response response illustrations or hands on frames have both English and other) experiences) Responses in Cueing- include a clear Structured Opportunities Word Banks- to encourage home language focus on stating the to Speak With a Partner or Video, Media use of academic vocabulary standards, objectives, and Small Group Standards-based questions agenda for the day, communicated in Story Problem Think Aloud language The teacher should provide Model and post good RDW or Read, Draw, Write Connect numbers to concrete conversation starters: “I experiences by encouraging an accurate auditory imprint (a Number Sentence and a disagree because …” “Your English language learners to of the vocabulary term by Statement) solution is different from show their answers with their pronouncing it clearly mine because . . .” “My error fingers (Lesson 5). 1. Read. several times and having the was …” “Your answer does 2. Draw and label. students repeat it chorally not make sense to me Provide the definition in 3. Write a number sentence. For additional ELL and then to an assigned because …” (Lesson 6). student-friendly language and 4. Write a word sentence and Special have students record it in partner. (statement). Education Scaffolds, Vary choral response with some way, perhaps in a please refer to “ written response on student graphic organizer or in an boards to support English individual glossary. language learners. (Lesson 7). Have structured opportunities to use this key academic new terms and previously learned all four modalities (speaking, reading, writing, and listening) each day. Students also need opportunities to practice pronouncing key terms.
response Cueing- include a clear focus on stating the standards, objectives, and agenda for the day, communicated in language response Structured Opportunities to Speak With a Partner or Small Group illustrations or hands on experiences) Video, Media Standards-based questions Story Problem Think Aloud frames Word Banks- to encourage use of academic vocabulary have both English and other) Responses in home language For additional ELL and Special Education Scaffolds, please refer to “ The teacher should provide an accurate auditory imprint of the vocabulary term by pronouncing it clearly several times and having the students repeat it chorally and then to an assigned partner. Model and post good conversation starters: “I disagree because …” “Your solution is different from mine because . . .” “My error was …” “Your answer does not make sense to me because …” (Lesson 6). Vary choral response with written response on student boards to support English language learners. (Lesson 7). Have structured opportunities to use this key academic new terms and previously learned all four modalities (speaking, reading, writing, and listening) each day. Students also need opportunities to practice pronouncing key terms. RDW or Read, Draw, Write (a Number Sentence and a Statement) 1. Read. 2. Draw and label. 3. Write a number sentence. 4. Write a word sentence (statement). Connect numbers to concrete experiences by encouraging English language learners to show their answers with their fingers (Lesson 5). Provide the definition in student-friendly language and have students record it in some way, perhaps in a graphic organizer or in an individual glossary.
Grade%202%20Module%201%20Curriculum%20Framework%202017-2018.doc.docx