and on the need to support generalizations with facts Provide opportunities for students to process material using a variety of formats: question, discussion, group work, review, read, write, reteach Vary thematic content, genres, and texts using assessment methods that permit students to display learning in a variety of ways, both verbal and nonverbal Incorporate all six literacy's into the curriculum: Reading, Writing, Listening, Speaking, Viewing, Representing Interact with peers, teacher and assistant in discussions and problem solving Express their understanding in a variety of ways verbally, artistically, dramatically, factually Read everyday using varied texts (novels, short stories) Write meaningfully everyday (journals, narratives, poems, learning logs, poems, responses to literature) Choose frequently within teacher guidelines and expectations in reading material, writing topics, and assessment Engage in self-assessment and peer evaluation Make connections between literary experiences and real world experiences Learning Demonstrate that all students can learn to communicate verbally, read and write successfully in English given many opportunities to do so Reflect teachers who maintain a rich knowledge of content, strategies, and technology Exhibit a safe, friendly atmosphere for academic risk-taking Display a variety of instructional strategies which support second language learning, learning styles and multiple intelligence Produce activities for planning, monitoring, evaluating, reflecting, problem solving, supporting &amp; interaction Present an appreciation of cultural diversity Exhibit a safe, friendly atmosphere for academic risk-taking Display a variety of instructional strategies which support second language learning, learning styles and multiple intelligence Produce activities for planning, monitoring, evaluating, reflecting, problem solving, supporting &amp; interaction Present an appreciation of cultural diversity Physical Dictionaries in each language represented in the classroom Print-rich and content rich with student work displayed Computers, overhead, library, language master, tape recorder, television, VCR Variety of computer programs, resource and high interest reading material Teacher and assistant actively interacting with students Cultural and language diversity evident in the bulletin boards Computers, overhead, library, language master, tape recorder, television, VCR Variety of computer programs, resource and high interest reading material Teacher and assistant actively interacting with students Cultural and language diversity evident in the bulletin boards Computers, overhead, library, language master, tape recorder, television, VCR Variety of computer programs, resource and high interest reading material Teacher and assistant actively interacting with students Cultural and language diversity evident in the bulletin boards Computers, overhead, library, language master, tape recorder, television, VCR Variety of computer programs, resource and high interest reading material Teacher and assistant actively interacting with students Cultural and language diversity evident in the bulletin boards BACK TO THE TOP OF ESOL ELEMENTARY PROGRAM MAP BACK TO THE TOP OF ESOL SECONDARY ESOL PROGRAM MAP BACK TO THE TOP OF ESOL COURSE OF STUDY ENGLISH AS A SECOND LANGUAGE PK-5 PK/Kindergarten Participates in rhymes, songs, conversations, and discussions.
(real world experiences; Learning; Demonstrate) (each language; represented; L:in the classroom Print-rich and content rich with student work) (interaction; Present; an appreciation of cultural diversity) Context(interaction Present,List([1562, 1581))):(activities for planning, monitoring, evaluating, reflecting, problem; solving; ) (both verbal and nonverbal Incorporate; Choose; T:frequently; T:within teacher guidelines and expectations in reading material) (second language; learning; ) (students; learning; L:in a variety of ways) (students; to process; material) Context(students to process,List([80, 99))):(students; to process material using; a variety of formats) (instructional strategies; support; second language learning) (a variety of instructional strategies; learning; styles and multiple intelligence) (interaction; Present; an appreciation of cultural diversity Physical Dictionaries in each language) Context(interaction Present,List([1912, 1931))):(learning styles and multiple intelligence; Produce; ) (instructional strategies; support; second language learning) (teachers; maintain; a rich knowledge of content, strategies, and technology Exhibit a safe, friendly atmosphere for academic risk-taking) (second language; learning; ) (writing topics; Make; that all students can learn to communicate verbally, read and write successfully in English) Context(writing topics Make,List([887, 968))):(all students; can learn; to communicate verbally, read and write successfully in English) Context(writing topics Make all students can learn,List([887, 1085))):(all students; can learn to communicate verbally, read and write successfully in English to communicate verbally; ) Context(writing topics Make all students can learn,List([887, 1085))):(all students; can learn to communicate verbally, read and write successfully in English to read; ) Context(writing topics Make all students can learn,List([887, 1085))):(all students; can learn to communicate verbally, read and write successfully in English to write successfully; ) (assessment methods; permit; students; to display learning in a variety of ways) (assistant; actively interacting; diversity) (peers, teacher and assistant in discussions and problem; solving; their understanding; L:in a variety of ways) (LANGUAGE PK; [is] SECOND [of]; STUDY ENGLISH AS A)
interaction Present,List([1562, 1581)) students to process,List([80, 99)) interaction Present,List([1912, 1931)) writing topics Make,List([887, 968)) writing topics Make all students can learn,List([887, 1085)) writing topics Make all students can learn,List([887, 1085)) writing topics Make all students can learn,List([887, 1085))
real world experiences each language interaction activities for planning, monitoring, evaluating, reflecting, problem both verbal and nonverbal Incorporate second language students students students instructional strategies a variety of instructional strategies interaction learning styles and multiple intelligence instructional strategies teachers second language writing topics all students all students all students all students assessment methods assistant peers, teacher and assistant in discussions and problem LANGUAGE PK
Learning represented Present solving Choose learning learning to process to process material using support learning Present Produce support maintain learning Make can learn can learn to communicate verbally, read and write successfully in English to communicate verbally can learn to communicate verbally, read and write successfully in English to read can learn to communicate verbally, read and write successfully in English to write successfully permit actively interacting solving [is] SECOND [of]
Demonstrate
L:in the classroom Print-rich and content rich with student work
an appreciation of cultural diversity
T:frequently T:within teacher guidelines and expectations in reading material
L:in a variety of ways
material
a variety of formats
second language learning
styles and multiple intelligence
an appreciation of cultural diversity Physical Dictionaries in each language
second language learning
a rich knowledge of content, strategies, and technology Exhibit a safe, friendly atmosphere for academic risk-taking
that all students can learn to communicate verbally, read and write successfully in English
to communicate verbally, read and write successfully in English
students to display learning in a variety of ways
diversity
their understanding L:in a variety of ways
STUDY ENGLISH AS A