edu 651 unit 6 assignment

8/18/2019 EDU 651 Unit 6 Assignment

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Professional Development

Reading Lesson Plan

Academic Vocabulary

Elisabeth Clapp

Post University

Running head: ACADE!C V"CA#ULAR$ %


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ACADE!C V"CA#ULAR$ &

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Introduction

Course Crafters '&(%%) state that using te*tboo+s ,ritten for native English spea+ers is

difficult for English Language Learners 'ELLs) because of the lac+ of bac+ground +no,ledge

and proficiency in the language- Colombo '&(%&) states that it is. therefore. unli+ely that reading

alone ,ill result in ac/uiring the academic vocabulary re/uired to be at grade0level- According

to 1insella '&(%2). students do not ac/uire academic language simply by reading or listening to

it- #en3amin '&(%4) e*plains that 5e*plicit and implicit vocabulary instruction has to be ongoing.

aggressive. pervasive. recursive. and planned 'para- &)- 6eachers. according to Colombo '&(%&).

must then confront ho, to choose the academic language for e*plicit instruction-

6he lesson plan is to train 7% sub3ect specific secondary teachers at a private

international school in 8igeria to effectively address a problem English language learners 'ELLs)

are having ,ith academic vocabulary resulting in parroting or mimic+ing of academic language.

rather than comprehension of it- Using ,ord lists compiled from the Cambridge and 9est

African Curriculum te*tboo+s. teachers ,ill obtain an understanding of ho, reading lessons are

to present academic vocabulary-

Lesson Plan

Goals and Objectives

6he goal of the lesson is for teachers to reali;e merely lecturing on a topic does not

automatically result in student comprehension of academic vocabulary contained in the

lecture and reading materials-

6he ob3ective of the lesson is for teachers to obtain a direct understanding of the struggle

ELLs face ,hen reading comprehension does not occur and fluency is not properly assessed.

by improving their +no,ledge of academic vocabulary as learners-


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Materials Used

#lan+ templates of 6he ypotenuse. Right Angle. =calene. !sosceles. Acute. "btuse. E/uilateral. Depth

? #readth vs- #ase ? >eight 'English terms vs- American terms) and other terms as needed-

Geography. #asin. #erm. Cuesta. Crevice. Escarpment. Es+er. Verdant. oor. orass

and any other terms as needed-

Physics. Adhesion. Affect. Constant. Displacement. Propagation. 6or/ue. Viscosity.

6ra3ectory and any other terms as needed-

Economics. Appreciate. Deficit. !nflation. Amortisation. Depreciation.


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Grouping of !tudents

roups consist of three to five teachers ,or+ing together-


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,ays to demonstrate and bring meaning to define academic vocabulary by completing the

template-

Instruction

6he


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6he lesson concludes ,ith the teachers sharing the insight gained from the lesson and

teachers implementing the


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F

Resources

#en3amin. A- '&(%4. Gul @)- 6each vocabulary the ,ay toddlers learn- ASCD Express, 10'&%)-

Retrieved from http:HH,,,-ascd-orgHascd0e*pressHvol%(H%(&%0ben3amin-asp*

Colombo. - '&(%&)- 6eaching English language learners : 72 strategies for successful +0I

classrooms- Los Angeles. CA: =AE Publications. !nc- Retrieved from http:HH

eds-a-ebscohost-comHedsHeboo+vie,erHeboo+HJ6A,>hu$V@f86!%"6E&K%@#6g&

sidI74faa4@ff207F&70Ia0Ifc&cfd@Ib2@Msessionmgr7((4?vid

(?formatE#?rid%

http://eds.a.ebscohost.com/eds/ebookviewer/ebook/ZTAwMHhuYV9fNTI1OTE2X19BTg2?http://eds.a.ebscohost.com/eds/ebookviewer/ebook/ZTAwMHhuYV9fNTI1OTE2X19BTg2?


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Course Crafters. !- '&(%%)- 6eaching English language learners : Practical articles by educators

from the ELL outloo+- >averhill. A: Course Crafters- Retrieved from http:HH

eds-a-ebscohost-comHehostHeboo+vie,erHeboo+HJ6A,>hu$V@f8DA%83A*K%@#6g&

sid2c&(f%&20%ef407d(F0@F&d02Fb4dc&edMsessionmgr7((%?vid(?forma

tE#?rid%

1insella. 1- '&(%2)- Cutting to the common core: Analy;ing informational te*t- Language

aga;ine- N9ebsiteO- Retrieved from http:HHlanguagemaga;ine-comH

pageid%&&I&

edu 651 unit 6 assignment

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