Strategies for Instruction:For Each Word, Describethe Method You Chose and Why.

Strategies for Instruction:For Each Word, Describethe Method You Chose and Why.

Beyond Good Instructional Design Basics:
Specific Supports for English Language Learners
1. Vocabulary
Directions: Read the excerpt below from Trouble with the British.
At the time, Great Britain was already at war with France. Thetwo countries had been fighting for years. Most of the countriesin Europe were involved in the war. Some sided with the British.
Others sided with the French.
The French were led by a man named Napoleon. He was a braveleader. He had beaten the British in a number of battles. Still theBritish kept fighting.
The following words and phrases have been identified for instruction because they are frequent in texts and/or are central to understanding the text: already, involved, to side with, lead, brave, beat, battle, still
Complete the chart.
  • Identify some words for teacher-directed vocabulary instruction prior to the close read.
  • Identify some words for teacher-directed instruction during the close reading.
  • Identify some words that students might learn using student-directed vocabulary learning (think about cognates and context clues).

Teacher Directed / Student Directed
Prior to Close Read / During Close Read / Word Learning Strategies

Strategies for Instruction:For each word, describethe method you chose and why. .

Resources forFinding Vocabulary:

  • Academic Word List Highlighter (unlikely any words will come up since mostly indexes secondary texts) (
  • WordSift (

Beyond Good Instructional Design Basics:
Specific Supports for English Language Learners
2. Guiding and Supplementary Questions
Directions:
Create one text-dependent question and supplementary questions for the guiding question. Ensure that the questions are
  • Aligned to a reading standard
  • Text dependent
  • Sequenced to support understanding
Create emergent-level scaffolding for responses (i.e., sentence frames and a word bank) for each of your supplementary questions.
Text
At the time, Great Britain was already at war with France. Thetwo countries had been fighting for years. Most of the countriesin Europe were involved in the war. Some sided with the British.
Others sided with the French.
The French were led by a man named Napoleon. He was a braveleader. He had beaten the British in a number of battles. Still theBritish kept fighting.
Question Types / Aligned to a reading standard? / Has a text-based focus?
Guiding Question
Supplementary Question
Supplementary Question
Supplementary Question
Supplementary Question
Word Bank
Sentence Frames
Beyond Good Instructional Design Basics:
Specific Supports for English Language Learners
3. Video Capture Sheet(CLIP #3)
WATCH AND DISCUSS:
What scaffolds does the teacher apply to support ELLs?
  1. defining target words in context
  2. connecting vocabulary to gesturesvisuals
  3. group practice that includes repetition of target (sounds, letters, words, phrases, & concepts)
  4. modeling that includes naming actions
  5. other
Compare this lesson with the Core Knowledge Lesson. What has been left out of the Core Knowledge lesson that might support all students including ELLs?
REFLECT AND DISCUSS
Given the scaffolds you have learned during the presentation, what additional scaffolds might you build into this lesson to support ELLs?
1. vocabulary
2. guiding and supplementary questions
3. additional scaffolding for responses
4. partner work
5. other
How effective do you think these scaffolds might be? Why?

NOTE: This video may be found at

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