Page 69 - Scaffolding for English Language Learners

Value of Sports in People’s Lives
Expeditionary Learning Lesson Component
AIR Additional Supports
AIR New Activities
Opening
Engaging the reader
Define the words determine and gist and give students an opportunity to determine the gist of a short section of text so they are prepared for determining gist of a longer passage.
Work Time
A. First read
Provide the article in an ELL’s home; place ELLs with bilingual peers who are English-proficient; preview the text; enhance background knowledge; develop ELLs’ vocabulary; and engage in close reading.
B. Guided practice
Provide ELLs with definitions of the words opinion and evidence as well as words that signify kinds of evidence such as details, facts, proof, data, and information and model with the text at hand examples of an opinion and evidence.
C. Small-group practice
No additional support is necessary if ELLs have completed the new activities associated with the First Read and have learned about opinions and evidence.
Closing and Assessment
Debrief and review of learning targets
Give ELLs with bilingual partners the opportunity to answer first in their home language and then in English, model at least one English response for the students, and ask students to talk about how sports are valuable in their home cultures.
Homework
Supply ELLs definitions and ask them to complete sentences that provide context for the definitions; have students review their responses to new activity 4 for the First Read to help them answer the guiding question; and define difficult words needed to answer the question and provide sentence frames, starters, and word banks for ELLs at entering
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American Institutes for Research Scaffolding Instruction for ELLs: Resource Guide for ELA–65