1. PRACTICE AND APPLICATION Hands-On Practice with New Knowledge Application of Content and Language Knowledge in New Ways Teaching Ideas for Practice & Application Differentiating for Multi-level Classrooms Teaching Scenarios Integration of All Language Skills By Lina Galindo Norma Barron Perla Salazar

2. Hands-On Materials/or Manipulatives Students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in “relevant, meaningful ways and hands-on” Students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in “relevant, meaningful ways and hands-on” Activities can be organized, created, counted, classified, stacked, experimented with, observed, rearranged, dismantled etc (kinesthetic activities) Activities can be organized, created, counted, classified, stacked, experimented with, observed, rearranged, dismantled etc (kinesthetic activities)

3. Activities to Apply Content and Language Organize new information on graphic organizers Organize new information on graphic organizers Students generate solutions to real life problems representing multicultural viewpoints Students generate solutions to real life problems representing multicultural viewpoints Students plan and debate on current event Students plan and debate on current event Students discuss scientific theory and write personal opinion Students discuss scientific theory and write personal opinion ELL’s can use opportunity to practice language knowledge through describing process, retelling story, speculating, acting out or listing steps in a process ELL’s can use opportunity to practice language knowledge through describing process, retelling story, speculating, acting out or listing steps in a process

4. Activities to Integrate all language skills Link oral discussion to reading selections Link oral discussion to reading selections Structure interaction with peers Structure interaction with peers Guide students to use sentence Guide students to use sentence starters and signal words Provide opportunity for students to Provide opportunity for students to listen to and react to peers’ ideas Have students write what is being learned, i.e. objectives Have students write what is being learned, i.e. objectives For language use errors be cognizant of student’s stage of English language development (correct if error impedes oral communication) For language use errors be cognizant of student’s stage of English language development (correct if error impedes oral communication)

5. Manipulatives and Movement-students move objects or themselves (ie human timelines) Manipulatives and Movement-students move objects or themselves (ie human timelines) Hands on games-bingo (using vocabulary), conjugations Hands on games-bingo (using vocabulary), conjugations Electronic games-PowerPoint, Puzzle maker, Jeopardy Electronic games-PowerPoint, Puzzle maker, Jeopardy Foldable and Flip Charts-for vocabulary, hot dog or hamburger folds, Foldable and Flip Charts-for vocabulary, hot dog or hamburger folds, Character Diaries-student role plays as if they were fictional character, write key dates or events, using specific language objectives Character Diaries-student role plays as if they were fictional character, write key dates or events, using specific language objectives Readers Theater and Role Play-students role play fictional, historical or current events focus on usage of oral fluency, reinforce content knowledge, practice language structures and academic vocabulary Readers Theater and Role Play-students role play fictional, historical or current events focus on usage of oral fluency, reinforce content knowledge, practice language structures and academic vocabulary Numbered Heads together-students number off in equal groups, teacher leads with question and students work together to answer, one student is designated to answer for group Numbered Heads together-students number off in equal groups, teacher leads with question and students work together to answer, one student is designated to answer for group Teaching Ideas for Practice and Application

6. Differentiating Ideas for Multi-Level Classes Group with a purpose-students are arranged by language proficiency, or learning style or multi intelligences, demonstrated ability, perceived ability. Mix and rotate groups Group with a purpose-students are arranged by language proficiency, or learning style or multi intelligences, demonstrated ability, perceived ability. Mix and rotate groups Differentiate the task-tasks are designated according to student’s proficiency levels Differentiate the task-tasks are designated according to student’s proficiency levels Motivational strategies Motivational strategies – extrinsic(actual and physical rewards) – Intrinsic(mental and emotional reward) – Task Engagement: positive feeling when something is stimulating, interesting and do-able – Cooperative, competitive, individualistic – Ego involvement-positive feeling about self when able to complete task Leveled questions to engage all learners-prepare hierarchy of questions to involve students of all proficiency levels, simplify words and structure questions for newcomers and beginners Leveled questions to engage all learners-prepare hierarchy of questions to involve students of all proficiency levels, simplify words and structure questions for newcomers and beginners Select resources for differentiation-Use wordless books, activities at multiple levels of difficulty, vocabulary worksheets with word bank, different length of writing assignments Select resources for differentiation-Use wordless books, activities at multiple levels of difficulty, vocabulary worksheets with word bank, different length of writing assignments

8. Students need practice and application of newly acquired skills to ensure mastery of content concepts Students need practice and application of newly acquired skills to ensure mastery of content concepts Create lessons on a variety of hands on activities and materials to allow students to forge connection with concrete concepts Create lessons on a variety of hands on activities and materials to allow students to forge connection with concrete concepts Relate activities to language and content objectives Relate activities to language and content objectives Differentiate instruction to meet student needs Differentiate instruction to meet student needs Wrap Up