Overview This is the first of 16 lessons in Early World Civilizations: Transition Supplemental Guide to the Tell It Again! Read-Aloud Anthology. These stories are read aloud to students. Therefore, we provide sentence starters for students at the entering, emerging, and transitioning levels of proficiency because sentence frames are not a technique that can be used when text is presented orally. The following table displays the Core Knowledge lesson components as well as the additional supports and new activities AIR has provided to scaffold instruction for ELLs. A Father and His Son in Mesopotamia Core Knowledge Lesson AIR Additional Supports AIR New Activities Component Introducing the Read Aloud Domain introduction Provide visuals for the word Review objectives. ancient. are we? Partner ELLs with more proficient English speakers; elaborate on students’ responses; explain the meanings of additional words such as and use a thumbs-up/ soil nutrient; thumbs-down routine to check for understanding; use the picture to introduce the characters and title to introduce students to the text; and review information with ELLs through discussion. Vocabulary preview Use visuals, synonyms, and examples to Build vocabulary: clarify word meanings and ask ELLs to the meanings of explain concepts in their own words to other key words, check understanding. including the words and reservoir, bank, trade. Purpose of listening Clarify word meanings. Presenting the Read Aloud Use guiding and supplementary questions about pictures and text, sentence starters, and glossaries. Discussing the Comprehension questions Ask questions closer to the section of text that includes the relevant information and use sentence starters. Word work key vocabulary and use role playing to reinforce word meanings.
Overview This is the first of 16 lessons in Early World Civilizations: Transition Supplemental Guide to the Tell It Again! Read-Aloud Anthology. These stories are read aloud to students. Therefore, we provide sentence starters for students at the entering, emerging, and transitioning levels of proficiency because sentence frames are not a technique that can be used when text is presented orally. The following table displays the Core Knowledge lesson components as well as the additional supports and new activities AIR has provided to scaffold instruction for ELLs. A Father and His Son in Mesopotamia Core Knowledge Lesson Component AIR Additional Supports AIR New Activities Introducing the Read Aloud Domain introduction Provide visuals for the word ancient. Review objectives. are we? Partner ELLs with more proficient English speakers; elaborate on students’ responses; explain the meanings of additional words such as soil and nutrient; use a thumbs-up/ thumbs-down routine to check for understanding; use the picture to introduce the characters and title to introduce students to the text; and review information with ELLs through discussion. Vocabulary preview Use visuals, synonyms, and examples to clarify word meanings and ask ELLs to explain concepts in their own words to check understanding. Build vocabulary: the meanings of other key words, including the words reservoir, bank, and trade. Purpose of listening Clarify word meanings. Presenting the Read Aloud Use guiding and supplementary questions about pictures and text, sentence starters, and glossaries. Discussing the Comprehension questions Ask questions closer to the section of text that includes the relevant information and use sentence starters. Word work key vocabulary and use role playing to reinforce word meanings.
Engage%20New%20York%20Scaffolding%20Instruction%20for%20ELLs.docx