Comprehension Activity AP

  Comprehension Activity AP : Human Development; Planning; 5 pages Knowledge of Subject Matter; ESOL 3, 4.Teaching and learning 4b; ESOL 4.2 Select a storybook and develop a mini-lesson for a target group of five year-olds including children who are ELL learners. Using the QARs strategy (See the Cecil textbook for descriptionpage 171), develop literal, inferential, and critical questions to identify the children’s comprehension level about the story. Make the necessary adaptations to support and promote comprehension for ELL learners. Share in class. Rubric: Element Criteria Points Story selection (2 points) Appropriate story was selected for the target group Mini-lesson (3 points) Developed a mini-lesson using the QARs (Question-answer relationships) strategy Critical thinking questions (3 points) Created appropriate critical thinking (literal, inferential and critical) questions. Element Criteria Points Adaptations for ELL (2 points) Included necessary adaptations to support comprehension for ELL children Append ix E: Lesson Plan Checklist with a Focus on ESOL • Are there specific Language Arts and subject area objectives? Are these appropriate for your students? • Are there specific language objectives? Are these appropriate for your students? • Do the subject matter, expected language gains, and cognitive demands fit into previous lessons and/or known abilities of students? • Is the cognitive demand on students too high or too low? • Does the lesson/teacher use whatever previous knowledge and/or experience students might already possess about the subject? • Have the input and materials been made comprehensible? • Is there sufficient use of visuals (e.g., realia, graphic organizers, etc.)? • Does the lesson take into account students' native languages and cultures? • Have speaking, listening, reading, and writing been integrated into the lesson? • Do materials and activities take into account the learning styles of students? • Is there sufficient time for pre-activities (e.g., introduction of new ideas, concepts, and vocabulary)? • Is there enough time for students to ask questions and interact with material and other students? •Is there built-in formal and informal assessment procedures? Source: Language Arts through ESOL (OMSLE, Florida Department of Education)