Continuum of Strategies

Continuum of Strategies Sylvia allow, Kenya Conyers, Jennifer Williams SEI/500 Structured English preoccupancy October 22, 2012 Dr. Gretchen Meyer Continuum of Strategies Introduction Mrs. countenance is a start grade instructor in Harvard master(a) School and this year she has twenty quintuplet students in her classroom. Of the twenty five students in her classroom, five atomic number 18 English style Learners. These five students are all Spanish treating but two are from Puerto Rico and three are of Mexican descent. Mrs. Books has found that two of the five children speak English also.Todays lesson in accessible Studies is titled confederacy Workers. In this lesson we entrust set off with the t for each oneer centered strategy. The lesson willing also include the teacher assisted, equal assisted, and student centered strategies. Teacher-Centered Mrs. Brooks began her lesson by using the teacher-centered strategy of lecture. She informed the children that they would begin a unit entitled Community Workers, and doing a picture walk from the book. Mrs. Brooks has every adept to put there finger on the title and repeat the title unitedly Community Workers.Next she asks the students for hypnotisms as to who do they bring forward is a federation thespian? Mrs. Brooks talks more or less each suggestion then tells the children to look at the pictures on the undermentioned page. The children are given cardinal seconds to tell their partner the name of the soulfulness in the picture. Then the teacher tells them the set up way to say the name of soul in English and proceeds to the next picture (Echevarria, Vogt, & Short, 2008). The same process continues until the annihilate of the bosh and the children can verbally account the names of the community workers.Teacher-assisted After the story is plump outd, Mrs. Brooks began using a teacher assisted strategy. Mrs. Brooks brought disclose some(prenominal) misfortunees and placed them on th e t adequate to(p). The children stayed with his or her partner. all(prenominal) meeting was given a box with the commentary of a community worker inside. Inside each box were several(prenominal)(prenominal) items that were in English along with a picture attached. Each group was able to look into their box and decide what they were handout to cover with the rest of the class. The groups were given intimately three transactions to have their description ready to present to the class.Once each group had finished presenting their community worker, Mrs. Brooks passed out a worksheet to be completed. Peer Assisted Before end the worksheets, the students swapped partners so that one student from each group could discuss their community worker with another student. The students were instructed to save down key elements about each community worker. The students were given 3 minutes and after 3 minutes were up the duettes swapped again. This continued until all students had paired up to cover all five community workers covered.After this students were given directions to complete the worksheet. Student-Centered Students were directed to complete the worksheet by using the notes taken during the pair swap. Students were also able to quote back to the elements used in their presentations in order to complete worksheet. After completing worksheet, students were allowed time to share and discuss answers. terminal After completing each performance on community workers, the teacher began reviewing the lesson that was taught. She began request questions about community workers.She asked the students to name several community workers, what they do, and if they wear a uniform. The workers that were leftover out she held up pictures of the workers and allowed the students to answer questions about them. Mrs. Brooks saw that the students retain the education that was taught and enjoyed learning about community workers. References Echevarria, J. , Vogt, M. , & Shor t, D. J. (2008). making Content Comprehensible for English Learners. The SIOP Model, tertiary Edition(3rd ed. ). Boston, MA Allyn & Bacon, Inc. A Pearson instruction Company.