1. Building Language Instruction into Lesson Plans A guided lesson revision activity

2. Essential Practices in Teaching Academic Language HAPGs & Literacy Commitments Brick & Mortar Words Informal Writing Habits of Communication Planning Language Into Lessons

3. Objectives Teachers will… Revisit the important elements of lesson plans Review lesson plans for language instruction strengths and weaknesses Revise lesson plans to include strategies and activities that support language instruction

4. Why is language instruction important? “Students who underperform often have backgrounds that have not primed them for mainstream schooling’s ways of learning, speaking, reading, and thinking. You can probably picture several (perhaps several dozen) of these students right now…

5. They are immigrants, great-grandchildren of immigrants, speakers of non-mainstream dialects, special education students, and others who have not been immersed in the academic thought and talk that is valued in school…

6. As a result, their performances are not valued when they take tests, as they read and write, or as they participate in class discussions. These students need more than tutoring sessions, new software programs, special classes, extra visuals, and test prep programs…

7. They need rich classroom experiences that accelerate the language that supports their content knowledge, thinking skills, and literacy skills…. They need accelerated learning because their high-performing peers do not just linger around, waiting for them to catch up. –Jeff Zwiers, Building Academic Language

8. Lesson plans are scripts for rich classroom experiences…

9. “Quick Write” Reflections 3 minutes When and how did you learn to lesson plan? 2 minutes List the essential elements of a lesson in terms of content and teacher action. Place a star next to the elements you regularly script into your lesson plans.

10. Lesson Planning DIRECTIONS: Place a check next to each element you explicitly listed in your response to reflection prompt #2.  Establish the learning objectives  Introduce goals/objectives of lesson  Build student interest—“Hook”  Connect to prior knowledge—Help students access related materials in their brains upon which to build new ideas  Model the talking, thinking, literacy tasks, products, and performances that students are supposed to be able to do after they learn and practice their new knowledge and skills  Scaffold—Up and down  Assess—Students apply knowledge and skills in new/novel ways

11. Lesson Planning Debrief How is this list different from your own? What does this list suggest are the important elements of planning for instruction?

12. A Lesson with Developed Language Instruction… I.Lesson Introduction II.Connecting to and Building Background Knowledge III.Vocabulary Development IV.Presentation V.Academic Discussion VI.Pre-Reading VII.During Reading VIII.Post Reading IX.Pre-Writing X.Writing

13. Lesson Introduction Engage students with a “hook” –Role play or act like a character –Ask a big question –Show a strong image –Play a video clip or song Let students know what they will learn and do to become more like content-area experts –Go over content, thinking, and language objectives

14. Lesson Introduction Review  Locate the “hook”  Goal for lesson/class period is stated  Goals/objectives are student-friendly Revise  How can you “hook” students?  State the goals/objectives in a student-friendly way  How will you introduce the lesson’s goals in a student- friendly way?

15. Connecting to and Building Background Knowledge Begin with an activity that gets students thinking and taps into what they already know –Quick Write, Think-Pair-Share, KWL Compare Infer cause & effect Predict Take on a perspective (a role or side of an issue) Fill in content gaps, thinking gaps, and brick & mortar gaps

16. Connecting to and Building Background Knowledge Review  Lesson taps prior knowledge  Plan for filling in gaps Revise  How will you help students access what they already know?  When and how will you fill in gaps?

17. Vocabulary Development Select key brick and mortar words that are necessary for comprehension of the lesson and high-yield (5-7 words) Model hand motions or provide visuals for 1 or 2 words Explain other words with visuals or in the context of a sentence from the text; students generate pics or hand motions Students practice words with one another

18. Vocabulary Development Review  Necessary vocabulary are identified  Includes vocabulary instruction/review activity Revise  What terms need to be taught or reviewed in this lesson?  How will you teach vocabulary or facilitate review?

19. Presentation Modeling that focuses students on the lesson’s main ideas –Mini-lecture –Video –Guided-discussion Scaffold language with visuals, movements, intonation, and pauses Connect to overarching big ideas

20. Presentation Review  Contains visual, oral, and physical scaffolds for difficult language  Connects to lesson’s big ideas Revise  What visual, oral, and physical scaffolds are needed to support difficult language?  When and how will you connect to big idea?

21. Academic Discussion Allows students to think about, hear, and try out new language –Think-Pair-Share (TPS) –Think-Write-Pair-Square (TWPS 2 ) –Think-Pair-Share-Write (TPSW) –Read-Pair-Share (RPS) –Read-Write-Pair-Share (RWPS) –Etc.

22. Academic Discussion Review  Opportunity to think about, hear, and try new language and new content knowledge Revise  When and how will you provide opportunities to think about, hear, and try new language and new content knowledge?

23. Pre-Reading Warm students up with content, thinking, and language they will encounter in the text –Word splash –Anticipation guide –Discussion –Quickwrite –KWL

24. Pre-Reading Review  Activity that prepares students for what they will read Revise  How will you prepare students for what they will read?

25. During Reading Read aloud and think aloud to model what goes on in the mind of a proficient reader –Connect to background knowledge –Make predictions –Organize text information in your mind –Ask questions Students apply same processes in notes, on Post-Its, or when they break from text to discuss with a neighbor

26. During Reading Review  During reading modeling of thinking  Students practice thinking skills while reading Revise  What thinking skills will you model during reading?  How will students practice thinking skills while reading?

27. Post-Reading Quickly solidify what students read –Pair-share –Quick Write –Complete a graphic organizer

28. Post-Reading Review  Post-reading activity to solidify new information or thinking Revise  How will students solidify new information or thinking after reading?

29. Pre-Writing Prepare students with content, thinking, and language for their writing task –Show models of the writing they will do –Provide a graphic organizer to scaffold organization of ideas before writing –Facilitate brainstorm activity

30. Pre-Writing Review  Content, thinking, and language scaffolds provided Revise  How will you scaffold the content, thinking, and language students need for writing?

31. Writing Build in opportunities for students to provide one another feedback on the clarity of language they’re using –The clearest sentence you’ve written is… –One idea that could be more clear is…because… Refer students to posters and lists of useful writing terms and brick and mortar vocabulary

32. Writing Review  Opportunities for peer feedback  Tools for language support Revise  When and how will you provide students opportunities to give one another feedback?  How will you support and scaffold language use while writing?

33. Closing Reflections How did your lesson change? What is now the strongest element of you lesson plan? What will you lesson plan differently in the future?

34. Lesson plans are scripts for rich classroom experiences…

35. The richness of classroom experiences depends on the development of the script performed.