alvindavis99

CIP School in the Phils.

9.5 Gives clear three- and four-step directions in sequence to complete a simple task in English.

on May 26, 2013

http://www.engdavao.com

Non-English Proficient

Teacher Modeled Instruction

8.1 Identifies purposes for listening such as to obtain information, to solve problems, or for enjoyment in English.

_ Model attentive listening

_ Use oral sharing activities such as

“Show and Tell”

_ Use dramatization; props, visuals

_ Use group discussion techniques

_ Read aloud

_ Use audio tapes as recommended

in cooperative learning

Limited English Proficient

Teacher Guided Instruction

8.1 Determines the purpose(s) for listening, such as to obtain information, to solve problems, or for enjoyment in English.

_ Provide opportunities for role playing

_ Invite members of larger community as guest speakers

_ Have students write thank you letters, journal responses, summaries

_ Have students retell stories orally

Fully English Proficient

Independent with Teacher as Monitor

8.1 Retells by paraphrasing and summarizing to explain what has been said by a speaker in English.

_ Have students listen to videos and tapes of stories or events in history and summarize plots or events orally

_ Have students retell events or series of events from picture prompts, visuals.

_ Have students retell events with or without prompting questions

Non-English Proficient

Teacher Modeled Instruction

8.2 Attends and responds to presentations in English.

_ Prepare a check off list (rubric*) for a guide during a presentation for students to selectively listen

_ Model a skill, lab demonstration, or lecture and have students take notes (use the graphic organizer called “Steps in a Process”)

_ Use a lecture with missing words for students to listen for key vocabulary (CLOZE* activities)

_ Have students follow directions to complete a task such as draw a picture or do a graph

_ Use different mediums for transfer of information including plays, reading, recitation, videos, audio tapes, music, chants, shared readings, and read aloud

Limited English Proficient

Teacher Guided Instruction

8.2 Attends and responds to public presentations and a variety of media in English.

_ Provide opportunities for students to do the following:

• Retelling

Readers’ Theatre

• Guest readers

• Oral reports

• Discussions

• Poetry reading

• Story telling

• Cooperative groups

• Theater performances

• Field trips

• Guest speakers

Fully English Proficient

Independent with Teacher as Monitor

8.2 Listens to connect prior experiences, insights, and ideas to the message of a speaker to formulate thoughtful questions and statements in English.

_ Use same activities as NEP and

LEP and:

_ Venn Diagrams

_ Have students form questions to make connections (Mosaic of

Thought – Ellen Keene)

_ Have students discuss using the prompt “That reminds me of…

_ Incorporate Bloom’s Taxonomy

For asking questions that increase though process

Non-English Proficient

Teacher Modeled Instruction

8.3 Listens to a variety of dialects in English.

_ Provide students with a variety of accents and dialects to listen to in English through tapes, videos or guest speakers

_ Read passages aloud to students that use different dialects such as “Briar Rabbit”

Limited English Proficient

Teacher Guided Instruction

8.3 Distinguishes among different dialects in English.

_ Provide students with a variety of accents and dialects to listen to in

English through tapes, videos or guest speakers and have students ask questions about specific words or phrases they didn’t understand perhaps related to school functions

_ Collect different idiomatic phrases

English Only students use in classes to teach to LEP students especially when they refer to culturally diverse situations

Fully English Proficient

Independent with Teacher as Monitor

8.3 Identifies language and sayings that reflect regions and cultures in English.

_ Provide students with a variety of accents and dialects to listen to such as news broadcasts (regional)

_ Have students practice idiomatic use of phrases in speeches by teacher questioning in journals, oral discussions, or interviews

Non-English Proficient

Teacher Modeled Instruction

8.4 Follows simple directions to complete a task in English.

_ Provide students with a word wall* containing simple tasks and commands for classroom use

_ Use Total Physical Response

(TPR)* To demonstrate requests and teach skills in English

_ Play “Mother, May I?”, “Simon

Says” or “Follow the Leader”

_ Use a directed art activity

• Cut square

• Glue to….

• Draw circle around

_ Provide clear, understandable

Directions

Limited English Proficient

Teacher Guided Instruction

8.4 Follows two-step oral directions to complete a task in English.

_ Provide clear and understandable directions with opportunities to learn and practice this skill

_ Provide cues to help students with the directions

_ Give directions with and without gestures

_ Use ordinal numbers and directionality to give directions

Fully English Proficient

Independent with Teacher as Monitor

8.4 Follows three- and four-step directions in sequence to complete a simple task in English.

_ Repeat directions in sequence

_ Have students observe or preview an activity and have them repeat what happened in sequence

Non-English Proficient

Teacher Modeled Instruction

9.1 Uses varied vocabulary to communicate ideas in English.

_ Develop varied vocabulary through the use of the following:

• Choral reading

• Puppet shows

• Chants

• Singing

• Word sorts

• Word banks

Graphic organizers

• Labeling

• Drawing

• Repeated readings

• Picture walks of books before reading

_ Provide word walls* with appropriate vocabulary in thematic units or content areas

_ Expand vocabulary through picture dictionary* and vocabulary activities, games and interaction between teacher and students

Limited English Proficient

Teacher Guided Instruction

9.1 Selects and uses specific vocabulary to communicate ideas in English.

_ Use activities such as the following:

• Retelling

• Discussions

• Cooperative groups

Venn diagrams

• Shared readings

• Word hunts

• CLOZE activities*

• Synonyms (word walls, word games)

Fully English Proficient

Independent with Teacher as Monitor

9.1 Uses specific vocabulary and applies

Standard English to Communicate Ideas.

_ Ask questions to elicit reactions to specific vocabulary in a story

_ Use the following activities:

• Dramas, skits

• Readers’ Theatre

• Radio plays

• Oral reports

• Debate

• Panel discussions

• Demonstrations

• News broadcasts

• Develop “showing” language for “telling” sentences

• Use specific

Non-English Proficient

Teacher Modeled Instruction

9.2 Speaks clearly at an understandable pace in English.

_ Use the following activities:

• Simulated phone conversations

• Puppet shows

• Chants

• Choral reading

• Nursery rhymes

• Simple greetings

• Simple questions

• Drama

• Tape record student

Limited English Proficient

Teacher Guided Instruction

9.2 Speaks clearly at an understandable pace in English.

_ Use the following activities:

• Complete sentences

• Book talks

• Retelling

• Poetry reading and recitation

• Readers’ Theater

Fully English Proficient

Independent with Teacher as Monitor

9.2 Uses appropriate public speaking techniques such as volume control and eye contact.

_ Use the following activities:

• Current events

• Oral presentations

• Using expression and projection while speaking

• Story telling

_ Incorporate body language

Non-English Proficient

Teacher Modeled Instruction

9.3 Presents ideas and asks questions in English in small and large groups.

_ Use interactive sharing*

_ Puppet shows

_ Show and tell

_ Give sentence frames such as:

• “My idea is similar to

______’s…..”

• “My idea dovetails with

____’s…….”

• “My favorite childhood memory is …….”

• “My study place is_______”

_ Negotiate text through interactive writing.

Limited English Proficient

Teacher Guided Instruction

9.3 Makes oral presentations that maintain a clear focus in English.

_ Use the author’s chair

_ Use book talks

_ Use projects, presentations, e.g.

Show class how to do something you are good at: skateboard tricks, soccer, shopping, hairdo’s, etc.

Fully English Proficient

Independent with Teacher as Monitor

9.3 Presents ideas and supporting details in a logical sequence with a beginning, middle, and ending in English.

_ Use current events

_ Use individual oral reports

_ Debates

_ Incorporate use of time lines and other sequencing graphic organizers

Non-English Proficient

Teacher Modeled Instruction

9.4 Recounts experiences and retells stories in sequence in English.

_ Begin class with consistent activities including the date, weather, current events and what happened yesterday

_ Model for the students how to share personal experiences with the class in a group (e.g., weekend activities, daily routines, family trips) and then have students participate

_ Use pictures and role-plays to help students tell and retell stories or events

Limited English Proficient

Teacher Guided Instruction

9.4 Recounts experiences and tells stories that move through a logical sequence of events and include character and setting in English.

_ Work with students on sequencing events through time lines, picture walks*, and story lines

_ Use activities such as plays,

Readers’ Theatre*, choral reading, discussions, poetry reading, recitation, current events, etc

Fully English Proficient

Independent with Teacher as Monitor

9.4 Reads aloud and recites prose and poetry with fluency, rhythm, pace, appropriate intonation, and vocal patterns in English.

_ Create and tell original stories and poems form their own experiences

_ Analyze the author’s intent as evidences by use of tone and inflection

Non-English Proficient

Teacher Modeled Instruction

9.5 Gives clear directions to complete a simple task in English.

_ Model use of simple directions

_ Practice with students the completion of task by following simple directions by playing

“Simple Simon”, “Mother, May I,” and “Red Light, Green Light”

_ Have students give directions for completing tasks such as drawing a picture or stacking blocks, etc.

Limited English Proficient

Teacher Guided Instruction

9.5 Gives clear directions to complete a simple task in English.

_ Model the activity for students by presenting a “how to” presentation with a visual or demonstration

(Make a peanut butter and jelly sandwich)

_ Have students present demonstrations on “how to” (e.g., ride a skateboard, play soccer, braid hair, etc.)

_ Facilitate process by providing students with appropriate frame* or guides to complete projects or directions

_ Hold scavenger hunts with the students preparing the list to search for and hide the objects

http://www.engdavao.com

Fully English Proficient

Independent with Teacher as Monitor

9.5 Gives clear three- and four-step directions in sequence to complete a simple task in English.

_ Have students give directions without the use of visual aids

_ Have student’s work in pairs to complete more complex tasks including thinking skills and problem solving skills (connected to content areas)

_ Use graphic organizers* of problem solving and the scientific method* to follow 3 and 4 step directions

_ Have students use ordinal numbers when giving directions

 

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