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ELL Voice Thread (Listening (Starting: ELLs have little to no functional…
ELL Voice Thread
Listening
Starting: ELLs have little to no functional ability to speak English, but may respond to simple commands while listening. ELLs may imitate small chunks of the English they hear as their proficiency grows.
Students will watch a video the video will explain and demonstrate lines of symmetry, as a class I will ask students- thumbs up (correct) or thumbs down (incorrect) weather the images I am showing them are lines of symmetry or whether the sentences I am saying are true (thumbs up) or false (thumbs down)
Speaking
Developing: ELLs can use English spontaneously in comfortable social and academic settings, but with frequent errors. Reading proficiency can vary greatly at this level.
Students will break into groups, one student will be the teacher the other will be the student. Each taking turns on each question to determine the appropriate number of lines of symmetry belong in each shape
Reading
Emerging: ELLs can communicate in basic survival and routine situations and using mostly memorized phrases and simple vocabulary.
Students will use (INSERT WEBSITE) to explore and learn about symmetry, what it means and how to draw lines of symmetry
Writing
Bridging: ELLs can express themselves in a wide variety of social and academic situations, almost like their native English-speaking peers in most respects. Errors are minimal and do not detract from understanding meaning.
Students will as a class break into two different groups, I will ask questions the students will have to come up front and write the correct answer/ draw the correct image to earn points for their team. OR using a smart board students will chose the correct image- goes team by team
OP Levels
• Starting: ELLs have little to no functional ability to speak English, but may respond to simple commands while listening. ELLs may imitate small chunks of the English they hear as their proficiency grows.
• Emerging: ELLs can communicate in basic survival and routine situations and using mostly memorized phrases and simple vocabulary.
• Developing: ELLs can use English spontaneously in comfortable social and academic settings, but with frequent errors. Reading proficiency can vary greatly at this level.
• Expanding: ELLs are able to communicate in English in almost all typical real-world situations. More nuanced features of language (especially during reading), such as abstract concepts or multiple meanings have not yet developed. ELLs at this level may still have some content-area misunderstandings.
• Bridging: ELLs can express themselves in a wide variety of social and academic situations, almost like their native English-speaking peers in most respects. Errors are minimal and do not detract from understanding meaning.
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