Presentation on theme: "Housekeeping Assignments ITEP/PD moroni-itep.wikispaces.com"— Presentation transcript:
1 Housekeeping Assignments ITEP/PD moroni-itep.wikispaces.com Content/Language ObjectivesPortfolioNotes from group discussion F4-F6 (100%)ITEP/PDmoroni-itep.wikispaces.com
2 The SIOP Model of Sheltered Instruction Lesson PreparationReview & AssessmentBuilding BackgroundSIOP MODELCompre-hensible InputLesson DeliveryStrategiesPracticeApplicationMemorize: L B C / S I P/ LA nonsense sentence: little boys can sip (in) LAInteractionLittle Boys Can SIP in LA
3 Content Objectives Identify students should be able to and Verbs:Language ObjectivesSupport students’.Verbs:whatknowlanguage developmentdo.
5 Teachers F3 Content Concepts Use Ministry of Education Prescription (Common Core State Standards)Develop a scheme (curriculum map)Weekly/Daily lesson plansTeachersYOU are the one who decides when and how to modify the content concepts!!!How are you going to modify the content concepts to help close the gap between what they know and what they need to learn?Feature 4: Supplementary Materials Used to a High DegreeFeature 5:Adaptation of ContentFeature 6: Meaningful Activities
6 ObjectivesContent Objectives I will use supplementary materials, an adaptation of content, or a meaningful activity that will assist students in reaching the classroom objective. Language Objective I will complete a reflection paper describing the supplementary materials, adaptation of text, or meaningful activity, and the effects it had on the lesson.
8 F4 Supplementary Materials Demonstrations: Charts, models, handouts, projector power points, graphs, videosRelated Literature: Handouts, internet, library booksActivity: Search projects on digestive system on the internetHi-lo Readers: Handouts, library books, dictionary chart of vocabulary, charts, picturesActivity: Read the note in classAdapted Text: Text books, posters, teacher summaryActivity: Drawing diagram/picture of digestive systemTeaka, Paula, Temokua, Titeebwa, Tanouea
9 F5 Adaptation of textGraphic Organizers: Diagrams that help students to grasp the difficult conceptOutlines: A form for note taking that the teacher prepared with outlines, e.g. the scaffolded outlineSee text pg. 35 Figure 2.4Level Study Guides: These guides are designed specifically for divers students’ needsHighlighted text: Highlight the key concepts and the vocabularies, topics that need to be discussed before readingTaped texts: Using the tape – students are required to listen and follow readingNtonga, Bouri, Eutee, Bwebwennang
10 F5 Adaptation of textTo find ways to make the text and resource materials accessible for students so that the content concepts are left intact.Adapted text: Involves rewriting selected sections of text that contain key concepts and information. Rewritten text should be:Contain a topic sentenceDirect and relevantShort, simple and organized into small sequential stepsRead by a colleagueJigsaw text readingInvolves cooperative learning activityAssign each group as “expert” on different sections of the text to be readSharing to others – orally taking turnsDiscuss and review what was readImportant key vocabularies/concetpsTeacher must choose students group membersEmely, Babai, Pepeieta, Takire
11 F5 Adaptation of text Marginal Notes Print marginal notes directly in the margin of the text book pagesIncludes hints for understanding the content, key concepts, etc.Provides hints for reading a passageReduces ambiguity as well as the reading difficulty of the textNative language textClarifies key concetpsResearchMaterialsShare information (groupwork)Authentic materials such as newspaperOral skillsBroadcastsPodcastsAudio books.
12 F6 Meaningful activities Provide lesson to promote language development in all skills to enable Els toMaster Content objectivesOral, written language practicesLesson contents connect old and new conceptsActivity must relate to contentLearning must be situational not abstract.Activity must be authentic, meaningful experiencesEnglish Learners need to learn the same content disregarding their English proficiency.Boutara, Mary, Ioram, Tioeta
13 F6 Meaningful activities Poster PresentationComposing a songIllustrating the story (groupwork)Rena, Teea, Marian, Taraia, Ataruru
14 ActivityDivide into department groups, e.g. English, science, math, history, TVET, etc.Discuss upcoming concepts to be taught.Determine how you can modify the content concepts to help close the gap between what they know and what they need to learn by using:Supplementary Materials: Write a paragraph describing the materials used and how they were used to modify the concepts.Adaptation of Content: Create a graphic organizer, outline, study guide, adapted text, etc.Meaningful Activities: Write a paragraph describing the activity and how it was used to modify the concepts.You may complete this assignment individually or as a group.Assignment = 20 points.
15 Reflection (individually) NameDateEd 326ReflectionComponent:Feature:Describe how the feature was implemented in the classroom? How do you feel about the implementation of this feature? What worked? Why?What didn’t work? Why?What will you do differently next time?
16 ObjectivesContent Objectives I will use supplementary materials, an adaptation of content, or a meaningful activities that will assist students in reaching the classroom objective. Language Objective I will write a reflection paper describing the supplementary materials, adaptation of text, or meaningful activity, and the effects it had on the lesson.
17 Remember ITEP/PD moroni-itep.wikispaces.com Assignments Content/Language Objectives (10 pts)Portfolio (50 pts)Reflection of using F4-F6 in classroom (10 pts)ITEP/PDmoroni-itep.wikispaces.com
18 Have a wonderful Easter weekend!!! Next week We will begin using the observation protocol to critique teaching scenarios of Lesson Preparation in the classroom.Have a wonderfulEaster weekend!!!