World- Class Instructional Design and Assessment (WIDA) has an article called Understanding Language Proficiency to Develop Language Goals, Grades K-5. It is lesson plans (with accompanying worksheets) that guide students in understanding language proficiency, determining their own strengths, and setting goals for language development. Designed for K-5 students. The link below contains materials from WIDA…
Author: marialee383
5 Important Reasons to Teaching Academic Language and Content
Confianza also has a blog on Strategies for integrating language and content in remote learning settings. This is part two of strategies for integrating language and content. Reasons Teaching Language and Content 5 Important Reasons Teaching Academic Language and content are: When teachers teach language and content, students learn not only the important academic content…
What You Need to Know: 3 Dimensions Academic Language
3 Dimensions Academic Language Academic Language is not only content vocabulary, it includes wide range of specific vocabulary items, grammar and syntax constructions, and discourse features. Vocabulary consists of words and phrases, including general academic vocabulary that students may encounter in a variety of content areas, specialized academic vocabulary that is specific to a content…
5 Ways to Build Background Knowledge for English Learners
https://learn.teachingchannel.com/video/teaching-slavery (Video on Building Background knowledge on Slavery in America for Elementary students) Background knowledge can elicit what students already know, and build on existing knowledge to access new content. 5 ways to build background knowledge Here are a variety of ways to activate students’ prior knowledge and build further background knowledge to prepare for…
Essential Question Key to Helping English Learners
https://learn.teachingchannel.com/video/structure-learning-essential-questions Essential question key to help English Learners understand the readings and acquire needed skills and vocabulary. This is to help them see the relationships among the readings, suggested by the authors of the book Equitable Access for English Learners. Teachers can do this by having students answer an overarching question as they become involved…