When preparing a lesson there are six main

components that need to be included in the lesson :

1. Content objectives
2. Language objectives
3. Age appropriate content concepts
4. Supplemental materials
5. Adaptation of Content
6. Meaningful activities

Lesson Preparation
Content Objectives should be:
Clearly defined
Written in student friendly language.
Displayed and reviewed with the students.
Connected with specific grade level standards.
Able to help the student identify what he or she needs to know at the end of
the lesson.
Limited to one or two objectives per lesson.
Content Objectives Checklist
A language objective should include the following:
Key Vocabulary terms
Language Functions or the way a student uses language in the lesson
Language skills
Grammar or Language Structures
Lesson Tasks
Language Learning Strategies



Language Objectives Checklist
Guide teaching and learning in a classroom.
The foundation of every lesson.
They should be written and spoken in student friendly
language.
They should be assessed and reviewed with the students at
the end of the lesson.

Content and Language Objectives
Content Objectives Language Objectives
Identify

Listen for

Solve

Retell
Investigate

Define
Distinguish

Compare
Create

Summarize
Hypothesize

Rehearse
Select

Persuade
In order to write proper content concepts an
educator must meet the needs of English
Language Learners and not diminish the value of
the content

A teacher must understand their students
background knowledge before teaching any main
concepts.
Age Appropriate Content Concepts
Know the students first language literacy ability
Know their second language proficiency
Know their reading and writing ability
Include the proper age and cultural materials
Understand the difficulty of the material
Age Appropriate Content Checklist
The purpose of supplementary materials are
meant to support the core curriculum and
contextualize learning.

These materials use connections and real life
experiences to help understand main concepts.

Supplementary Materials
Pictures
Visuals
Multimedia
Demonstrations
Hands on Activities
Adapted Texts
Related Literature
Hi-lo readers
Real life objects
Examples of Supplementary
Materials
Age Appropriate
It is inappropriate to use lower level materials for lessons.
It is important to understand prior knowledge to help them
understand the content at grade level
Include background knowledge building in the lesson plan
Small group mini lessons leading to whole group
Brief jump start lesson to whole group

Materials Used to a High Degree
Supplementary materials are started to be implemented
instead of text group work.
This helps students who are not at grade level keep up
Hands on manipulatives
Pictures/ visuals
Demonstrations
multimedia


Adaption of Content
We must find ways to make the text that we teach from
accessible for all students
The content must be left intact but be adjustable for all
students
Graphic organizers
Outlines
Highlighted texts
Building Background
Effective teaching takes students from where they are and
leads them to a higher level of understanding
It is not only the amount of exposure to English that affects
learning, but the quality as well
Students may not understand a text that is presented in class
because their schemas do not match
Linked to Students
1. Teach vocabulary as a pre-reading step
2. Provide meaningful experiences
3. Introduce a conceptual framework that will enable
students to develop appropriate backgrounds
Graphic organizers
Chapter previews

Links Explicitly Made between Past
Learning and New Concepts
New information must be
integrated with students
previous knowledge

Who remembers what
we learned about

Key Vocabulary Emphasized
Studies show that vocabulary
development is strongly
related to academic
achievement

Relationship between
vocabulary knowledge and
comprehension
Academic Language: Three Key Elements
Content Words: key vocabulary words. Terms and
concepts associated with a particular topic.
Process/Function Words: words that have to do with
functional language
e.g. scan summarize, argue, debate, therefore
Words and word parts that teach English Structure:
words that enable students to learn new vocabulary,
primarily based upon English morphology

Common Root Words and Word Origins
Academic Word List: Types of Words
Tier 1: common words, simple nouns and verbs, high
frequency words, and sight words

Tier 2: words in academic word lists, taught explicitly

Tier 3: uncommon words found rarely in school texts
except in particular contexts, such as a discussion of a
specific topic
Vocabulary Instruction: 4 Main Principles
Students should be active in developing their understanding of words and ways
to learn them

Students should personalize word learning

Students should be immersed in words by rich language environments that
focus on words and draw students attention to the learning of words

Students should build on multiple sources of information to learn words through
repeated exposures
Vocabulary Instruction: Strategies
Word Sorts: students categorize words or phrases that
have been previously introduced into groups
predetermined by the teacher

Contextualizing Key Vocabulary: teachers select
several key terms that are critical to understanding the
lessons most important concepts and introduces them at
the outset of the lesson
Vocabulary Instruction: Strategies

Vocabulary Self-Collection Strategy: students self
select several words that are essential to understanding
content concepts
Personal Dictionaries: Similar to VSS, unknown words
recorded by student and defined by teacher later on

Vocabulary Instruction: Strategies

Concept Definition Map:
Graphic organizer used
to enrich students
understanding
Vocabulary Instruction: Strategies

Cloze Sentences: students read a sentence that has a
strong contextual support for the vocabulary word that
has been omitted from the sentence

Word Generation: learning new content vocabulary
through analogy
Vocabulary Instruction: Strategies

Vocabulary Games: games such
as pictionary and scrabble help
with students recall

Self-Assessment of Levels of
Word Knowledge: Students self
assess their knowledge of new
words