 Incorporate supplementary materials suitable for ELs in a lesson plan  Select from a variety of techniques for adapting content to the students’ proficiency and cognitive levels

Hands On Manipulatives Realia Pictures Microscopes Globes Bank deposit slips Nutrition labels on food Magazines Hand drawings Visuals Multimedia Demonstrations Maps Props DVDs Internet Teacher demonstrates how to use something Students practice what they just saw the teacher do.

Related Literature Hi-lo Readers Adapted Text Fiction Nonfiction High interest Low readability levels Many visuals Keep major concepts Reduce level or readability

Graphic Organizers Outlines Study Guides Help indentify key content concepts Visual Clues Teacher prepared Helps with note taking while reading Hints for unlocking meaning Summary of information Highlighted text Taped text Adapted Text Key parts of texts are actually highlighted, low readers just need to read these highlights parts. As reading improves, students can read other parts of text. Listen while following along in the book For home and school use Is beneficial But time consuming

Jigsaw text reading Marginal Notes Native Language Text Put class into groups Then mix up the Groups and assign different sections of the text to read Then members report back to their original groups what they have learned Copy text, and print key notes in the margins Key vocabulary If literate in first language, use to supplement a textbook. Use to help with research on different class projects

 Write Language and Content Objectives

 Simple, to the point. Defined orally and written.  DAILY  Students need a chance to:  Explore then  Practice

Students will be able to:  1. Recognize similes in text  2. Discuss the functions of similes  3. Write three similes  4. Write a paragraph that describes a setting using a simile.

 ELs tend to develop Receptive Skills faster than Productive Skills.  Receptive: listening, reading  Productive: speaking, writing  But ALL skills should be worked on in a unified way.  Do not emphasize one skill over another.

 When writing a content objective make sure that is: clearly defined, displayed, and reviewed orally with the students.  DAILY  Make sure your content objectives suit the students age and proficiency level.  Let them know what they are going to learn, and then during the lesson you can refer back to the objective and make sure they ARE learning.

 State standard: “Students will investigate and understand the basic needs and life processes of plants and animals”  Rewrite for 5-6 year old lesson plan: “Students will identify parts of a tree and their functions.”  On the board write: “Identify parts of a tree. Tell what the parts do.”

 Combining Science with reading “The Giving Tree”. Objective: Students will listen to “The Giving Tree” and act out the story miming vocabulary words (trunk, branch, leaf). Student Directions:  Listen  Look at pictures  Name parts of Tree  Then act out parts of tree.

Even if you have students with different proficiency levels in one class, do NOT write different language objectives per level. Write one objective that ALL students should attain based on the content concepts in the lesson but ADJUST the intended OUTCOMES to match the students’ ability levels.

1, 2 Objectives are observable They are written and presented in language the students can understand 3,4 The content objective is related to the key concept of the lesson The language objective promotes student academic language growth 5,6 The language objective connects CLEARLY with the lesson topic or lesson activities Have a plan for assessing student progress on meeting these objectives during the lesson