Examples from the Teachers Manual for REACH National Geographic/Hampton-Brown

Examples from the Teachers Manual for REACH National Geographic/Hampton-Brown

LANGUAGE / LANGUAGE FRAMES / TEACHING STRATEGIES
OBJECTIVES
Access prior knowledge
to learn new language in
English / I know…
I want to know…
This word/phrase might mean…
This word/phrase is like ….
This word/phrase reminds me of …
This word/phrase probably means...
because…. / Anticipation Chart
Anticipation Guides
Free Write
Insert Method
KWL
List/Group/Label
Acquire new grade-level
vocabulary through
strategic learning strategies
such as compare and
contrast or concept maps / This shows______
The key term/main idea of my
concept drawing is ______
Some examples are ______.
I decided to represent ______this
way because______.
______is the same as ______
because they are both______.
______is different from ______
because______.
One significant similarity is ______
because______.
One significant difference is ______
because______. / Concept mapping
Four Cornes Vocabulary
Total Physical Response
Word Map
Word Play
Check understanding of
spoken language and
seek clarification during
instruction and classroom
interaction when needed. / Use gestures.
Can you help me to ______?
Would you please repeat that?
So you're saying______. / Inside/Outside Circle
Instructional Conversation
Think Alouds
Think/Pair/Share
TPR
Listen to and express understanding of / I notice ______.
I heard/saw a ______.
I heard/observed______which
makes me think ______.
I think ______is an example
of ______because______.
One characteristic of ______
of ______that I heard is______. / Concept Attainment
Concept Mapping
Learning Logs
Pairs View
Visual Literacy Frames
a variety of multi-media
presentations to foster
concept and language
attainment.
LANGUAGE / LANGUAGE FRAMES / TEACHING STRATEGIES
OBJECTIVES
Construct meaning and
identify main points and
details in spoken language
on familiar and unfamiliar
topics. / It's about ______.
I think the main idea I heard was
______.
Based on the information that I heard
in ______I can conclude that
the main points were______.
I heard the speaker say ______.
I heard the speaker say ______
which is important because______. / Instructional Conversation
Literature Circles
Reciprocal Teaching
Structured Conversation
Story Telling
Make inferences and draw
conclusions based on
implicit ideas presented
in complex spoken language
in correspondence with
grade-level expectations. / I think______probably______.
I can infer______probably_____.
I can assume______because_____.
Even though it doesn't say_____I
think______.
Based on ______I can infer
that______.
From the information found in ______
I can infer that______
because______. / Instructional Conversation
Literature Circles
Reciprocal Teaching
Story Telling
Whip Around
Give input and express
ideas in cooperative
learning activities. / ______think/feel/believe_____.
In my opinion______.
I wonder______.
I like the idea that ______.
The way I would______.
My suggestion would be______
because______.
I agree/disagree that______
because______.
After considering______I think_____. / Instructional Conversation
Interview Grids
Literature Circles
Pairs View
Partner Reading
Peer Editing
Question,Signal, Stem,
Share, Assess
Structured Conversation
LANGUAGE / LANGUAGE FRAMES / TEACHING STRATEGIES
OBJECTIVES
In discussions, use
increasingly specific
language when narrating,
describing, or explaining. / This is a ______.
______is about______.
The main idea is______.
It's important to remember______.
First___, then____, finally______.
It's significant that ______
because______.
Some of the supporting ideas are
______.
Some of the important details
include______. / Instructional Conversation
Literature Circles
Numbered Heads
Question,Signal,Stem
Share, Assess
Story Telling
Structured Conversation
Select formal or informal
to appropriate settings. / At school we say______.
When we talk to the whole class
we should ______.
When we talk with our friends we
can______.
I would explain this story/concept to
a friend by______.
Scientists/Historians/Mathematicians/
Writers use the word/phrase______
to______.
I would describe ______using
scientific/social studies/mathematical/
literary language by______. / Chunking Input
Learning Logs
Pairs View
Visual Literacy Frames
Word Map
Apply letter-sound
correspondence and word
analysis skills to affixes,
roots, and cognates in
roots. / The letter__makes the ___sound____.
The word ______has the long/short
vowel ______.
The word______has a silent____.
The letter____in the word______
is long because______.
The word______sounds like _____
in my language and means______.
The word______sounds like _____
in my language and does NOT
mea______.
A prefix/suffix/root is______.
Some other words with this prefix are______. / Direct Teaching
Word Sorts
Word Walls
Word Study Books
LANGUAGE / LANGUAGE FRAMES / TEACHING STRATEGIES
OBJECTIVES
Increase comprehension of
written text through before
reading strategies such as
graphic organizers, picture
walks and frontloading
vocabulary. / This story/article is about______.
This wordlist tells me this story is
about ______.
The illustrations tell me this story
is about______.
The diagram tells me this story is
about______.
The strategy that will help me to
undertstand this text the best is
probably______. / Advance Organizers
Anticipation Guides
Backwards Book Walk
Comprehension Strategies
DRTA
SQP2RS
Visuals
Word Walls
Analyze literary elements
such as characters, setting,
plot, theme, and author's
point of view to increase
reading comprehension in
content areas and grade-
level expectations. / The theme of this text is______.
The setting/plot/character is______.
I would describe____as ______
because______.
The author used_____in order to___.
The intended audience of this text
is______.
The writer's motive for ______was
probably______.
______is an example of______
because______.
I would agree/disagree with the author
because______. / Book Reviews
Dialog Journal
Double Entry Journals
Graphic Organizers
Learning Logs
Instructional Conversation
QtA
Question,Signal,Stem, Share
Assess
Structured Academic
Controversy
Stuctured Conversation
Apply developmentally
appropriate grammatical
structures, including
subject-verb agreement,
correct usage of possessives,
contractions, apostrophes,
and negatives in
written works in
correspondence with
grade-level expectations. / A subject of a sentence is______.
An apostrophe is______.
The apostrophe in this contraction
is correct/incorrect because_____. / Contexualized Grammar
Instruction
Daily Oral Language
Peer Editing
Reciprocal Teaching
Sentence Mark Up
Sentence Sort
LANGUAGE / LANGUAGE FRAMES / TEACHING STRATEGIES
OBJECTIVES
Math
Demonstrate understanding
of directions, questions,
and conversations by
responding orally and
taking notes.
This probem is about….
First…then…finally…
I would explain how to solve this
problem to a friend by… / Keep, delete, substitute,
select
Science
Speak using specific words
and phrases for emphasis
qualification, and transition.
At first….but now…
Previously…
however later… / Experiment/Lab
Social Studies
Use appropriate grammer
and conventions in
writing
The present tense is appropriate
because…
The past tense is appropriate
because… / Contextualized
Grammar Instruction