home

Welcome! The goal of all our courses is to strengthen our students' skills in reading, writing, listening, and speaking. Remember that the goal for this summer is to have our students speaking and using academic vocabulary. The following is a daily lesson template that provides a balance of the four areas. Although it may not be possible to include all of the following in each day, the teacher should keep all areas and SDAIE instructional scafflods in mind when planning a lesson.

Vocabulary:
(limit the list to 7 words) Direct instruction/modeling: Since words have multiple meanings and need to be put in context, students need to hear the words and hear about the words. Introduce the words, ask students to say them aloud, explain the words, and give examples. Vocabulary notes : Using the Frayer model (found in the __Edge__ or Cornell notes, students need to record the information from the teacher's direct instruction. Allow students to translate the new words into their primary language. Vocabulary practice : Allow opportunities for students to practice the new vocabulary words in pairs/groups. They can use graphic organizers, flashcards, sentences, skits, etc.

Reading:
Pre-reading/bridging prior knowledge to new learning. Students should "scan for vocabulary" and translate unknown English words. Reading/modeling using active reading strategies. For this, students need to know the purpose for reading and the specific strategy that will support their learning. Reading notes: as they read, students will create Cornell notes to use during their group discussions. Text representation: This is a scaffold that helps students to look at the text again from a new perspective. This is the explanation of the activity that will be created in group presentationtation:Allowing students to revisit and represent the text deepens their understanding of the text.

Group Presentation:
This is an opportunity for students to report the daily learning using structured academic vocabulary. Re-reading/discussion: This provides time for students to practice reading for fluency and discuss the text in their primary languages. Plan: The team will work together to plan and prepare to deliver their presentation using academic language. The teacher will provide language support in the form of sentence starters and academic vocabulary that will match the learning objective. Create a project: The project can be in many different forms. Students can create posters, web based presentations, blogs, PowerPoints, etc. Deliver group presentation: Provide clear directions and guidelines for the presentations. Make sure that the students who are not presenting are taking notes.

Writing:
Direct instruction/modeling of text structure/features: Depending on the writing task, the teacher needs to provide direct instruction/modeling of the parts of a paragraph, essay, etc. Daily grammar lesson: The teacher should focus on one or more aspects of grammar to provide a daily lesson with the opportunity to practice. Peer editing: After the grammar lesson, students will use their new knowledge to edit each others papers for that particular grammar error. Correcting teacher edits: The teacher will edit the students' writing using standard [|Editing Marks] (this may occur every other day). The students will use their notes on editing marks to correct their errors. Publishing: Students will type the assignments determined by the teacher.