99 Ideas and Activities Lesson Preparation

Activity
Teacher Collaboration Differentiated Instruction Enlarged, Adapted Text Alternate Materials Success through Scaffolding Task Analysis or Backwards Planning Planning Flow Chart

Description
Collaborate to plan lessons using the SIOP protocol as a checklist Students practice in different ways but are learning the same content Used to provide your students with clues and a focus Use many and varied materials to make content comprehensible Move students from dependence on the teacher to independence Students understand how instruction and tasks correlate with the final assessment Create an overview of an entire unit of lessons, including content and language objectives

Page #
7 8 11 13 15 17 18

Building Background
Activity
Realia, Photos, Illustrations KWL Chart

Description
Introduce new vocabulary/concepts using realia, photos, and illustrations What We Know / What We Want to Learn / What We Have Learned Students take a pretest with a partner to assess their background knowledge at the beginning of a lesson/unit Use a nonfiction text; start with the conclusion and preview headings, captions, and keywords Label corners, students move to a corner based on the content, then explain to a partner why they chose that corner In partners, students label a text usinga= already known, ? = confusing, ! = surprising, + = new Use the journals to reflect on previous learning and build on that knowledge Students create dictionaries as vocabulary and spelling resources Use signal words to signal the types of text structure: compare/contrast, cause/effect, sequence/order, description/list A chart with 4 corners for vocabulary: illustration, definition, sentence, vocabulary word Students recognize cognates in English that share the same roots as their native language

Page #
25 27

Pretest with a Partner Backwards Book Walk

30 31

Go to Your Corner The Insert Method Student Journals Personal Dictionaries

32 33 34 35

Signal Words 4-Corners Vocabulary Identifying and Using Cognates

36 40 42

Surprise Book

Wrap a cover of a book, slowly unwrap the book, make predictions about the topic / theme they will be studying

44

Comprehensible Input
Activity Description Page #
51 53 55 56 Identifying Levels of Second Language Teachers make content comprehensible based on each Acquisition students' language needs Use hands, facial expressions, or whole body movement Move It! to illustrate key points To introduce, practice, and display vocabulary Vocabulary Cards and Flip Books information Homographs, Homophones, and Teach explicitly, post in the classroom, personal Synonyms dictionaries, vocabulary notebooks Make a game board with idioms and cards with the meaning, pairs match the meaning to the idiom ELL students listen to text repeatedly to improve comprehension and English proficiency Teach and practice concepts by having multiple students read aloud the same information Teacher creates an outline, leaving out some of the key information, students fill it in during a lesson

Idiom Match-Up Taped Texts for Scaffolding Every Student Gets a Chance

57 59 60

Framed Outlines

62

Strategies
Activity
Directed Reading-Thinking Activity SQP2RS "Squeepers" Questioning Prompts

Description
Stop periodically throughout fiction text to make and revisit predictions Survey, Question, Predicting, Reading, Respond, Summarize Teachers vary questioning based on students' level of language acquisition Write a variety of questions on strips of paper or popsicle sticks and put in a can for students to answer Teach students how to answer questions that are found "In the Book" or "In My Head" Students mark true/false statements before learning about a topic and again after reading or learning Students make a "map" to visually organize information. Students add to the map as they learn new information. Helps students to classify information into two or more lists

Page #
69 71 75

Canned Questions Question-Answer Relationships

77 79

Anticipation/Reaction Guide

82

Progressive Maps T-Chart Graphic Organizer

84 86

Split Page Note Taking

Using a paper divided in half, write questions about the topic on the left side and notes about the answers on the right side Stop reading, practice a skill or strategy (predict, visualize,etc.), share with a partner, continue reading Small groups create a chart/poster, one person stays at the poster to "teach" the rest while the rest of the group moves to the next, repeat until all groups have seen each poster Students apply knowledge, draw on past learning/experiences, or take a position on a difficult topic Use squares instead of circles to give you more room to write examples of how the 2 things are the same

88

Stop and Think

90

You Are the Teacher!

92

Value Line

94

Adapted Venn Diagram

96

Interaction
Activity
Is It Complete?

Description
Students respond to a question using a complete sentence using sentence frame, visual aids, and posted vocabulary Students assume the persona of characters, historical figures, etc. using a script or improvisation

Page #
103

Dinner Party

105

A small group works together to write down an answer on a white board after each student has shared their Group Response with a White Board answer. The team must support their answer. Students read, write, listen, and speak to each other Reader-Writer-Speaker Response Triads while working in a group of 3 Students in the inner circle answer, the outer circle responds, students give a signal when finished, teacher gives a signal and the outer circle rotates one person Inside-Outside Circle clockwise Students mix with each other, reading the information on their index card. The teacher calls time and students find their match by describing what is on their card Small groups learn about a topic and then teach the rest of the class Multiple charts are posted in the classroom. Groups of 45 students list responses on a chart, then rotate to the next until returning to their original chart. When finished, groups summarize orally the responses on the chart.

107 109

110

Find Your Match Jigsaw What You Know

112 113

Gallery Walk

115

Take a Stand

Teachers make a statement to the class, allow think time, then give the cue, "Take a Stand" asking students to stand if they agree and stay seated if they disagree. Students must be prepared to explain why they agree/disagree. Students read a scene in a story, then create a "frozen moment" from that scene. When the teacher taps a student, they "come to life" in that scene. Students research an event, write interview questions and responses, and act out the interview Students act out significant events in pantomime or improvisation Students role play a setting while the teacher models, prompts, and extends the conversation Students respond by using a puppet to show their understanding

116

Frozen Moment

117

You Are There Great Performances Role Playing Puppetry

119 120 121 122

Practice and Application

Activity
In the Loop

Description
Provide hands-on practice of key concepts with manipulatives (round cereal) Students fill in squares with words, math facts, etc. Teacher calls out the definition or a related fact and students find the match Create songs based on what you are studying, using familiar tunes Students review and reinforce vocabulary by writing poetry using the words Students select the appropriate graphic organizer and use it to organize the content, then write a summary paragraph about the text Use the plot chart (Somebody, Wanted, But, So) to summarize a story or as a pre-writing tool Use with fiction texts to identify story elements or as a pre-writing activity Used to sort the components of a topic with 2 sheets of paper. The topic is written in the middle of the frame and the components of the topic on the outside frame When teaching about a concept that has many parts, small groups decorate one "slice" of pizza with information and illustrations, then share with the class

Page #
129

Bingo Are You Sleeping? Poetry and Patterns

130 131 133

Go Graphic for Expository Texts Plot Chart Short Story Flow Chart

135 143 145

The Frame Up

147

Piece O'Pizza

148

Virginia Reel

Students form two lines facing each other, one line asks a question, the other answers, then one line shifts to the right Each student in a small group has a number. Questions are asked, group discussed answers, the teacher calls out one number from each group to answer. Very effective for standardized test preparation! In small groups, a student draws a vocabulary card. The teacher tells the students what response to give for the word (synonym, sentence, definition)

149

Numbered Heads Together

151

Vocabulary-Go-Fish

153

Lesson Delivery
Activity
Stand Up-Sit Down

Description
Students stand if a statement is true and sit if it is false. Students are expected to explain their rationale and may change their answer. Students set a purpose for reading by turning each heading in to a question, writing the question, and answering them after reading Teachers deliver the lesson in small "chunks" and give students time to "chew" the information. After the teacher poses a question, students put their hand on the "I'm thinking" button. When ready to respond, they move their hand to the "I got it!" button Allow students to become familiar with the procedural steps of a learning or instructional strategy you are teaching Students respond to a question by showing their answer using a response card (0=I don't know, a, b, c, d) Students respond to a question with a hand signal close to their chest when the teacher says "Show me!" Each corner of the room is labeled with a category or opinion, students respond by going to the corner that represents their answer, and sharing their ideas with one another Show photos, illustrations, or realia while asking questions about a particular topic to enhance understanding Stop a video at key points, allow students time to process the information by discussion, note taking, or clarifying in their primary language

Page #
161

Heading into Questions Chunk and Chew

163 164

Magic Buttons

165

Procedural Knowledge

167

Response Cards

168

Secret Answer

170

Take Your Corners

171

What Do You Know?

173

Stop that Video-DVD

174

Review and Assessment

Activity
Share Bear

Description
All students participate, wait their turn, and engage in higher level thinking Each student in a group has a paper, the teacher asks a question with multiple short answers, students respond on the paper, then pass it on to the next group member. Students read what is on the paper and add additional ideas. Students assess their own understanding by showing 1, 2, or 3 fingers indicating how well they think they met the lesson's objectives. 1 = I didn't, 2 = I made progress, 3 = I fully met the objective Students self assess using a rubric Mix and match essay vocabulary (compare, describe,etc) to help students understand the directions when writing an essay Students review by circulating around the room with a review sheet, finding a different student to answer each question Each student in a group has a review sheet, the group comes to a consensus on an answer, the teacher calls a number to report, then all students fill in the review sheet with the correct answer Throughout a lesson ask students to "sign in" by using sign language to signal true/false Students write and display answers on white boards working in pairs or small groups Teacher reads 3 statements, students decide which of the statements is the "fib." Students may also write their own statements

Page #
177

Simultaneous Round Table

178

Number 1-3 For Self-Assessment of Objectives Self-Assessment Rubrics Mix and Match with Essay Direction Words

179 180

181

Find Someone Who

182

Numbered Heads Together with a Review Sheet Sign in, Please Response Boards

183 184 185

Find the Fib

186