Snowball strategy: Make separate picture and word snowballs (crumpled piece of paper with a word or a picture). When students catch their snowball they need to find the student with the matching picture snowball and say and or read the word and orally create sentences with the words (use tier 2 and 3 words). Work with cooperative groups to write sentences and make illustrations that go with the words that the students found on their snowballs. Use the sentence papers to assess ELLs writing proficiency. Listen for tiered vocabulary during TPS, partner and group discussions. Content and Concept Language Integration How have I integrated all possible domains into my teaching and learning strategies and activities? Discourse Integration: Sheltered Instruction Strategies Which domain(s) does my strategy/activity target? How does this strategy connect my content and language objectives? Writing Reading How does this strategy facilitate my students’ ability to access the content? Lesson Sequence: How does this strategy facilitate my to comprehend the mentor text, students’ ability build essential knowledge, or produce oral or written discourse connected to the content objective? How does this strategy provide comprehensible input for my students? L S Frontloading vocabulary and students practice saying Introduce Summer/Winter illustrated vocabulary words. chart. Students practice saying the words. Use 7 step strategy for word hammock and read L S 7 Step Strategy aloud story Skip Through the Seasons to class. L Think Aloud for words summer and winter. Stop to think aloud and explain words summer and winter. Get oral input from students to fill in a T-Chart S T-Chart as a whole class for the seasons summer and winter. Save for future reference.
Snowball strategy: Make separate picture and word snowballs (crumpled piece of paper with a word or a picture). When students catch their snowball they need to find the student with the matching picture snowball and say and or read the word and orally create sentences with the words (use tier 2 and 3 words). Work with cooperative groups to write sentences and make illustrations that go with the words that the students found on their snowballs. Use the sentence papers to assess ELLs writing proficiency. Listen for tiered vocabulary during TPS, partner and group discussions. Content and Concept Language Integration How have I integrated all possible domains into my teaching and learning strategies and activities? Discourse Integration: Which domain(s) does my strategy/activity target? Sheltered Instruction Strategies How does this strategy connect my content and language objectives? How does this strategy facilitate my students’ ability to access the content? How does this strategy facilitate my students’ ability to comprehend the mentor text, build essential knowledge, or produce oral or written discourse connected to the content objective? How does this strategy provide comprehensible input for my students? Lesson Sequence: Writing Reading Introduce Summer/Winter illustrated vocabulary chart. Students practice saying the words. L S Frontloading vocabulary and students practice saying words. Use 7 step strategy for word hammock and read aloud story Skip Through the Seasons to class. Stop to think aloud and explain words summer and winter. L S 7 Step Strategy L Think Aloud for words summer and winter. Get oral input from students to fill in a T-Chart for the seasons summer and winter. Save for future reference. S T-Chart as a whole class