STEP (Profile Considerations)
Step 3
At the end of Step 3, students can understand and respond to simplified oral English texts
related to content areas and personal topics, with supports such as pre-taught
vocabulary, activating prior knowledge and discussing the topic in first
language (L1) with a partner. In
English, they communicate ideas and information using compound sentences.
Students use an expanded range of key academic vocabulary in small and whole group
settings. They still require support
using conversational strategies to maintain fluency.
NOTE: Students completing this in class activity would generally (at the tenth grade level would be either at STEP three or possibly moving to STEP 4.
Overall Expectations Modified:
Oral Communication
Writing
Reflecting on Skills and Strategy
Specific Expectations Modified:
Writing
4.1 Describe a variety skills they used before, during and after writing; explain which they found most helpful; provide ideas of how they will improve their writing in the future
4.2 Identify a number of skills they have and identify how their skills help them write effectively
Oral Communication
2.3 Clarity and Coherence
Modified OLB According to the "Oral Criterion" Rubric
The study, Tom (earlier mentioned in the previous post as our case study) is a great student struggling to find enjoyment in writing. It is likely that he will not enjoy talking about writing either. With the difficulties in motivation and understanding in regards to his writing, it is expected that the explanations which Tom gives in the Sharing Circle today, will not be in-depth or necessarily providing himself or classmates with good feedback.
Most students (ELL) participating in this class/lesson should be at STEP 4 in order to be participating at a beneficial level. Other suggestions as "mini-lessons" were included in the lesson plan in the based out through the TPT link.
https://www.teacherspayteachers.com/Product/ENG2D-Demo-Lesson-from-Creative-Writing-Unit-ELL-Focused-4415624
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