TEKS: 6.2E
(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.
Content Objective(s):
• The students will use a dictionary to find the meaning, and pronunciations of unknown words.
• The students will use newly acquired learn vocabulary words to write a complete sentence. ELPS: 3.A
(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; …show more content…
Where does water come from? The teacher will wait for a response and then will say: “Water surrounds us; it falls from the sky, rushes down the riverbeds, it is the oceans, it is snow and ice and pours from faucets. The water cycle explains the existence and movement of water”. The book we are going to read today is “Snowflake: A Water Cycle Story”. Then the teacher will present and pass out the anticipation guide to activate students ' prior knowledge and build curiosity about the topic. The teacher will read several statements from the text, and students write down in their anticipation guide if they agree or disagree to the …show more content…
Students may also reflect on what they liked about the topic, and the text. Then students will have to share their reflections to the class using their practiced pronunciation.
Assessment of Language Objectives:
• The students will write down unknown words using a vocabulary journal throughout the lesson.
• The students will be able to share their reflections to the class using their practiced pronunciation.
• Students can seek clarification as needed.
Proficiency Accommodations:
Beginning: Students work in small groups, and received support from peers and teacher. Use visual such as graphic organizer and illustrations from the book.
Intermediate: Provide ample wait time to process new information, and speaking and reading appropriately, and clearly.
Advanced: Encourage students to ask questions for clarification.
Management Issues: Management Issues:
The graphic organizer section (Anticipation Guide) will take about 15 minutes.
Interactive read aloud 15-20 minutes.
Question for clarification: Allow students enough time to formulate and ask questions for clarification about 5-7
(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.
Content Objective(s):
• The students will use a dictionary to find the meaning, and pronunciations of unknown words.
• The students will use newly acquired learn vocabulary words to write a complete sentence. ELPS: 3.A
(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; …show more content…
Where does water come from? The teacher will wait for a response and then will say: “Water surrounds us; it falls from the sky, rushes down the riverbeds, it is the oceans, it is snow and ice and pours from faucets. The water cycle explains the existence and movement of water”. The book we are going to read today is “Snowflake: A Water Cycle Story”. Then the teacher will present and pass out the anticipation guide to activate students ' prior knowledge and build curiosity about the topic. The teacher will read several statements from the text, and students write down in their anticipation guide if they agree or disagree to the …show more content…
Students may also reflect on what they liked about the topic, and the text. Then students will have to share their reflections to the class using their practiced pronunciation.
Assessment of Language Objectives:
• The students will write down unknown words using a vocabulary journal throughout the lesson.
• The students will be able to share their reflections to the class using their practiced pronunciation.
• Students can seek clarification as needed.
Proficiency Accommodations:
Beginning: Students work in small groups, and received support from peers and teacher. Use visual such as graphic organizer and illustrations from the book.
Intermediate: Provide ample wait time to process new information, and speaking and reading appropriately, and clearly.
Advanced: Encourage students to ask questions for clarification.
Management Issues: Management Issues:
The graphic organizer section (Anticipation Guide) will take about 15 minutes.
Interactive read aloud 15-20 minutes.
Question for clarification: Allow students enough time to formulate and ask questions for clarification about 5-7