Beyond Good Instructional Design Basics:Specific Supports for English Language Learners

1. Vocabulary

Directions: Read the excerpt below from Trouble with the British.

At the time, Great Britain was already at war with France. The two countries had been fighting for years. Most of the countries in Europe were involved in the war. Some sided with the British. Others sided with the French.

The French were led by a man named Napoleon. He was a brave leader. He had beaten the British in a number of battles. Still the British kept fighting.

The following words and phrases have been identified for instruction because they are frequent in texts and/or are central to understanding the text: already, involved, to side with, lead, brave, beat, battle, still

Complete the chart. Identify some words for teacher-directed vocabulary instruction prior to the close read. Identify some words for teacher-directed instruction during the close reading. Identify some words that students might learn using student-directed vocabulary learning (think about cognates and context clues).

Teacher Directed Student Directed

Prior to Close Read During Close Read Word Learning Strategies

Strategies for Instruction: For each word, describe the method you chose and why. .

Resources for Finding Vocabulary:

Academic Word List Highlighter (unlikely any words will come up since mostly indexes secondary texts) (http://www.nottingham.ac.uk/alzsh3/acvocab/awlhighlighter.htm)

WordSift (http://wordsift.com/)

NOTE: This video may be found at http://vimeo.com/coreknowledge/review/92661473/0bd8e341f7.

Beyond Good Instructional Design Basics:Specific Supports for English Language Learners

2. Guiding and Supplementary Questions

Directions:

Create one text-dependent question and supplementary questions for the guiding question. Ensure that the questions are Aligned to a reading standard Text dependent Sequenced to support understanding

Create emergent-level scaffolding for responses (i.e., sentence frames and a word bank) for each of your supplementary questions.

Text

At the time, Great Britain was already at war with France. The two countries had been fighting for years. Most of the countries in Europe were involved in the war. Some sided with the British. Others sided with the French.

The French were led by a man named Napoleon. He was a brave leader. He had beaten the British in a number of battles. Still the British kept fighting.

Question Types

Aligned to a reading standard?

Has a text-

based focus?

Guiding Question

Supplementary Question

Supplementary Question

Supplementary Question

Supplementary Question

Word Bank

Sentence Frames

NOTE: This video may be found at http://vimeo.com/coreknowledge/review/92670623/8ba7e37228.

Beyond Good Instructional Design Basics:Specific Supports for English Language Learners

3. Video Capture Sheet (CLIP #3)

WATCH AND DISCUSS:What scaffolds does the teacher apply to support ELLs?1. defining target words in context2. connecting vocabulary to gestures & visuals3. group practice that includes repetition of target (sounds, letters, words, phrases, & concepts)4. modeling that includes naming actions5. other Compare this lesson with the Core Knowledge Lesson. What has been left out of the Core Knowledge lesson that might support all students including ELLs?

REFLECT AND DISCUSS Given the scaffolds you have learned during the presentation, what additional scaffolds might you build into this lesson to support ELLs?1. vocabulary2. guiding and supplementary questions3. additional scaffolding for responses4. partner work5. other How effective do you think these scaffolds might be? Why?

NOTE: This video may be found at http://vimeo.com/coreknowledge/review/92624522/82109529c1.