building language instruction into lesson plans a guided lesson revision activity
DESCRIPTION
Objectives Teachers will… Revisit the important elements of lesson plans Review lesson plans for language instruction strengths and weaknesses Revise lesson plans to include strategies and activities that support language instructionTRANSCRIPT
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Building Language Instruction into Lesson
PlansA guided lesson revision
activity
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Essential Practices inTeaching Academic Language
PlanningLanguage
IntoLessons
Habits ofCommunication
Informal Writing
Brick & MortarWords
HAPGs & Literacy
Commitments
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Objectives
Teachers will…• Revisit the important elements of lesson
plans• Review lesson plans for language
instruction strengths and weaknesses• Revise lesson plans to include strategies
and activities that support language instruction
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Why is language instruction important?
“Students who underperform often have backgrounds that
have not primed them for mainstream schooling’s ways of learning, speaking, reading, and
thinking. You can probably picture several (perhaps several
dozen) of these students right now…
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They are immigrants, great-grandchildren of immigrants, speakers of non-mainstream
dialects, special education students, and others who have
not been immersed in the academic thought and talk that
is valued in school…
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As a result, their performances are not valued when they take tests, as
they read and write, or as they participate in class discussions. These students need more than tutoring sessions, new software programs, special classes, extra
visuals, and test prep programs…
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They need rich classroom experiences that accelerate the language that
supports their content knowledge, thinking skills, and literacy skills….
They need accelerated learning because their high-performing peers do not just linger around, waiting for
them to catch up.–Jeff Zwiers, Building Academic Language
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Lesson plansare scripts
for rich classroom experiences…
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“Quick Write” Reflections
3 minutes• When and how did you learn to lesson
plan?
2 minutes• List the essential elements of a lesson in
terms of content and teacher action.• Place a star next to the elements you
regularly script into your lesson plans.
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Lesson Planning
DIRECTIONS: Place a check next to each element you explicitly listed in your response to reflection prompt #2.
Establish the learning objectives Introduce goals/objectives of lesson Build student interest—“Hook” Connect to prior knowledge—Help students access related
materials in their brains upon which to build new ideas Model the talking, thinking, literacy tasks, products, and
performances that students are supposed to be able to do after they learn and practice their new knowledge and skills
Scaffold—Up and down Assess—Students apply knowledge and skills in new/novel
ways
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Lesson Planning
Debrief• How is this list different from your own?• What does this list suggest are the
important elements of planning for instruction?
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A Lesson with Developed Language Instruction…
I. Lesson IntroductionII. Connecting to and Building Background KnowledgeIII. Vocabulary DevelopmentIV. PresentationV. Academic DiscussionVI. Pre-ReadingVII. During ReadingVIII. Post ReadingIX. Pre-WritingX. Writing
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Lesson Introduction
• Engage students with a “hook”– Role play or act like a character– Ask a big question– Show a strong image– Play a video clip or song
• Let students know what they will learn and do to become more like content-area experts– Go over content, thinking, and language objectives
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Lesson IntroductionReview Locate the “hook”Goal for lesson/class
period is statedGoals/objectives are
student-friendly
ReviseHow can you “hook”
students?State the
goals/objectives in a student-friendly way
How will you introduce the lesson’s goals in a student-friendly way?
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Connecting to and Building Background Knowledge
• Begin with an activity that gets students thinking and taps into what they already know– Quick Write, Think-Pair-Share, KWL
• Compare• Infer cause & effect• Predict• Take on a perspective (a role or side of an issue)
• Fill in content gaps, thinking gaps, and brick & mortar gaps
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Connecting to and Building Background Knowledge
ReviewLesson taps prior
knowledgePlan for filling in gaps
ReviseHow will you help
students access what they already know?
When and how will you fill in gaps?
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Vocabulary Development
• Select key brick and mortar words that are necessary for comprehension of the lesson and high-yield (5-7 words)
• Model hand motions or provide visuals for 1 or 2 words
• Explain other words with visuals or in the context of a sentence from the text; students generate pics or hand motions
• Students practice words with one another
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Vocabulary DevelopmentReviewNecessary vocabulary
are identifiedIncludes vocabulary
instruction/review activity
ReviseWhat terms need to
be taught or reviewed in this lesson?
How will you teach vocabulary or facilitate review?
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Presentation
• Modeling that focuses students on the lesson’s main ideas– Mini-lecture– Video– Guided-discussion
• Scaffold language with visuals, movements, intonation, and pauses
• Connect to overarching big ideas
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PresentationReviewContains visual, oral,
and physical scaffolds for difficult language
Connects to lesson’s big ideas
ReviseWhat visual, oral, and
physical scaffolds are needed to support difficult language?
When and how will you connect to big idea?
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Academic Discussion
• Allows students to think about, hear, and try out new language– Think-Pair-Share (TPS)– Think-Write-Pair-Square (TWPS2)– Think-Pair-Share-Write (TPSW)– Read-Pair-Share (RPS)– Read-Write-Pair-Share (RWPS)– Etc.
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Academic DiscussionReviewOpportunity to think
about, hear, and try new language and new content knowledge
ReviseWhen and how will
you provide opportunities to think about, hear, and try new language and new content knowledge?
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Pre-Reading
• Warm students up with content, thinking, and language they will encounter in the text– Word splash– Anticipation guide– Discussion– Quickwrite– KWL
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Pre-ReadingReviewActivity that prepares
students for what they will read
ReviseHow will you prepare
students for what they will read?
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During Reading
• Read aloud and think aloud to model what goes on in the mind of a proficient reader– Connect to background knowledge– Make predictions– Organize text information in your mind– Ask questions
• Students apply same processes in notes, on Post-Its, or when they break from text to discuss with a neighbor
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During ReadingReviewDuring reading
modeling of thinkingStudents practice
thinking skills while reading
ReviseWhat thinking skills
will you model during reading?
How will students practice thinking skills while reading?
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Post-Reading
• Quickly solidify what students read– Pair-share– Quick Write– Complete a graphic organizer
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Post-ReadingReviewPost-reading activity
to solidify new information or thinking
ReviseHow will students
solidify new information or thinking after reading?
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Pre-Writing
• Prepare students with content, thinking, and language for their writing task– Show models of the writing they will do– Provide a graphic organizer to scaffold
organization of ideas before writing– Facilitate brainstorm activity
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Pre-WritingReviewContent, thinking, and
language scaffolds provided
ReviseHow will you scaffold
the content, thinking, and language students need for writing?
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Writing
• Build in opportunities for students to provide one another feedback on the clarity of language they’re using– The clearest sentence you’ve written is…– One idea that could be more clear is…
because…• Refer students to posters and lists of
useful writing terms and brick and mortar vocabulary
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WritingReviewOpportunities for peer
feedbackTools for language
support
ReviseWhen and how will
you provide students opportunities to give one another feedback?
How will you support and scaffold language use while writing?
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Closing Reflections
• How did your lesson change?• What is now the strongest element of you
lesson plan?• What will you lesson plan differently in the
future?
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Lesson plansare scripts
for rich classroom experiences…
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The richnessof classroom experiences
depends onthe development
of the script performed.
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