Teaching Strategies for English Learners - Channel One Strategies for English Learners. ... The lesson plan outlines the teacher flow, ... deductive or inductive reasoning they

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    31-Mar-2018

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  • Teaching Strategies for English LearnersChannel One News offers real-world opportunities for the teaching of concepts and the development of a working content vocabulary for English language learners. These strategies will help improve students English proficiency in the areas of listening, speaking, reading and writing. By combining these teaching

    strategies with the existing Channel One News curriculum, this two-tiered approach maximizes the instructional value of Channel One News content for students learning English.

  • Student Activities and Teacher Resources live with each video.

    Student Activities include Words in the News, Quiz and Discussion Questions.

    View correlations for state and national standards.

    The lesson plan outlines the teacher flow, including opening and closing activities.

    One segment per day features a full lesson plan. The lesson extension includes a slideshow, assessment questions, writing prompts and media literacy activities.

    www.ChannelOne.com/curriculumLog in to view the Daily Show on our Curriculum page.

    www.ChannelOne.com/video-libraryLog in and go to the Channel One Video Library to search for videos that support your lesson planning.

    Videos with lesson extensions and full lesson plans are labeled Curriculum in the Video Library.

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  • Strategy

    Strategy

    Gauge pre-existing knowledge and establish text-to-self connections for students. Provide background knowledge and establish frame of reference for lesson and video content to come.

    Opening Activity Find opening activities on the lesson plan for the days featured lesson or on videos marked Curriculum in the video library.

    Substantial Support

    Substantial Support

    Use the provided news storyrelated image, or pose a simple yes/no news storyrelated question. Students respond orally or nonverbally with a thumbs up/thumbs down to demonstrate comprehension or express opinions.

    Moderate Support

    Moderate Support

    Display the provided news story-related visual such as a map or photograph. Students express their opinions and ideas via participation in informal discussions such as Turn and Talks and opinion polls.

    Display sentence starters to support civil discourse. In my opinion, _______. I agree/disagree with __________, because _____________.

    Light Support

    Display provided news storyrelated image such as infographic, chart or primary source document. Generate student discussions via Think-Pair-Shares or student surveys.

    Introduce content-area vocabulary words to students prior to viewing video, to facilitate student comprehension.

    Words in the News

    Write vocabulary words on board and read aloud for students, modeling proper pronunciation. Students repeat words, practicing proper pronunciation. Share related words and synonyms to ensure that students understand the meanings of the words. Identify cognates, affixes, roots and base words.

    Students read vocabulary words aloud, practicing proper pronunciation. Students read definitions and Heard on the Air aloud to provide proper context.

    Students read vocabulary words definitions and Heard on the Air. Then, students use new vocabulary words in their own sentences, in writing and aloud, seeking clarification when needed.

    Light Support

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  • Download Anticipation Guide.

    Before watching video, fill in Anticipation Guides with true or false statements, and have students complete the guide before viewing and again after viewing the show.

    Watch Video

    Fill in Anticipation Guide with true or false statements. Then have students complete the guide before and after the show.

    Read each statement aloud. Clarify with students any words or phrases they are not familiar with.

    Discuss their answers before and after the show to demonstrate what deductive or inductive reasoning they used to arrive at their answers.

    Fill in Anticipation Guides with true or false statements, and have students complete the guide before and after the show.

    Discuss their answers before and after the show to demonstrate what deductive or inductive reasoning they used to arrive at their answers.

    Fill in Anticipation Guides with true or false statements, and have students complete the guide before and after the show.

    Discuss their answers before and after the show to determine what deductive or inductive reasoning they used to arrive at their answers. You might consider asking students to explain why they arrived at their answers.

    Strategy

    Strategy

    Substantial Support

    Substantial Support

    Moderate Support

    Moderate Support

    Download Note-Taking Guides.

    Watch Channel One News video.

    Display or distribute copies of show transcripts. Select a sentence or short paragraph with content that reveals a main idea from the transcript. Read this with the students before showing the video. Deconstruct the sentence or paragraph.

    Use closed captioning to provide linguistic support while watching video. Students read along as words are spoken onscreen.

    Teachers may also pause the video to discuss or provide clarification as needed. As appropriate, point out differences in register during the discussion.

    Display or distribute copies of show transcripts. Select a sentence or short paragraph with content that reveals a main idea from the transcript. Read this with the students before showing the video. Deconstruct the sentence or paragraph.

    Download transcripts. Delete key words or phrases. Have students fill in the blanks as they watch the video.

    Students watch video. Provide note-taking guides to students. Have students complete the guides after viewing. If time permits, have them view the video once more while filling in the note-taking guide.

    Students watch video. Students summarize the story in their own words, orally or in writing.

    For students requiring extra reading practice, distribute individual copies of transcript to students. Students read independently, highlighting sentences containing new vocabulary words. Students summarize based on what theyve read.

    Students can choose to complete note-taking guides or fill in blanks on altered transcripts, per instructions under Moderate Support.

    Light Support

    Light Support

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  • Use multiple-choice assessment questions to check for understanding after viewing the news video.

    Quiz

    Read aloud quiz question and all answer choices. Discuss each choice aloud, illustrating why or why not each is the correct answer.

    Have students find the words from the question in the transcript.

    Provide sentence frames for students to use as they respond: I do not believe this is the correct answer because______.

    Based on the video, ____ is the correct answer because________.

    Read aloud quiz question. Students work with a partner to evaluate each answer choice, working collaboratively to eliminate three choices before selecting the best answer.

    Have students circle the evidence in the transcript that points to the right answer and write the number of the question by the circled text.

    Provide sentence frames for students to use as they respond: I do not believe this is the correct answer because______.

    Based on the video, ____ is the correct answer because________.

    Students work independently to answer each question. Be sure to call on students to check answers and assess comprehension.

    Have students write the text from the transcript that supports their choice and be prepared to explain why they chose their answer.

    Strategy Substantial Support Moderate Support

    Use discussion prompts for whole-class, Think-Pair-Share, Turn and Talk or small-group discussions.

    Discuss

    Display show transcript. Read discussion question aloud, repeating or rephrasing as necessary. Highlight section of text containing the answer. Share response aloud with class, modeling academic vocabulary and discussion methods.

    Distribute a copy of transcript to each student. Read aloud the discussion question. Point students to section of text containing the answer. Students turn to a partner and discuss the question, requesting assistance as necessary.

    Read aloud the discussion question. Students work with a partner or small group to answer the question. Circulate throughout class, offering assistance when necessary.

    Have students generate a question of their own for their classmates to answer.

    Strategy Substantial Support Moderate Support

    Light Support

    Light Support

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  • Students read through slideshow, including images and corresponding text.

    Slideshow

    Provide students with brief summary of slideshow before viewing. Display slideshow. Ask students to identify what they see in each image. Students may need a silent period before responding. Encourage them by suggesting that they can use single words or short phrases if needed.

    Read aloud text accompanying each image, modeling correct pronunciation. Ask students to repeat each sentence aloud.

    Provide students with brief summary of slideshow before viewing. Display slideshow. Read aloud complete text for each slide.

    Assign each student one or two slides to present in small groups or to the whole class. Give students time to read through the slideshow and prepare to present.

    Provide students with brief summary of slideshow before viewing. Students read through each slide independently, using images to provide contextual support. Students request assistance as needed.

    Strategy

    Strategy

    Substantial Support

    Substantial Support

    Moderate

    Moderate Support

    Use the multiple-choice assessment questions to check for understanding after viewing the slideshow.

    Assess

    Read aloud first assess question and all answer choices. Display slide(s) containing correct answer. Discuss each choice aloud, explaining why it is or is not the correct answer choice. Repeat steps for second assess question; this time, ask students to raise their hands to indicate their answer choice after youve read all choices aloud. Explain the correct choice.

    Provide sentence frame: I believe _____ is the correct answer because ______.

    Read aloud first assess question and answer choices. Direct students to slide(s) containing correct answer. Repeat answer choices, asking students to raise hands to indicate best answer. Explain the correct choice.

    Read aloud second assess question. Students work in pairs to identify the slide/s with correct answer. Pairs evaluate each answer choice, before selecting the best answer.

    Read aloud first assess question. Students work with a partner to identify the slide(s) with correct answer. Pairs evaluate each answer choice, before selecting the best answer.

    Students complete second assess question independently, requesting assistance as necessary.

    Light Support

    Light Support

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  • Use writing prompt to synthesize and respond to information from news story and slideshow.

    Write

    Read aloud the writing prompt. Rephrase as necessary.

    Create a class T-chart, labeled Video and Slideshow. Display video transcript for class, highlighting areas containing relevant examples or evidence. Repeat for slideshow, filling in T-chart. Students copy information into individual T-charts.

    Write a sample introductory sentence on board. Then add two examples from T-chart. Finish with sample closing sentence. Students should copy this sample paragraph.

    Use the Writing Rubric (link here) for your grade and appropriate proficiency level to guide your observations of language proficiency.

    Read aloud the writing prompt.

    Create a class T-chart, labeled Video and Slideshow. Display transcript, directing students to text-based evidence for prompt responses. Students work in pairs to find additional text-based evidence in script and slideshow. Complete a class T-chart, calling on students to share responses.

    Write a sample introductory sentence on board. Leave blanks for key terms for the students to complete. Then add two examples from T-chart. Finish with sample closing sentence. Students should copy this sample paragraph.

    Use the Writing Rubric (link here) for your grade and appropriate proficiency level to guide your observations of language proficiency.

    Read writing prompt aloud.

    Students work in pairs to complete a T-chart labeled Video and Slideshow. Call on students to share responses, completing a class T-chart. Share a sample introductorysentence with class, then studentswork independently to completethe paragraph, including an originalclosing sentence.

    Use the Writing Rubric (link here) for your grade and appropriate proficiency level to guide your observations of language proficiency.

    Strategy Substantial Support Moderate Support Light Support

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  • The types of Media Literacy activities used on a daily basis and on featured videos in our video library vary widely. Students may compare how different media sources present info about the same topic, or analyze and evaluate websites and other media messages. Use this scaffolding if a given activity is too complex for English learners.

    Media Literacy

    Use a Venn diagram to compare and contrast headlines from two different sources about the same event.

    Have students underline or point to the subject of each headline.

    Ask students to consider, What is the subject of each headline? What is the purpose? Who is the audience? What techniques did each writer use? For example, did the writer use a pun? Did they use exaggeration?

    Compare/contrast two different news articles about the same topic.

    Ask students to consider, What is the subject of each headline? Have students identify the paragraph that contains the main idea. Then ask, how do the authors choices about word order, or syntax, change the interpretation or impact of the story?

    Compare/contrast two different audio (podcasts, etc.), video or other media sources about same event or topic.

    Ask students to consider, what techniques are being used? What is the tone of voice used in each presentation? What ideas, values, or points of view are overtor implied? What techniques or word choices make you think that? How might different people interpret this message? What is my interpretation and what do I learn about myself from my reaction?

    Closing activity ties into lesson objectives and assesses student learning.

    Closing ActivityFind closing activities on the lesson plan for the days featured lesson or on videos marked Curriculum in the video library.

    Read aloud a poll question or simple yes/no question. Students raise hands to respond. Have students explain their answer.

    Have students say, Yes/No and then restate the question as a statement. Then have students explain their answer.

    Ask students to make a text-to-self connection based on the news and/or slideshow content. Have students share their responses orally or write their responses on an exit ticket.

    Write a closing question on board and have students share responses on an exit ticket.

    Or, have students complete the following sentence starter: Todays topic, __________, was interesting to me. One more thing I would like to research and learn about it is ________________________.

    Strategy Substantial Support Moderate Support Light Support

    Stra...

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