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BLE 220, Education, and M2-M15: ELL Strategy Mini-Teach

My partner did there slides for strategy 3 and i need mine done for strategy 23. i really need a good job done on this please. I attached what her slides look like and i need you to do that for strategy 23 for mine.

Herrell & Jordan (50 Strategies for Teaching English Language Learners), strategy 3 and strategy 23

ChatGPT

Strategy 3: Language Focus Lessons

Description: Language Focus Lessons are designed to explicitly teach specific language skills or vocabulary needed for academic success. These lessons provide direct instruction on language features such as grammar, vocabulary, pronunciation, and discourse patterns. The goal is to help English Language Learners (ELLs) understand and use these language components in various contexts.

Implementation Steps:

  1. Select the Focus: Choose a specific language feature (e.g., past tense verbs, academic vocabulary) relevant to the current unit or students’ needs.
  2. Model the Language: Demonstrate the correct usage of the language feature through examples and practice.
  3. Guided Practice: Engage students in guided practice activities where they use the language feature in controlled settings.
  4. Independent Practice: Provide opportunities for students to use the language feature independently in various contexts.
  5. Feedback and Reinforcement: Offer constructive feedback and reinforce correct usage through additional practice and review.

Example Activities:

  • Grammar games
  • Vocabulary quizzes
  • Pronunciation drills
  • Sentence construction exercises

Strategy 23: Advance Organizers

Description: Advance Organizers are tools used before a lesson to help students activate prior knowledge and set a purpose for learning. They provide a framework for new information, making it easier for students to understand and retain the material. This strategy is particularly beneficial for ELLs as it helps them connect new concepts to what they already know.

Types of Advance Organizers:

  1. Graphic Organizers: Visual representations of information (e.g., Venn diagrams, concept maps).
  2. Expository Organizers: Written or spoken explanations of what students will learn and why it is important.
  3. Narrative Organizers: Stories or anecdotes related to the lesson content.
  4. Skimming and Scanning: Quickly reviewing headings, subheadings, and key terms to get an overview of the content.

Implementation Steps:

  1. Introduce the Organizer: Explain the purpose of the advance organizer and how it will help with the upcoming lesson.
  2. Activate Prior Knowledge: Encourage students to discuss what they already know about the topic.
  3. Use the Organizer: Guide students in using the organizer to structure their thoughts and predictions about the lesson.
  4. Review and Reflect: After the lesson, review the organizer with students to see how their understanding has evolved.

Example Activities:

  • Creating concept maps before reading a text
  • Using KWL (Know, Want to know, Learned) charts
  • Discussing a related story or anecdote before introducing new material
  • Reviewing key vocabulary and concepts in advance

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Strategy Jigsaw Presentation Rubric (1)
Criteria Ratings Pts

This criterion is linked to a Learning OutcomeOrganization
25 to >20.0 pts

Highly Proficient

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

 20 to >10.0 pts

Proficient

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

 10 to >0.0 pts

Approaching Proficient

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

 0 pts

Unsatisfactory

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

25 pts

This criterion is linked to a Learning OutcomeLanguage
25 to >20.0 pts

Highly Proficient

Language choices are scholarly, and compelling, and enhance the effectiveness of the presentation. Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.) Language in presentation is appropriate to audience.

 20 to >10.0 pts

Proficient

Language choices are thoughtful and generally support the effectiveness of the presentation. Central message is clear and consistent with the supporting material. Language in presentation is appropriate to audience.

 10 to >0.0 pts

Approaching Proficient

Language choices are mundane and partially support the effectiveness of the presentation. Central message is basically understandable but is not often repeated and is not memorable. Language in presentation is appropriate to audience.

 0 pts

Unsatisfactory

Language choices are unclear and minimally support the effectiveness of the presentation. Central message can be deduced, but is not explicitly stated in the presentation. Language in presentation is not appropriate to audience.

25 pts

This criterion is linked to a Learning OutcomeDelivery
30 to >24.0 pts

Highly Proficient

Delivery techniques (posture, gestures, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears professional and confident and adhered to the time length requirements.

 24 to >12.0 pts

Proficient

Delivery techniques (posture, gestures, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears professional comfortable and generally adhered to the time length requirements.

 12 to >0.0 pts

Approaching Proficient

Delivery techniques (posture, gestures, eye contact, and vocal expressiveness) make the presentation understandable, the speaker appears tentative and partially adhered to the time length requirements.

 0 pts

Unsatisfactory

Delivery techniques (posture, gestures, eye contact, and vocal expressiveness) detract from the understandability of the presentation, speaker appears uncomfortable and does not adhere to the time length requirements.

30 pts

This criterion is linked to a Learning OutcomeSupporting Material
20 to >16.0 pts

Highly Proficient

A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter’s credibility/authority on the topic.

 16 to >10.0 pts

Proficient

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter’s credibility/authority on the topic.

 10 to >2.0 pts

Approaching Proficient

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that partially supports the presentation or establishes the presenter’s credibility/authority on the topic.

 2 to >0 pts

Unsatisfactory

Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that minimally supports the presentation or establishes the presenter’s credibility/authority on the topic.

20 pts

Total Points: 100
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