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Esl1 Questions And Answers

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Curriculum Standards State Curriculum Standards List only the applicable standard/element you are teaching for this lesson (bold sections as needed) ELAGSE1RL1: Ask and answer questions about key details in a text. Lesson Objective/s Students will know: Question: a sentence in an interrogative form, addressed to someone in order to get information in reply. Key details: important details in a story. Setting: the surroundings or environment of anything Main Character: Usually the character in a story of any kind, book, movie, TV show, who has the most importance in the story and does the most to support the plot Character: A person Main Idea: the most important or central thought of a paragraph or larger section of text, which tells the reader what …show more content…

Assessment Formative Assessment DURING Instruction: How will students demonstrate understanding of lesson objective/s during instruction? Students will demonstrate understanding by answering and asking questions about the key details while I read the story. How will you monitor/check for understanding and give feedback? I will check for understanding by asking the students questions as we read the story, and after the story is finished. How will feedback promote student understanding? Feedback will promote student understanding by helping them create their own questions and building their critical thinking skills. Materials/ Resources/ Technology What items do you need for this lesson? Attach all documents to the lesson for submission; include all polished, finished samples. A. Materials (Bullet list ALL hands-on materials and resources you will use and the students will use; identify the specific number of items needed) • Room on the Broom by Julia Donaldson • Power point with essential question and definition of what questions and key details are • Witch Hat • Bow • Wand • Bag to place items

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1091 Words | 5 Pages

#2- Reading Standards for Literature 1st Grade. Key Ideas and Details. Section 3: Describe characters, settings, and major events in a story, using key details. Again, this is a standard that I have used before for a previous lesson, but I felt like it could be expanded even further for students to be motivated or take an interest in the learning of the content.

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1462 Words | 6 Pages

The feedback strategy used for this lesson will be “Tweets about today’s lesson” where the students will “tweet” about the lesson and can answer either what they learnt from the lesson, what they did not know or what questions they might have. (Presto Plans, n.d.) The feedback strategy can inform the student on how students understand and where they can learn more.

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811 Words | 4 Pages

Strategy #1: Modeling / PORPE tool (e.g., Predict, Organize, Review, Practice, and Evaluate) will be used to provide students support when explaining in greater detail the concept development process, using examples of text such as books and articles that are relevant to the assignment (Allan & Miller, 2005). Strategy #2: Reciprocal Questioning: Reciprocal questioning will be used to check for understanding throughout the lesson. This will support the student's learning by allowing them to formulate their own list of questions to deepen their learning. Additionally, Reciprocal questioning improves student’s questioning and reasoning skills (Manzo, 1968).

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555 Words | 3 Pages

Theme/Main Idea Define: The central topic of the whole story. Quote: “We are like you; the thought pressed into his mind. We did not mean to murder, and when we understood, we never came again. We thought we were the only thinking beings in the universe… (248)”

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1408 Words | 6 Pages

This allows students to build more skills and identify faults so that they can improve for future annotations.

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313 Words | 2 Pages

As a former English Language Learner (ELL) student, I remember my ESOL teacher using direct instructions when I first came to the U.S. through middle school and high school. The teacher used modeling freely and placing me in groups with other students that were fluent in both languages that helped with tutoring when I had a difficult time understanding the teacher. Through this process of learning I began to communicate and slowly learned the English language. As a paraprofessional at Hillsborough High School, I use similar direct instructional strategies for my ELL students because it helps me plan in advance what lesson the teacher is going to teach and it allows me to clearly present the lesson in both the English and Spanish language.

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409 Words | 2 Pages

This includes students focusing on the characters, setting, problem, solution, beginning, middle, and end. By retelling a story, students are able to pick out the important events and key details which lead to the

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1276 Words | 6 Pages

At this stage, I will research current literature focused on addressing the instructional practice of ‘Effective feedback for students to enhance learning’ to ensure I respond to student needs. In the third dimension, where I aim to deepen my professional knowledge and skills, I will continue researching academic literature to assist me in developing my action research proposal. In the fourth dimension, where the aim is to engage students in new learning experiences, I will be implementing my action research proposal into the classroom based on my research and data collection. In the fifth dimension, where the aim is to determine the impact of my changed actions, I will evaluate the data to make informed discussions about what to do next.

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545 Words | 3 Pages

However, she notes that the educator must grapple with all of these concerns and have a “thorough understanding of assessment issues and the means both for understanding school and districtwide assessment practices” (p. 334). Therefore, she lays out criteria to guide assessment, including: (1) assessment should be focused on learning, (2) should be equitable, (3) should be congruent with the aims of curriculum, (4) should recognize the limitations of assessment methods, (5) should reduce competition and increase cooperation in the classroom, (6) should include participation by students, and should include consistent and meaningful reporting (Ruddell, 2008, 334-336). Additionally, Ruddell (2008) lays out assessment tools for educators to employ to evaluate their subject area reading and writing, as this can provide important data about mastery of content knowledge through an understanding of how the student comprehends and utilizes the literacy behaviors specific to the

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384 Words | 2 Pages

Check for understanding: how will you assess the students comprehension of the story? Quiz? Questions at the end? Art project? Game?

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370 Words | 2 Pages

ELL students stands for “English Language Learner”. These students are learning the English language as their second language. ELL students run into many challenges when learning the English Language. One of the challenges an ELL might encounter is a time gap to learn a new language (Graves 2011). The earlier some can learn age the better because the brain is more flexible to learning a language at a younger age.

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781 Words | 4 Pages

Spanish is the predominant spoken language among non-English speakers. There are currently more than 180 different languages groups represented among the students in America’ schools. Nearly and mostly all newcomers are likely to have difficulties adjusting to their new environment. The continuous growth of the ELL population requires teachers to have the capacity to serve diverse classrooms. As teachers, we face multiple challenges: teaching content-area curriculum, while at the same time supporting students’ English-language development.

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526 Words | 3 Pages

Effective teachers monitor student learning through assessments that are built into the units. The assessments are given at the beginning, middle and end in order for the teacher to understand where students are succeeding and struggling. Effective teachers also provide feedback in order for the students to grow and gain a better understanding of where they can improve. The teacher explains to the students that they are to use this information to improve their learning and use it as a guide to instruct them on what they need to focus on. Effective teachers also breakdown diagnostic information from individual students to ask themselves "where am I being successful in my teaching or what could be impacting the students' scores?

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480 Words | 2 Pages

I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.

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760 Words | 4 Pages

Sometimes students may realize that their teacher is lacking in certain areas of their teaching and the student may feel like the teacher isn’t explaining the material to their full potential. That is when being able to evaluate your teacher becomes beneficial. If the teacher chooses to take the negative feedback or criticism and turn it into constructive criticism, it will be benefiting everyone. An understanding teacher would value the students input and use it to their benefit to help improve themselves and their their learning process. Not only will the teachers improve on their performance but it will also reflect on the

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