A teacher of Spanish shares her favorite and most effective games and activities to boost vocabulary and grammar skills in any language! Click below...
I'm trying to explain plot of a story, and it's challenging for students to understand rising and falling action. Any suggestions? I've looked for slideshows and also for suggestions on using picture books. I can't find specific lesson plans. I literally need a script right now for teaching this concept, because I'm stuck!
I've been looking for ESL-friendly lesson plans, but this is very hard concept (in my opinion) even for native English speakers.
I've spent hours researching on TPT, pinterest, Google, blogs...but I keep finding a lot of the same ideas. Making a paper book...but I need more "language" and guiding questions for the five parts of plot. Also, how do you explain where conflict falls into this triangle?
On 8/30/13, Lola wrote: > Hi, Are any of you teaching "Stray" in the Pearson series? > I teach sixth grade, and I have a lot of ELLs. > > I'm trying to explain plot of a story, and it's challenging > for students to understand rising and falling action. Any > suggestions? I've looked for slideshows and also for > suggestions on using picture books. I can't find specific > lesson plans. I literally need a script right now for > teaching this concept, because I'm stuck! > > I've been looking for ESL-friendly lesson plans, but this > is very hard concept (in my opinion) even for native > English speakers. > > I've spent hours researching on TPT, pinterest, Google, > blogs...but I keep finding a lot of the same ideas. Making > a paper book...but I need more "language" and guiding > questions for the five parts of plot. Also, how do you > explain where conflict falls into this triangle? > > "newbie" here > > Thanks, Lola
MaryB (ESL teacher)I teach middle school ESL reading and English classes. I have to follow the State's 6th gr. curriculum. Plot structure is only taught by us in the two highest levels of ESL. This year the other ESL teacher introduced the five steps to the Level 2 & 3 students (considered Advanced Beginning & Intermediate ESL). He didn't test them since it's...See MoreI teach middle school ESL reading and English classes. I have to follow the State's 6th gr. curriculum. Plot structure is only taught by us in the two highest levels of ESL. This year the other ESL teacher introduced the five steps to the Level 2 & 3 students (considered Advanced Beginning & Intermediate ESL). He didn't test them since it's also not on our semester Level 2&3 ESL common assessment. The words, such as exposition and resolution, are too advanced for them. We do have a powerpoint for the higher level students (who are ages 11-13), but I feel it's not something for your students by the way you're talking. Are you talking about new arrivals or within the past year or something like that? Those students should not be taught that level of concept. IF you have to teach it, I'd just show one of the templates from online that's basic, lists the name of each step, then having them memorize those so they could label them. I found (on youtube) a plot structure Alladin video (short one) that gets the students' attention because the video is familiar to most and I can pause it and explain which step was just shown. Maybe you could try that.
My school district uses Fountas & Pinnell Guided Reading. When I meet in my guided reading groups it is hard to practice fluency and decoding when everyone is reading quietly to themselves or chorally as a group. I know we are not supposed to use the Round Robin strategy, but at least every student would be able to practice reading out loud without getting distracted by the other students reading slower or faster sitting next to them. It is difficult for me to hear my student read when other students are reading out loud at the same time. Also, it is very distracting to my students when they are trying to read silently at the guided reading table and one student is reading out loud because the teacher needs to give them a running record, or just wants to hear them read. It can be very distracting for those students who are trying to concentrate on what they are reading. What are your solutions to this problem? Is Round Robin reading a bad idea when your focus is to have students practice their fluency and decoding skills?
Also, what is so different about the Four Blocks Guided Reading instruction VS Fountas and Pinnell Guided Reading Instruction?
gazette.teachers.net/gazette/wordpress/james...See MoreSeptember 21: Teichi Igarashi was born in 1886. He was a mountain climber, and climbed to the top of Mount Everest when he was 99 years old. When you are 99 years old, what do you think you might do to celebrate?
Click below to read and enjoy MORE fascinating facts and writing prompts!
Here are this week’s writing prompts by James Wayne. Use them to prompt writing, reflection, discussion, and even deeper research on the topics. They’re great for faculty and parent newsletters, too!
Does anyone have an idea on how to incorporate all of it evenly? Should I do Monday/Wednesday/Friday as reading... and Tuesday/Thursday as Writing/Grammar/Vocab??
I have teaching for years and it seems like I can't get it right.
I just find it works better to do it in units and not jump around day to day. It confuses the kids and confuses me. If anything I've set aside Fridays as 'grammar day' or 'vocab day'. But other than that, we read for a week or two or even three if it's a novel. Through that we are doing the vocab of the novel or short story if that's what we're reading.
Then we write for a week or so or more but writing units for me are shorter than reading units. As we read, we can be writing paragraphs through that. In the writing units we write longer pieces.
I find most grammar instruction does Not improve their writing... which is why I often separate grammar out on Grammar Friday. Unless my entire class is making the same grammatical error - and that can happen - in that case, I do grammar instruction during the writing unit. It's and its, their, there, and they're - that kind of grammar instruction can impact on their writing in an immediate way.
Skipping around or splitting up the week will drive both you and them a little nuts. What day is today kind of thing. It's hard enough to get kids to settle in on a task and changing that task from day to day won't help them to focus and settle in. > > Does anyone have an idea on how to incorporate all of it > evenly? Should I do Monday/Wednesday/Friday as reading... > and Tuesday/Thursday as Writing/Grammar/Vocab?? > > I have teaching for years and it seems like I can't get it > right. > > Any advice would be appreciated! > > Allie
For example, while reading "On My Honor" for the first week, we focused on the author's use of verbs. Finding verbs. Showing how the verbs shows characterization. For the second week, we focused on verbs again but the impact of an active verb verses a passive verb. The third week we will be doing an argument essay about On My Honor and we will be focused on the use of quotation marks to show quotations and dialogue.
Just some ideas on how one teacher tries to incorporate reading, grammar and writing