This plan works well for literature circles and book clubs as well as for analyzing shorter texts. Adding daily vocabulary or language practice – or, as often as possible – is important to me. The graphic below provides some specific ideas for how to fill the chunked time slots meaningfully. The suggested structure below is what I try to stick to for engagement and for workshop-style teaching, but that’s certainly not to say it’s the only acceptable approach. I almost hesitated to write this post because I didn’t want anyone to walk away feeling like this is the gold standard. What might this weekly ELA plan look like over the course of a week during a reading unit? This time is also helpful for building in reminders and allowing students to record work in their planners and for filling out exit activities. I always try to leave some bookends at the front and end of the class period to connect the lesson to the overall unit and learning targets. 20 minutes: individual work with conferring or assessment.20 minutes: mini lesson, independent reading with conferring, group work, activities, or assessment.So, depending on where I am in a unit, I also use this daily ELA plan: Sometimes, mini-lessons are long or students need more time to discuss what they are reading and to apply strategies. 15 minutes: group or individual work with time for conferring.10-15 minutes: whole class mini lesson or read aloud.10-15 minutes: bell ringer (independent reading or vocabulary study).If you’re heading into a reading unit with short class periods (like we do – 44 minutes is not much!), you’ll want to try to chunk your periods into two to three different segments. Let’s explore some ELA weekly plan options for different scenarios. Another factor to take into consideration is the length of the class periods. Part of the difficulty with creating a daily or weekly ELA plan is that it varies, often, by the unit we are teaching. Still, there’s nothing wrong with getting organized and having a game plan. I love talking about pacing curriculum, but creating too much structure can prohibit us from responsive teaching…if we adhere to it too tightly. And, why wouldn’t we? Going into a new school year, week, or even day feeling like we have a confident handle on what is going to happen is empowering. The thing is, it’s hard to fit teaching into a tidy box. I hope they provide a starting point or spark your creativity to craft something that works best for your own situation. This discrepancy between the neutral stance of including ELLs in their classes while viewing accommodations negatively is different from data collected in similar studies (Reeves, 2006 García-Nevarez et al., 2005 Karabenick and Clemens Noda, 2004).Looking for a daily ELA plan? Perhaps a weekly ELA plan? In this post, you’ll find some ideas for both. The data showed that teachers, while were overall not against the inclusion of ELLs in their mainstream classrooms, had a more negative view on accommodations for ELLs. Given the large number of multilinguals and ELLs at this school, and the huge role that education plays in the role of bilingualism in society, I concentrated on how the attitudes of high school teachers in the city of Chicago regarding their ELLs were affected by their own multiculturalism or multilingualism, or lack thereof. Previous research posits that by 2030, in under two decades from this study’s writing, students whose home language is not English will comprise approximately 40% of all students in American schools from kindergarten to twelfth grade (Thomas and Collier 1997: 12-13). The phenomenon of increasing ELL populations in Chicago is matched in other large, metropolitan areas around the country, though this trend is visible throughout the country as well. This school is a public charter, whose school population is almost entirely Latino, where an almost equal number of students are considered to be native speakers or heritage speakers of Spanish, and is demographically similar to hundreds of elementary and secondary schools within the Chicago Public Schools (CPS) system. This survey was given to 45 teachers who work at a high school in the city of Chicago, and who all have sizeable populations ELLs in their mainstream classrooms. A 26-item rating scale survey with two open-ended questions regarding personal experiences and attitudes regarding ELLs and eight questions to gather demographic data of the teachers themselves was administered. " This study focused on the attitudes of charter high school teachers in the city of Chicago towards their multilingual and English language learner (ELL) students’ language abilities in English, their use of their first language (L1) or non-English speech in their mainstream classroom, and their feelings about the presence of ELLs in their mainstream classrooms.
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