Notebook and pen What You Do: Use the measuring tape to help your child draw a large triangle on the poster board and divide it into six wedges vertically, making sure that the top section is much smaller than the other five. For a model, visit www. There's no need to be exactly proportional when drawing the wedges, just make sure that five are about the same size.
This week, as promised, I'll provide examples of TDQs based on a second-grade text, and we will follow up with more examples for middle and high school in the future! I wrote this week's post in collaboration with Dr.
So You Want to Be President? Next, we'll provide some scaffolds and supports that ELLs at different levels of English language proficiency could use to help them answer the TDQs and unlock the meaning of the text.
These are an important step - as we worked through the guidelines, we quickly realized we couldn't create TDQs for ELLs in a vacuum!
Finally, we'll share some suggested TDQs for this text as well as a culminating activity for students and leave you with some takeaways from our process.
Every single President has taken this oath: But it's a big order if you're President of this country. Abraham Lincoln was tops at filling that order.
I must do the best I can, and bear the responsibility of taking the course which I feel I ought to take. Tall, short, fat, thin, talkative, quiet, vain, humble, lawyer, teacher, or soldier—this is what most of our Presidents have tried to do, each in his own way.
If you want to be President—a good President—pattern yourself after the best. Our best have asked more of themselves than they thought they could give. They have had the courage, spirit, and will to do what they knew was right.
Most of all, their first priority has always been the people and the country they served. These guidelines, along with the questions that follow, are also available in a PDF Format. Think about what you think is the most important learning to be drawn from the text.
Note this as raw material for the culminating assignment and the focus point for other activities to build toward. Depending on their level of English language proficiency, ELLs will need different amounts of scaffolding to comprehend the text on a deep level.
ELLs may require some additional steps to get to this level of learning. Students should understand that it is the responsibility of the President to execute the mandates of the Constitution.
ELLs need scaffolding to understand what the President's responsibilities are and what the Constitution is. Determine the key ideas of the text.
Create a series of questions structured to bring the reader to an understanding of these. ELLs might need sentence frames or sentence starters to support their answers to the questions. The President takes an oath of office to faithfully serve and do his best.
President Lincoln is an example of a President who took his responsibility seriously. Although he thought others might do a better job, he worked very hard and is now considered one of the greatest presidents in our history.
The most successful Presidents give a great deal of themselves and put the people and their country first. Locate the most powerful academic words in the text and integrate questions and discussions that explore their role into the set of questions above.
The Academic Word List Highlighter identifies the words Constitution and priority as the most powerful academic words in the text. Take stock of what standards are being addressed in the series of questions above. Then decide if any other standards are suited to being a focus for this text.
If so, form questions that exercise those standards. ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.
Grade 2 Cognitive Function: Grade 2 Topic-Related Language: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: Consider if there are any other academic words that students would profit from focusing on.
Build discussion planning or additional questions to focus attention on them. They must be careful not to teach too many words in the text or ELLs could become overwhelmed.
Find the sections of the text that will present the greatest difficulty and craft questions that support students in mastering these sections.Reading instruction does not need to stop when the bell rings. Using out-of-school time (OST) can be an effective way to boost academic skills while engaging students outside of the classroom.
I have been on hiatus from doing out-of-state teacher trainings recently for two reasons: 1) I'm writng a book on teaching writing, and 2) I'm preparing to retire from the classroom at the end of the school . This article presents a developmental framework of informational writing developed from a study of children's writing in K-5 classrooms.
See examples of children's compositions at each developmental level, and learn how to use this continuum to support increasingly more mature forms of .
6 Scaffolding Strategies to Use With Your Students. Try the fishbowl activity, where a small group in the center is circled by the rest of the class; the group in the middle, or fishbowl, engages in an activity, Some students can dive right into a discussion, or writing an essay, or synthesizing several different hypotheses, without.
Quick Summarizing Strategies to Use in the Classroom Compiled by Ann Lewis, Laurel School District; have the summarizing activity be an Cloze Activity This can be a highly scaffolded writing, where students are given key. Literacy is traditionally defined as the ability to read and write.
In the modern world, this is one way of interpreting literacy. A more broad interpretation is literacy as knowledge and competence in a specific area. The concept of literacy has evolved in meaning.