A 3rd-grade lesson plan that covers: Newcomer Writing using the 8 phases of explicit instruction for writing by Calderon and Slakk (2018): 1) Pre-teach the most important vocabulary; 2) Use a Mentor text for reading before writing; 3) Present the text structure to use; 4) Model it (Model each phase of the writing process); 5) Memorize it (Ensure that students memorize the language and steps of the strategy); 6) Support it (Scaffold according to student need); 7) Ample use of student interaction (Collaborate and cooperative writing strategies with other students); and 8) Differentiated assessment
The ELD Support Team, sponsored by the ML/Title III Team, offers state-wide professional learning on various North Carolina ML Initiatives and the NC ELD Standard Course of Study, including SIOP, ExC-ELL, GLAD, and Family & Community Engagement. These sessions are open to K-12. Explore the archives.
Author: Amy Yount, firstname.lastname@example.org, Guilford County Schools, DH Newcomers Schools
At the NCRA conference, a presenter mentioned an activity called Guided Paragraph writing. This activity can be adapted to scaffold paragraph writing for MLs by asking questions and providing language frames.
This activity can be implemented with elementary, middle, and high school multilingual learners who are in the Entering-Emerging to Developing and Expanding level of English language proficiency. Play scripts can be printed out–one copy for each student–and each character role highlighted so that students know which character role they will read aloud.
This lesson was created by Shameeka Wilson as part of her undergraduate student teaching at the North Carolina School of the Deaf in Morganton N.C.
Christine D'Aquanni with Be GLAD® presented strategies at ASCD Annual Conference 2021 in a session called Be GLAD®: Strategies for Creating a Community of Collaborative Learners. The Narrative Input Chart is one strategy for making content comprehensible, particularly to support English Learners reading to understand sequence of events with key details. These slides were created as just one resource to support a reading of The Water Princess by Susan Verde and Peter H. Reynolds.
The text is part of a set of articles by ReadWorks and this set provides both challenge and boost articles to help me differentiate for my students. Students who are interested in the topic read and comprehend at a higher level. So this allows me to match challenge articles with my students' interests and level of English.
3rd-grade lesson plan implementing the 7 steps for pre-teaching vocabulary by Calderon and Slakk (2018): 1) Students repeat word 3xs; 2) Teacher says the word and reads the sentence exactly as it is in the text; 3) Teacher gives dictionary definition; 4) Teacher gives student-friendly definition/example; 5) Teacher highlights one feature of the word- that it is polysemous, cognate, tense, prefix, root word, etc.; 6) In pairs, students ping-pong 5-6 uses of the word in a provided sentence frame (most important step); 7) Teacher assigns opportunity for students to practice the new words in writing, reading, exit tickets.
Hello, my name is Kim. I am a 2nd grade teacher in North Carolina. As a teacher, it is important that my students feel seen, heard, and valued. I build relationships and do my best to use materials that reflect my students, their families, and their home lives. This may be through books, music, or visuals. I also work to develop their sense of curiosity and expose them to the rich and diverse cultures that exist across the globe. In this instructional unit, my goal was to bring a student’s Vietnamese culture into the classroom.
The unit I am sharing was created as part of a summer program hosted by The National Humanities Center. I chose to participate in a summer institute on Vietnamese history and created this virtual field trip using a multimedia platform called Argis. My goal was to expand my own learning as I demonstrated one way teachers can integrate geography, social studies, and literacy. The unit is called the Seven Wonders of Vietnam. The unit begins with a couple of leveled readers that I used to introduce the topic. Then it goes into the virtual filed trip. When you click on each location on the map, a window opens. The slide provides you with an image, a short description, and an optional video to learn more about the landmark.
As you scroll down, you see a literacy extension that allowed my students to find meaningful books to them. There are the seven wonders of the world, but there are also so many other places, people, and events that are special to us. Through this extension activity, students can explore a topic they care about. That can be seven wonders of North Carolina, or somewhere special to their heart.
This lesson supplements the curriculum of Core Knowledge Language Arts Domain 2 Unit Listening and Learning: Early Asian Civilizations. Domain 11 Listening and Learning: Immigration explores the push and pull factors for people from diverse cultures to migrate to the United States.
Day 1-Guided Reading (Books that introduce students to the geographical area of Southeast Asia)
The lesson provides an integrated social studies and reading unit to front-load background knowledge for second graders to better access middle-school social studies non-fiction content. This unit explores how place can form a person's culture and identity.
Day 2- Argis website
This lesson will provide an enrichment lesson connecting the two units. The students will learn about Ancient Vietnam and Modern Day Vietnam. Please refer to the Argis website for the learning activities.
Day 3-The teacher can select how many days to focus on the famous sites in Vietnam. For example, I spent two days going over on how to use non-fiction text features on a map and how we can use informational text to learn about Vietnam.
Day 4- Making personal connections to the informational text. The teacher will model to the students on how to write their personal connection to different parts of world. The teacher can adapt the lesson to fit the students' demographics.
Additional Resources: Read-aloud videos of the leveled readers provided.
The NC Multilingual Learner Teacher Network 21-23 Leadership Team recorded a series of video clips to inspire and empower all educators. In these videos, viewers will learn teaching strategies to support multilingual learners (MLs). The Network Leaders shared their own experiences and insights. Viewers also have the opportunity to connect with a community of like-minded educators who share their passion for ML education and language development.