Due to the prevalence of high language demands in this content area task, I emphasized many content specific words and phrases. Third grade students are expected to be “Asking questions and defining problems (3-PS2-3)” as well as “Analyzing and Interpreting Data Analyzing (3-ESS2-1) ;” in order to work toward these objectives English Learners must have access to the “vocabulary, function, syntax, discourse” (EdTPA Rubric 4). The vocabulary I strongly emphasize in this lesson includes “Question, observe/observation, hypothesis, predict/prediction, experiment, and results” I selected to emphasize this language because these terms are going to be used throughout their education and possibly in their future careers. Phrases such as “Why does ______?”
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In this lesson the students engage in all four modes of language. The lesson ensures “they use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive)” in accordance with the ELD standards for third grade TPE 4 requires that teachers “Make content accessible” (12). For my lesson I use diverse strategies: modeling, language frames, providing an explicit purpose, choral reading, think-pair-share, and activation of prior knowledge to make the language content accessible. For my three students classified as beginning or early intermediate ELD, or those with IEP’s, I provide extra push-in support during the spoken and written portions of the lesson. The visuals on the “Science Notes” graphic organizer, the vocabulary chart also enhance listening, and reading portions of the lesson making the lesson more comprehensible. This spectrum of strategies helps to demystify the complicated content specific …show more content…
I ensured the students who had finished early were expanding on their ideas to provide extra time. Keeping everyone on the rug during most of the lesson helped me to confer with all of the students multiple times: I could model language, ensure they understood the language they were using, practice choral pronunciation of challenging vocabulary, and they could more privately ask me questions. TPE 7 advises that candidates “allow students to express meaning in a variety of ways” (16). Allowing them to write, draw, and talk about their ideas helped them to express their understanding in a variety of ways. One student did not use the language frames in every section, but drew detailed drawings with labels about what they saw occur. I used this to assess their understanding, and listened to how s/he explained his/her
In this lesson the students engage in all four modes of language. The lesson ensures “they use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive)” in accordance with the ELD standards for third grade TPE 4 requires that teachers “Make content accessible” (12). For my lesson I use diverse strategies: modeling, language frames, providing an explicit purpose, choral reading, think-pair-share, and activation of prior knowledge to make the language content accessible. For my three students classified as beginning or early intermediate ELD, or those with IEP’s, I provide extra push-in support during the spoken and written portions of the lesson. The visuals on the “Science Notes” graphic organizer, the vocabulary chart also enhance listening, and reading portions of the lesson making the lesson more comprehensible. This spectrum of strategies helps to demystify the complicated content specific …show more content…
I ensured the students who had finished early were expanding on their ideas to provide extra time. Keeping everyone on the rug during most of the lesson helped me to confer with all of the students multiple times: I could model language, ensure they understood the language they were using, practice choral pronunciation of challenging vocabulary, and they could more privately ask me questions. TPE 7 advises that candidates “allow students to express meaning in a variety of ways” (16). Allowing them to write, draw, and talk about their ideas helped them to express their understanding in a variety of ways. One student did not use the language frames in every section, but drew detailed drawings with labels about what they saw occur. I used this to assess their understanding, and listened to how s/he explained his/her