How+to+Modify+Your+Lesson+Plans




 * How to Modify Your Lesson Plans: Ideas to Implement Reading, Writing, Listening, and Speaking into Classroom Content Area **

Along with your current Course of Study and lesson plan, each lesson should include an opportunity for your ELL student to practice using his/her new language with reading, writing, listening and speaking.

It is recommended, in some districts required, for teachers to provide documentation to be sure all four realms of L2: reading, writing, listening, and speaking are included in each lesson. Documentation may be: lesson plans, SIOP Plans, or other paperwork.

Below are answers to commonly asked questions, and suggestions of how to make this implementation low stress and beneficial for both you and your ELL student.

You already do it. Listed below are examples of goals in all four realms. How many do you already use in a daily lesson? Environmental print Email Games Recipes Instructions about how to make things Class paper Lists Graphic Organizers Literary Writing Journalistic Writing Sharing personal narratives || Magazines Letters Dialogue Journals Peer Journal Comics Math puzzles Maps Published writings Peer writing Narratives Formal academic writing Forms || Email Letters Dialogue Journals Peer Journals Comics Games Result of science experiment Word mapping Webbing Graphic organizers || Free writing Quick writing Creating an Illustration Revision in response to feedback Personal event casts Lists Personal narratives Conversational writing with student pairs/groups || Interviews Computer Group work Following oral directions Peer personal narratives Total Body Response || Radio Television Telephone recordings Games Teacher read alouds Peer Read alouds Peer conversations Dialogue journaling Revisions with peer feedback Personal event casts Conversational writing || Problem solving Interviews Story telling Games Math puzzles Result of science experiment Brainstorming ideas Fantasizing Storytelling Personal event casts Personal narratives Conversational Writing || Drama Role-playing Simulations Cooperative games Strategic questioning Sharing an experience Communicating thoughts to a known audience Peer feedback || Source: Ovando, 2006
 * How do I have time to implement a reading, writing, listening and speaking goal in Every Content Lesson I teach? **
 * ** Reading ** |||| ** Writing ** ||
 * Newspaper
 * ** Listening ** |||| ** Speaking ** ||
 * Use “live language” (Sources with real people talking in authentic situation)

Your student centered, scaffold instruction produces highly interactive lessons. In order to keep each learning style engaged your lessons include moving, talking, reading, and writing, speaking in almost every lesson!
 * Why are so many activities repeated? **

One suggestion is to make a simple rubric: Here are some examples from the above, four-realm rubric:
 * What is an easy way to ensure I have taught all realms of language in every lesson? **

Math Problem Solving || Writing Personal Narrative |||| ** Academic Corse of Study: ** Science Experiment ||
 * ** Academic Corse of Study: ** |||| ** Academic Course of Study: **
 * ** Reading: ** || ** Writing: ** || ** Reading: ** Student reads the math problem to/with group. || ** Writing: ** Student participates in writing group rubric explaining problem solving and solution. ||
 * ** Listening: ** || ** Speaking: ** || ** Listening: ** Student listens to problem solving ideas of group members. || ** Speaking: ** Student discusses and problem solves with group. ||
 * ** Academic Corse of Study: **
 * ** Reading: ** Student reads peer editor’s writing.

Student reads own personal narrative to peer/group. || ** Writing: ** Student writes personal narrative.

Student writes revisions on peer’s writing. || ** Reading: ** Student reads to/with group directions for experiment.

Student reads Science Journal Reflections to peer. || ** Writing: ** Student reflects on findings in Science Journal. || Student listens to peer writing. || ** Speaking: ** Student explains revisions to peer. Student || ** Listening: ** Student listens to the ideas of classmates and teacher. Student listens to model Science Experiment from teacher. || ** Speaking: ** Student talks through steps and directions of science experiment with group. ||
 * ** Listening: ** Student listens to peer feedback on writing.

The argument has been made: “isolating and emphasizing each of the four language skills was to encourage teachers to provide a balanced approach to each” (Ovando, 165). However, this is not an authentic way to communicate. Think of how you use language: conversations with peers of colleagues, daily chores and shopping, communication and enjoyment in home. Rarely are you using only reading, writing, listening, or speaking in isolation.
 * Why not teach these skills in isolation? **

Meaningful use of the language jumps seamlessly from one portion of the language to another. If these skills are taught collaboratively, you ELL student will have the advantage of practice moving, naturally, from one realm of language to another.