Lesson Plan in English 3

Background of the study Teaching reading to English Language Leaners requires some strategies and preparations on the part of teachers, which includes the preparation of the lesson plan. However, an effective lesson plan teaching reading to English Second Language (ESL) students or English Foreign Language (EFL) students requires having a structure (Teaching Reading to ESL Students to Teaching ESL to Adult, NY). The good news though about teaching reading to English Language Learners (ELLs) according to

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Creation of Artifact: [This artifact was created on February 17th for the purposes of completing this assignment.] Grade and Subject area: [This artifact is a hypothetical lesson plan directing the instruction of a 6th grade Spanish class.] For what class or learning experience this artifact was created: [This lesson plan is intended to guide students from their initial introduction

Lesson Planning in the SIOP Model Lesson Planning in the SIOP Model: Promoting Second Language Acquisition Rhonda Baker Grand Canyon University ESL-523N July 27, 2011 Lesson Planning in the SIOP Model: Promoting Second Language Acquisition Sheltered Instruction Observation Protocol (SIOP), is a high quality instruction model, that guides teachers of English Language Learners (ELL) in providing well planed lessons, to enable students to be successful in second

d) Learning objectives e) Content outline f) Strategies and methods g) Resources h) Lesson plans i) references Grade/ developmental level This paper develops a lesson plan for an Education Program on language acquisition. The target group is children in level 1 learning a

Effective teachers who used the SIOP Model in their lesson plan become an expert in linking language and content in their instruction and expand their quality to accommodate different levels of proficiency in their classrooms. To provide support to ELLs and mainstream students teachers must use all of the components of scaffold content and language instruction in their lesson plans. The difference between teaching ELLs and mainstream students is the level of proficiency and approach of students

Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and assessments in England) at level 5 on the Qualifications and Credit Framework. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Email: ESOLhelpdesk@CambridgeESOL.org www.CambridgeESOL.org EMC|2254|0Y12 © UCLES 2010 CAMBRIDGE ENGLISH: CELTA SYLLABUS Contents Introduction .......

According to the Australian Curriculum, Years 3 and 4 students are to become independent readers that are able to describe “complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences” through complex language features. This includes varied sentence structures, unfamiliar vocabulary, significant high-frequency sight words and decoding of words phonically, and a variety of punctuation conventions, illustrations and diagrams (ACARA

to individualize a lesson plan. Instructing a class of students that are not all identical to each other is rewarding. Teaching a group of different pupils will give a new teacher professional improvement and development. Instructing a class encompasses a many different methodologies, teaching procedures, interaction configurations, and responsibilities. Most new teachers feel no confidence in their teaching abilities. When they do have a diverse class with special needs, English

5. Monitoring Student Development of English Language and Content In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1. a. Describe how your planned formal and informal assessments will provide direct evidence of students’ development of English language proficiency within content-based instruction throughout the learning segment. [To show evidence of students’ development of English language proficiency within content-based instruction

your lesson connect (p. 113) to the students’ prior knowledge, the real world, to action, and to participants? (1.) My day two lesson plan connects to the prior knowledge because it builds off the same skill as the previous day (Lesson plan day one). My lesson plan is building from the understand out of prior knowledge of multiplication and subtraction. I used a formative assessment in my lesson plan to help guide instructions and to determine comprehension. Scaffold was used in my lesson plan