttime

Indispensable
itemstotake
onvacation
withyou

21

PersonalPortfolio:

Thisisapersonalportfoliomeantforstudentstouseasareflectiontool.Studentspresented
thistotheirparentsatconferences.

22

23

FrayerModel

24

ReciprocalTeaching:

25

50StrategiesforTeachingEnglishLanguageLearners:
Thisisalistofmygotostrategies.

1. ClozeReadingp.205

26

2. GISTp.250

3. GraphicOrganizersp.261

27

4. KWLChartsp.74

5. Read,Pair,Sharep.192

Howtousethinkpairshare

Decide upon the text to be read and develop the set of questions or prompts that target
key content concepts.
Describe the purpose of the strategy and provide guidelines for discussions.
Model the procedure to ensure that students understand how to use the strategy.
Monitor and support students as they work through the following:
T : (Think) Teachers begin by asking a specific question about the text. Students "think"
about what they know or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand the "share"
into a whole-class discussion.

28

6. SmallGroupsandPartnersp.30

Format

LearningTasks/Procedures

PairingScheme

ThinkPairShare

Groupdiscussion,litcircles,problemsolving,
reviewingofcontentmaterial.
Teacherpresentsquestionortask.Students
thinkabouttheirresponsesandthenshare
anddiscusswithpartner.

Onestrong
Englishmodel

BuddyRead

Readingofcontentmaterialchallengingtext.
Onestudentreads,theotherlistensortakes
notes.Theystopperiodicallytodiscussand
createagraphicorganizer.

Onestrong
reader

ConversationRolePlay

Orallanguagedevelopment,socialsituations,
situationalvocabulary.
Partnersroleplaysocialsituations.
Appropriatelanguageisintroducedbythe
teacherinadvanceandthepartnerspretend
tobepartofthesocialsituation.Pairsare
latercombinedintogroupsoffour.

Onestrong
Englishmodel

7. SortingActivitiesp.150

CurricularArea

DescriptionofSortingActivity

Reading

Usingsentencestripswithsentenceswrittenonthem,students
sequencethemtoformatopicsentenceandsupportingdetails.

Vocabulary

Usingwordcard,studentssortwordsintocategoriessuchas
synonyms,antonyms,etc.

Literature

Studentssortplotsummariesintogenreclassifications.Studentsmatch
maincharacterdescriptionwithliteraturetitles.

LearningStrategies Studentssequencecardswithlearningstrategystepdescriptions.

29

8. VocabularyRolePlayp.98

StepbyStep
1. Identifykeyvocabulary
2. Teachthelessonorreadthebook
3. Connectthevocabularytopastexperiences
4. Sortthewords
5. Planwaystousethewords
6. Givestudentstimetopractice
7. Performthescenes
8. Focusonmultiplemeaningwords