Lesson Preparation

When preparing a lesson there are six main components that need to be included in the lesson : 1. 2. 3. 4. 5. 6. Content objectives Language objectives Age appropriate content concepts Supplemental materials Adaptation of Content Meaningful activities

Content Objectives Checklist

Content Objectives should be: Clearly defined Written in student friendly language. Displayed and reviewed with the students. Connected with specific grade level standards. Able to help the student identify what he or she needs to know at the end of the lesson. Limited to one or two objectives per lesson.

Language Objectives Checklist

A language objective should include the following: Key Vocabulary terms Language Functions or the way a student uses language in the lesson Language skills Grammar or Language Structures Lesson Tasks Language Learning Strategies

Content and Language Objectives

Guide teaching and learning in a classroom. The foundation of every lesson. They should be written and spoken in student friendly language. They should be assessed and reviewed with the students at the end of the lesson.

Content Objectives Identify

Language Objectives Listen for

Solve

Retell

Investigate

Define

Distinguish

Compare

Create

Summarize

Hypothesize

Rehearse

Select

Persuade

Age Appropriate Content Concepts

In order to write proper content concepts an educator must meet the needs of English Language Learners and not diminish the value of the content A teacher must understand their students background knowledge before teaching any main concepts.

Age Appropriate Content Checklist

Know the students first language literacy ability Know their second language proficiency Know their reading and writing ability Include the proper age and cultural materials Understand the difficulty of the material

Supplementary Materials
The purpose of supplementary materials are meant to support the core curriculum and contextualize learning.

These materials use connections and real life experiences to help understand main concepts.

Examples of Supplementary Materials

Pictures Visuals Multimedia Demonstrations Hands on Activities Adapted Texts Related Literature Hi-lo readers Real life objects

Age Appropriate
It is inappropriate to use lower level materials for lessons. It is important to understand prior knowledge to help them understand the content at grade level Include background knowledge building in the lesson plan Small group mini lessons leading to whole group Brief jump start lesson to whole group

Materials Used to a High Degree

Supplementary materials are started to be implemented instead of text group work. This helps students who are not at grade level keep up Hands on manipulatives Pictures/ visuals Demonstrations multimedia

Adaption of Content
We must find ways to make the text that we teach from accessible for all students The content must be left intact but be adjustable for all students Graphic organizers Outlines Highlighted texts

Building Background
Effective teaching takes students from where they are and leads them to a higher level of understanding It is not only the amount of exposure to English that affects learning, but the quality as well Students may not understand a text that is presented in class because their schemas do not match

Linked to Students
1. Teach vocabulary as a pre-reading step 2. Provide meaningful experiences 3. Introduce a conceptual framework that will enable students to develop appropriate backgrounds Graphic organizers Chapter previews

Links Explicitly Made between Past Learning and New Concepts

New information must be integrated with students previous knowledge Who remembers what we learned about

Key Vocabulary Emphasized

Studies show that vocabulary development is strongly related to academic achievement

Relationship between vocabulary knowledge and comprehension

Academic Language: Three Key Elements

Content Words: key vocabulary words. Terms and concepts associated with a particular topic. Process/Function Words: words that have to do with functional language e.g. scan summarize, argue, debate, therefore Words and word parts that teach English Structure: words that enable students to learn new vocabulary, primarily based upon English morphology

Common Root Words and Word Origins

Academic Word List: Types of Words

Tier 1: common words, simple nouns and verbs, high frequency words, and sight words Tier 2: words in academic word lists, taught explicitly Tier 3: uncommon words found rarely in school texts except in particular contexts, such as a discussion of a specific topic

Vocabulary Instruction: 4 Main Principles

Students should be active in developing their understanding of words and ways to learn them

Students should personalize word learning

Students should be immersed in words by rich language environments that focus on words and draw students attention to the learning of words

Students should build on multiple sources of information to learn words through

Vocabulary Instruction: Strategies

Word Sorts: students categorize words or phrases that have been previously introduced into groups predetermined by the teacher Contextualizing Key Vocabulary: teachers select several key terms that are critical to understanding the lessons most important concepts and introduces them at the outset of the lesson

Vocabulary Instruction: Strategies

Vocabulary Self-Collection Strategy: students self select several words that are essential to understanding content concepts Personal Dictionaries: Similar to VSS, unknown words recorded by student and defined by teacher later on

Vocabulary Instruction: Strategies

Concept Definition Map: Graphic organizer used to enrich students understanding

Vocabulary Instruction: Strategies

Cloze Sentences: students read a sentence that has a strong contextual support for the vocabulary word that has been omitted from the sentence Word Generation: learning new content vocabulary through analogy

Vocabulary Instruction: Strategies

Vocabulary Games: games such as pictionary and scrabble help with students recall

Self-Assessment of Levels of Word Knowledge: Students self assess their knowledge of new words