SIOP® Lesson Plan Key: SW = Students will | TW = Teacher will | SWBAT = Students will be able to… | HOTS = Higher Order Thinking Skills Lesson Title: Multiplying Fractions Grade: 5 Content Standard(s): CCSS Math5.NF.B.4b - Apply and extend previous understanding of multiplication and division. CCSS Math.Practice.MP2 - Reason abstractly and quantitively. CCSS Math Practice.MP3 - Math.Pratice.MP3 Key Vocabulary: Equals Numerator Denominator Fraction Multiply Times (as in 1/4 “times” 1/4) HOTS:
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Center for Education Statistics (2014)‚ there are approximately 4.4 million English language learners (ELL) in American public schools. This is a little over nine percent of the student population. In some states‚ such as California and Texas‚ this percentage is much higher. California currently has an ELL population of 23.3% of all students enrolled in public schools‚ and Texas currently has an ELL population of more than 15% of the total student population (US Department of Education‚ 2014). These
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naturally raised meat than any other restaurant chain. Chipotle is one of the first chains of fast casual dining establishments. Founded by Steve Ells in 1993‚ Chipotle had 16 restaurants (all in Colorado) when McDonald’s Corporation became a major investor in 1998. By the time McDonald’s fully divested itself from Chipotle in 2006‚ the chain had grown to over 500 locations. With more than 1400 locations in 43 U.S. states‚ Washington‚ D.C.‚ two Canadian provinces‚ the United Kingdom‚ and France‚ Chipotle
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English Language Learners‚ study ELL content‚ take quizzes‚ implement lessons with a student‚ and complete post-reflections. I was fortunate enough to be able to complete this assignment with an English Language Learner student in a colleague’s 4th grade class. Standard 2.5 Differentiation requires modeling and facilitation of the design and implementation of technology-enriched learning experiences using an appropriate amount of differentiation strategies. Within the ELL Module‚ there were several differentiation
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For my field placement this semester I was placed at Wadsworth Elementary in Ms. Halsey’s third grade classroom. In Flagler County schools have gone full inclusion so the majority of ESE students and students with an IEP or 504 plans are placed in a mainstream classroom. There are still classrooms available for students that are severely disabled and cannot work in a general education classroom. The school also has a pullout program so students that have learning disabilities or need to work in a
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Gina Flores ELL240: Linguistically & Culturally Diverse Learners (ACV1417A) Instructor: Ashley Simpson Classroom Scenario Analysis May 26‚ 2014 Many students were transitioning from a classroom with Spanish instruction into my classroom with instruction provided in English. I had students ranging from monolingual English speakers to students who had just recently moved to the U.S. from a Spanish-speaking country. The range of language proficiency levels crossed the entire
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The students will be assessed as follows: * Beginning ELL – students will be shown a photograph of a food and be told the name of the food (ie: photograph of an apple with teacher speaking the word apple) the student will then be asked to point to the food group on MyPlate (see attachment 1) (www.cnpp.usda.gov) in which the apple belongs. * Intermediate ELL – Students will be given photographs of food with the name of the food along with a blank MyPlate
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poems and encourage the student to read poetry more effectively. To expand students thinking further Mrs. Weaver discuss the meaning of the poem by asking students questions. She asked a few volunteers to read a few sentences aloud. My beliefs are that ELLs will be adapted to better meet the learning needs of this lesson plan if they are allowed to first read the material in L1 their native language and L2 English language before teaching the text to the whole class. Students are asking to identify the
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few years back here at Perkins County Schools (Grant‚ NE)‚ so I knew her methods and strategies were tried and true. She has several different hats in our school system with English Language Learner (ELL) being just one part. She was asked to work with/for me in this program with our high school ELL students while I concentrated on Elementary and Middle School. She is in charge of the district’s Speech department which has also had great success. Finally‚ she is the school’s Spanish teacher‚ and
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Chapter One Summary Kelsey February 18‚ 2013 Chapter One Summary According to Moughamian (2009)‚ "English language learners (ELLs)‚ represent one of the fastest growing groups among the school-aged population in the U.S.” (para. 1). By the year 2015‚ English language learners will make up 30% of the schools population in the U.S. (Moughamian‚ 2009). English language learners‚ as well as native English speakers‚ are required to be successful in school and succeed as productive members of
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