Clearly describe the strategy to be taught and literature used to improve comprehension or composing

SEGMENT PLAN TITLE: Describe one segment of learning (A set of 3–5 lessons that build one upon another toward a learning goal, with a clearly defined beginning and end.)

  1. PRE-ASSESSMENT OF STUDENTS KNOWLEDGE AND SKILLS:
    Determine level of academic language and communication needs of the general population and your Focus student, as it relates to their background and their ability and level of English Language Learning. Describe the results of prior learning of other segments and their level of comprehension or composing based on formal and informal assessments you used to gather data. Include reference to related skills.
  2. STUDENTS’ PERSONAL INTERESTS/CULTURAL/COMMUNITY ASSETS:
    Summarize data for the entire class, groups and focus students. Indicate the area to be reflected in your segment of lessons.
  3. CENTRAL FOCUS:
    What is the important understanding and core concept(s) that you want students to develop within the lesson? The central focus/learning target should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment
  4. STANDARDS:
    What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)
  5. INSTRUCTIONAL LEARNING OBJECTIVES/LEARNING TARGET:
    What will the students know and be able to do by the end of the lesson(s)? (You can enumerate the objectives for each lesson. Use observable language related to the standards, with measurable verbs and provide assessment outcome data.)
  6. ESSENTIAL LITERACY STRATEGY:
    Clearly describe the strategy to be taught and literature used to improve comprehension or composing. The essential literacy strategy, related skills, and language.
  7. LANGUAGE FUNCTION: Choose one from bloom’s taxonomy. This active verb tells what students will do with the Essential Literacy Strategy.
  8. LANGUAGE DEMANDS: RELATED SKILLS
    However, you must teach instructional and contextual vocabulary as an aspect of academic language. What language (syntax and discourse) skills will students be expected to utilize when demonstrating their understanding and skills related to the lesson objectives?

A. VOCABULARY: LIST
1.Content: words and/or phrases
2.Instructional: words and/or phrases

Choose 1 and/or 2: Syntax and/or Discourse

B. SYNTAX: Based on a pre assessment, decide on the need to teach a skill
related to teaching the essential literacy strategy and language demand: The
use of sentence structure, grammar, punctuation, spelling, transition words
related to the language function, etc.

C. DISCOURSE: Written or oral to show language acquisition.

  1. KEY LEARNING TASK(S) Provide a brief description of the 3 to 5 sequential lessons which build upon each other.

Lesson 1 Title: Describe what you will model, and students will watch and then participate in helping you complete the model.

Lesson 2 Title: Describe what students will practice while you help them.

Lesson 3 Title: Describe what students will do while you watch them. This last lesson is an assessment of their ability to independently demonstrate their ability to use the Essential Literacy Strategy and related skill(s). it will indicate whether your segment of learning was successful. Note that some classes may need more than one practice lesson. Consider one or two additional practice lessons before the last lesson.

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