Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to use prior knowledge to understand meanings in English | Pre-Gizmo Activity | Students describe what they think they will learn in the new activity and connect this to what they have learned in the past |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Vocabulary Activity | Students connect new vocabulary terms to other English words (both academic and non-academic) they have learned. | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word | |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Mind Mapping | Students create a mind map to connect a new vocabulary word with words they already know | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Student is expected to use prior experiences to understand meanings in English | Pre-Gizmo Activity | Students describe what they think they will learn in the new activity and connect this to what they have learned in the past |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Vocabulary Activity | Students connect new vocabulary terms to other English words (both academic and non-academic) they have learned. | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word | |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to monitor oral language production and employ self- corrective techniques or other resources | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Teacher monitors student ability to communicate their thoughts on vocabulary words |
Using Science Gizmos with English Language Learners (Section: Pre-Gizmo Mind Mapping, page 4) | Teacher monitors oral presentations of mind maps | |
Using Science Gizmos with English Language Learners (Section: Pre-Activity Student Presentations, page 5) | Teacher monitors oral presentations of Pre-Gizmo activities |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Group Activity: Concept Mapping | Students work together to produce a concept map for a given topic |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
KWL Chart | Students create a KWL chart showing what they know, what they want to know, and what they learned | |
KWL Chart Sample Sheet | This is an illustrative example of a completed KWL Chart. | |
KWL Chart (Alternate) | This is an alternate version of the KWL Chart. | |
KWL Chart (Alternate) Sample Sheet | This is an illustartive example of the alternative version of the KWL Chart. | |
Mind Mapping | Students create a mind map to connect vocabulary words together | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Teacher monitors student ability to communicate their thoughts on vocabulary words |
Using Science Gizmos with English Language Learners (Section: Pre-Gizmo Mind Mapping, page 4) | Teacher monitors oral presentations of mind maps | |
Using Science Gizmos with English Language Learners (Section: Pre-Activity Student Presentations, page 5) | Teacher monitors oral presentations of Pre-Gizmo activities | |
Gizmo Jigsaw Lesson (Section: Introduction, page 1) | Students teach what they have learned to each other | |
Group Activity: Concept Mapping | Students present their concept map to teacher and/or classmates | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Mind Mapping | Students explain their mind map to their teacher and classmates | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Target Word Activity | Students discuss a target vocabulary word with classmates | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Teacher uses accessible language to help students develop new and essential language |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to learn new language structures heard during classroom instruction and interactions | Sentence Structure Activity | Students identify parts of sentences and parts of speech |
Sentence Structure Activity Sample Sheet | This is an illustrative example of a completed Sentence Structure Activity . | |
Student is expected to learn new expressions heard during classroom instruction and interactions | Word and Phrase Log | Students record and define new words and phrases heard during class |
Word and Phrase Log Sample Sheet | This is an illustrative example of a completed Word and Phrase Log. | |
Sentence Structure Activity | Students learn about specific sentences used in a lesson | |
Sentence Structure Activity Sample Sheet | This is an illustrative example of a completed Sentence Structure Activity . | |
Student is expected to learn basic vocabulary heard during classroom instruction and interactions | Word and Phrase Log | Students record and define new words and phrases heard during class |
Word and Phrase Log Sample Sheet | This is an illustrative example of a completed Word and Phrase Log. | |
Vocabulary Activity | Students record definitions and write examples of new vocabulary words | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word | |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Target Word Activity | Students discuss a target vocabulary word with classmates | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Student is expected to learn academic vocabulary heard during classroom instruction and interactions | Word and Phrase Log | Students record and define new words and phrases heard during class |
Word and Phrase Log Sample Sheet | This is an illustrative example of a completed Word and Phrase Log. | |
Vocabulary Activity | Students record definitions and write examples of new vocabulary words | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word | |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Target Word Activity | Students discuss a target vocabulary word with classmates | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to monitor understanding of spoken language during classroom instruction and interactions | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Students are encouraged to monitor their understanding of spoken language during classroom instruction. |
Using Science Gizmos with English Language Learners (Section: Pre-Gizmo Mind Mapping, page 4) | Students are encouraged to ask questions about their peers' oral presentations. | |
Using Science Gizmos with English Language Learners (Section: Pre-Activity Student Presentations, page 5) | Students are encouraged to monitor their understanding of their peers' oral presentations. | |
Class Discussions with ELLs (Section: Whole-class discussions, page 2) | ELL students prepare for and participate in small-group and whole-class discussions | |
Student is expected to seek clarification [of spoken language] as needed | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Students are encouraged to monitor their understanding of spoken language and seek clarification when necessary. |
Using Science Gizmos with English Language Learners (Section: : Pre-Gizmo Mind Mapping, page 4) | Students are encouraged to ask questions about their peers' oral presentations. | |
Using Science Gizmos with English Language Learners (Section: Pre-Activity Student Presentations, page 5) | Students are encouraged to monitor their understanding of their peers' oral presentations. | |
Class Discussions with ELLs (Section: Whole-class discussions, page 2) | ELL students prepare for and participate in small-group and whole-class discussions | |
Target Word Activity | Students discuss a target vocabulary word with classmates | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Group Activity: Concept Mapping | Students present concept maps to teacher and/or students, seeking help when needed | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language | Target Word Activity | Students discuss a target vocabulary word with classmates |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Vocabulary Activity | Students preview key vocabulary terms, including pronunciation | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Lesson Materials Vocabulary Sheet | Students can review key lesson terms | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | Students can review key Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, pages 3-4) | Students present their experiences related to previewed vocabulary words |
Using Science Gizmos with English Language Learners (Section: Pre-Gizmo Mind Mapping, page 4) | Students present mind maps | |
Group Activity: Concept Mapping | Students present concept maps to summarize what they have learned | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Gizmo Jigsaw Lesson | Students explain what they have learned to other members of their group | |
Student is expected to demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs | Using Science Gizmos with English Language Learners (Section: Gizmo Activities, page 6) | Teacher monitors student ability to respond to oral directions and questions |
Target Word Activity | Students discuss the meaning of a target word with classmates | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Student is expected to demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs | Group Activity: Concept Mapping | Students work with peers to produce a concept map |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Gizmo Jigsaw Lesson | Students work with peers to learn and then to teach new concepts | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Explains how inquiry meshes with best practices for ELLs, including group work and peer collaboration | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Teaching ELLs with Gizmos, page 5) | Describes how to set up collaborative groups with ELLs | |
Student is expected to demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs | Using Science Gizmos with English Language Learners (Section: Pre-Gizmo Mind Mapping, page 4) | Students should take notes while working on Gizmos |
Gizmo Jigsaw Lesson | Students take notes while working at a station, then present their learning to their peers | |
Post-Gizmo Activity | Students take notes on what they learned in the Gizmo | |
Post-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Post-Gizmo Activity. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures | Group Activity: Concept Mapping | Students present a concept map to summarize their learning |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Post-Gizmo Activity | Students summarize what they have learned while using a Gizmo | |
Post-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Post-Gizmo Activity. | |
KWL Chart | Students fill in a chart to summarize prior knowledge and what they have learned | |
KWL Chart Sample Sheet | This is an illustrative example of a completed KWL Chart. | |
KWL Chart (Alternate) | This is an alternate version of the KWL Chart. | |
KWL Chart (Alternate) Sample Sheet | This is an illustartive example of the alternative version of the KWL Chart. | |
Vocabulary Activity | Students define and give examples for a vocabulary word, including optional drawings | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Student is expected to expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Teacher previews important lesson vocabulary |
Vocabulary Activity | Students preview key vocabulary terms, including pronunciation | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Word and Phrase Log | Students record and define new words and phrases heard during class | |
Word and Phrase Log Sample Sheet | This is an illustrative example of a completed Word and Phrase Log. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to speak using a variety of sentence types with increasing accuracy and ease as more English is acquired | Group Activity: Concept Mapping | Students present concept maps |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Sentence Structure Activity | Students learn about a variety of sentence structures (supports speaking using these structures) | |
Sentence Structure Activity Sample Sheet | This is an illustrative example of a completed Sentence Structure Activity . | |
Gizmo Jigsaw Lesson | Students orally communicate their learning to their peers | |
Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Students communicate thoughts and experiences in English | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Describes how students communicate with peers during inquiry lessons | |
Student is expected to speak using a variety of connecting words with increasing accuracy and ease as more English is acquired | Group Activity: Concept Mapping | Students present concept maps |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Gizmo Jigsaw Lesson | Students orally communicate their learning to their peers | |
Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Students communicate thoughts and experiences in English | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Describes how students communicate with peers during inquiry lessons |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to speak using grade-level content area vocabulary in context to internalize new English words | Group Activity: Concept Mapping | Students present concept maps |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Class Discussions with ELLs (Section: Whole-class discussions, page 2) | ELL students prepare for and participate in small-group and whole-class discussions | |
Gizmo Jigsaw Lesson | Students orally communicate their learning to their peers | |
Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Students communicate thoughts and experiences in English | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Describes how students communicate with peers during inquiry lessons | |
Student is expected to speak using grade-level content area vocabulary in context to build academic language proficiency | Group Activity: Concept Mapping | Students present concept maps |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Class Discussions with ELLs (Section: Whole-class discussions, page 2) | ELL students prepare for and participate in small-group and whole-class discussions | |
Gizmo Jigsaw Lesson | Students orally communicate their learning to their peers | |
Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 3) | Students communicate thoughts and experiences in English | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Describes how students communicate with peers during inquiry lessons |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Group Activity: Concept Mapping | Students work together to produce a concept map for a given topic |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Gizmo Jigsaw Lesson | Students work together to learn a concept, then orally communicate their learning to their peers | |
Using Science Gizmos with English Language Learners (Section: Introducing the Gizmo, page 5) | Students are encouraged to collaborate with peers while working through the Pre-Gizmo Activity | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Describes how students communicate with peers during inquiry lessons |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Students ask for information during discussion of vocabulary words. |
Gizmo Jigsaw Lesson (Section: Page 1, paragraphs 2 and 5.) | Students ask for information while learning a specific skill they will teach to their peers. | |
Group Activity: Concept Mapping (Section: Page 1, Organizing) | Students present concept maps to peers, teacher, or class. Students can ask for help if they are stuck. | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Class Discussions with ELLs (Section: Whole-class discussions, page 2) | ELL students prepare for and participate in small-group and whole-class discussions | |
Word and Phrase Log | Record and define important vocabulary words and phrases | |
Word and Phrase Log Sample Sheet | This is an illustrative example of a completed Word and Phrase Log. | |
Lesson Materials Vocabulary Sheet | List and definitions of important, high-frequency vocabulary words used in Gimo lessons | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | List and definitions of important Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Student is expected to give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Word and Phrase Log | Record and define important vocabulary words and phrases | |
Word and Phrase Log Sample Sheet | This is an illustrative example of a completed Word and Phrase Log. | |
Lesson Materials Vocabulary Sheet | List and definitions of important, high-frequency vocabulary words used in Gimo lessons | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | List and definitions of important Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Gizmo Jigsaw Lesson | Students teach what they have learned to each other | |
Group Activity: Concept Mapping | Students present concept maps to peers, teacher, or class | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics | Class Discussions with ELLs (Section: Whole activity) | ELL students prepare for and participate in small-group and whole-class discussions |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Describes how students communicate with peers during inquiry lessons | |
Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson | |
Using Science Gizmos with English Language Learners (Section: Pre-Gizmo Mind Mapping, page 4) | Students present mind maps | |
Using Science Gizmos with English Language Learners (Section: Pre-Activity Student Presentations, page 5) | Students present their Pre-Gizmo Activity responses | |
Gizmo Jigsaw Lesson | Students teach what they have learned to each other | |
Group Activity: Concept Mapping | Students present concept maps to peers, teacher, or class | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Mind Mapping | Students present mind maps to teacher and/or peers | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Student is expected to express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics | Class Discussions with ELLs (Section: Whole activity) | ELL students prepare for and participate in small-group and whole-class discussions |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Describes how students communicate with peers during inquiry lessons | |
Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson | |
Using Science Gizmos with English Language Learners (Section: Pre-Gizmo Mind Mapping, page 4) | Students present mind maps | |
Using Science Gizmos with English Language Learners (Section: Pre-Activity Student Presentations, page 5) | Students present their Pre-Gizmo Activity responses | |
Gizmo Jigsaw Lesson | Students teach what they have learned to each other | |
Group Activity: Concept Mapping | Students present concept maps to peers, teacher, or class | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Mind Mapping | Students present mind maps to teacher and/or peers | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to explain with increasing specificity and detail as more English is acquired | Class Discussions with ELLs (Section: Introduction, page 1) | ELL students prepare for and participate in small-group and whole-class discussions |
Class Discussions with ELLs (Section: Whole-class discussions, page 2) | ELL students prepare for and participate in small-group and whole-class discussions | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Inquiry and ELLs, page 2) | Describes how students communicate with peers during inquiry lessons | |
Gizmo Jigsaw Lesson | Students teach what they have learned to each other | |
Group Activity: Concept Mapping | Students present concept maps to peers, teacher, or class | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Mind Mapping | Students present mind maps to teacher and/or peers | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson | |
Using Science Gizmos with English Language Learners (Section: Pre-Gizmo Mind Mapping, page 4) | Students present mind maps | |
Using Science Gizmos with English Language Learners (Section: Pre-Activity Student Presentations, page 5) | Students present their Pre-Gizmo Activity responses |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to develop basic sight vocabulary used routinely in written classroom materials | Lesson Materials Vocabulary Sheet | Students can review key lesson terms |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | Students can review key Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Word and Phrase Log | Students record and define new words and phrases heard during class | |
Word and Phrase Log Sample Sheet | This is an illustrative example of a completed Word and Phrase Log. | |
Student is expected to derive meaning of environmental print | Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Target Word Activity | Students infer the meaning of a target word based on how its used in a lesson | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Lesson Materials Vocabulary Sheet | Students can review key lesson terms | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | Students can review key Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Student is expected to comprehend English vocabulary used routinely in written classroom materials | Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Target Word Activity | Students infer the meaning of a target word based on how its used in a lesson | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Lesson Materials Vocabulary Sheet | Students can review key lesson terms | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | Students can review key Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Word and Phrase Log | Students record and define new words and phrases heard during class | |
Word and Phrase Log Sample Sheet | This is an illustrative example of a completed Word and Phrase Log. | |
Vocabulary Activity | Students connect new vocabulary terms to other English words (both academic and non-academic) they have learned. | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Student is expected to comprehend English language structures used routinely in written classroom materials | Sentence Structure Activity | Students identify parts of sentences and parts of speech |
Sentence Structure Activity Sample Sheet | This is an illustrative example of a completed Sentence Structure Activity . |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
KWL Chart | Students use a graphic organizer to preview and summarize a Gizmo lesson | |
KWL Chart Sample Sheet | This is an illustrative example of a completed KWL Chart. | |
KWL Chart (Alternate) | This is an alternate version of the KWL Chart. | |
KWL Chart (Alternate) Sample Sheet | This is an illustartive example of the alternative version of the KWL Chart. | |
Mind Mapping | Students create a map to connect new words to old words | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Vocabulary Activity | Students illustrate and give examples of new vocabulary that will be used in an upcoming lesson | |
Vocabulary Activity Sample Sheet | This is an illustrative example of a completed Vocabulary Activity . | |
Pre-Gizmo Activity | Students preview the Gizmo | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Using Science Gizmos with English Language Learners (Section: Gizmo Activity, page 6) | Teachers have the ability to modify all Student Exploration sheets to accommodate the needs of ELLs |
Using Science Gizmos with English Language Learners (Section: Gizmo Activity, page 7) | Choose activities that are most effective, and feel free to modify any materials for your students as necessary | |
Class Discussions with ELLs (Section: Preparing for a class discussion, page 1) | ELL students prepare for and participate in small-group and whole-class discussions | |
Class Discussions with ELLs (Section: Whole-class discussions, page 2) | ELL students prepare for and participate in small-group and whole-class discussions | |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to use visual and contextual support to read grade- appropriate content area text | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Lesson Materials Vocabulary Sheet | Students can review key lesson terms | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | Students can review key Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Target Word Activity | Students infer the meaning of a target word based on how its used in a lesson | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word | |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Student is expected to use visual and contextual support to enhance and confirm understanding | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Lesson Materials Vocabulary Sheet | Students can review key lesson terms | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | Students can review key Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Target Word Activity | Students infer the meaning of a target word based on how its used in a lesson | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word | |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Student is expected to use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Lesson Materials Vocabulary Sheet | Students can review key lesson terms | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | Students can review key Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Target Word Activity | Students infer the meaning of a target word based on how its used in a lesson | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word | |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Student is expected to use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Lesson Materials Vocabulary Sheet | Students can review key lesson terms | |
Lesson Materials Vocabulary Sheet (Sp) | This is a Spanish-Language version of the Lesson Materials Vocabulary Sheet. | |
Gizmo Controls Vocabulary Sheet | Students can review key Gizmo terms | |
Gizmo Controls Vocabulary Sheet (Spanish) | This is a Spanish-Language version of the Gizmo Controls Vocabulary Sheet. | |
Target Word Activity | Students infer the meaning of a target word based on how its used in a lesson | |
Target Word Activity Sample Sheet | This is an illustrative example of a completed Target Word Activity. | |
Guess the Definition | Students use context, grammar, and visual cues to infer the definition of a new word | |
Guess the Definition Sample Sheet | This is an illustrative example of a completed Guess the Definition. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Student is expected to use support from peers and teachers to read grade- appropriate content area text | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Using Science Gizmos with English Language Learners (Section: Gizmo Activities, page 6) | Teacher introduces the functions of the Gizmo | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Teaching ELLs with Gizmos, page 5) | Describes how students communicate with peers during inquiry lessons | |
Gizmo Jigsaw Lesson | Students work together to learn a concept, then teach their peers what they have learned | |
Group Activity: Concept Mapping | Students collaborate to organize their learning to create a concept map | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Mind Mapping | Students use peer and teacher support as they create a concept map | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Student is expected to use support from peers and teachers to enhance and confirm understanding | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Using Science Gizmos with English Language Learners (Section: Gizmo Activities, page 6) | Teacher introduces the functions of the Gizmo | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Teaching ELLs with Gizmos, page 5) | Describes how students communicate with peers during inquiry lessons | |
Gizmo Jigsaw Lesson | Students work together to learn a concept, then teach their peers what they have learned | |
Group Activity: Concept Mapping | Students collaborate to organize their learning to create a concept map | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Mind Mapping | Students use peer and teacher support as they create a concept map | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Student is expected to use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Using Science Gizmos with English Language Learners (Section: Gizmo Activities, page 6) | Teacher introduces the functions of the Gizmo | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Teaching ELLs with Gizmos, page 5) | Describes how students communicate with peers during inquiry lessons | |
Gizmo Jigsaw Lesson | Students work together to learn a concept, then teach their peers what they have learned | |
Group Activity: Concept Mapping | Students collaborate to organize their learning to create a concept map | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Mind Mapping | Students use peer and teacher support as they create a concept map | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Student is expected to use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 4) | Introduce and teach critical vocabulary words for the upcoming lesson |
Using Science Gizmos with English Language Learners (Section: Gizmo Activities, page 6) | Teacher introduces the functions of the Gizmo | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Teaching ELLs with Gizmos, page 5) | Describes how students communicate with peers during inquiry lessons | |
Gizmo Jigsaw Lesson | Students work together to learn a concept, then teach their peers what they have learned | |
Group Activity: Concept Mapping | Students collaborate to organize their learning to create a concept map | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Mind Mapping | Students use peer and teacher support as they create a concept map | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Student is expected to use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language | Using Science Gizmos with English Language Learners (Section: Previewing Vocabulary, page 3) | Introduce and teach critical vocabulary words for the upcoming lesson |
Using Science Gizmos with English Language Learners (Section: Gizmo Activities, page 6) | Teacher introduces the functions of the Gizmo | |
ExploreLearning and ELLs: How a technology-based, inquiry approach can benefit English language learners (Section: Teaching ELLs with Gizmos, page 5) | Describes how students communicate with peers during inquiry lessons | |
Gizmo Jigsaw Lesson | Students work together to learn a concept, then teach their peers what they have learned | |
Group Activity: Concept Mapping | Students collaborate to organize their learning to create a concept map | |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Pre-Gizmo Activity | Students use various cues to determine what they will be learning about | |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Mind Mapping | Students use peer and teacher support as they create a concept map | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. |
Breakout | Citation Resource Link | Resource Summary |
---|---|---|
Student is expected to demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs | Group Activity: Concept Mapping | Students organize and summarize learning in a concept map |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Post-Gizmo Activity | Students summarize what they have learned while using a Gizmo | |
Post-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Post-Gizmo Activity. | |
Mind Mapping | Students make connections between newly acquired vocabulary and older vocabulary | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
KWL Chart | Students summarize what they knew before, what they want to learn, and what they learned with the Gizmo | |
KWL Chart Sample Sheet | This is an illustrative example of a completed KWL Chart. | |
KWL Chart (Alternate) | This is an alternate version of the KWL Chart. | |
KWL Chart (Alternate) Sample Sheet | This is an illustartive example of the alternative version of the KWL Chart. | |
Student is expected to demonstrate comprehension of increasingly complex English by responding to questions | Pre-Gizmo Activity | Students answer questions about what they think will happen in the lesson |
Pre-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Pre-Gizmo Activity. | |
Post-Gizmo Activity | Students answer questions to summarize what they have learned while using a Gizmo | |
Post-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Post-Gizmo Activity. | |
Class Discussions with ELLs (Section:Preparing for a class discussion, page 1) | ELL students prepare for and participate in small-group and whole-class discussions | |
Class Discussion Student Sheet | Students take notes, answer questions, and discuss questions with classmates to prepare for a class discussion | |
Class Discussions Sample Sheet | This is an illustrative example of a completed Class Discussion Student Sheet | |
KWL Chart | Students answer questions about what they know, what they want to know, and what they have learned | |
KWL Chart Sample Sheet | This is an illustrative example of a completed KWL Chart. | |
KWL Chart (Alternate) | This is an alternate version of the KWL Chart. | |
KWL Chart (Alternate) Sample Sheet | This is an illustartive example of the alternative version of the KWL Chart. | |
Student is expected to demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs | Group Activity: Concept Mapping | Students take notes, then organize and summarize learning in a concept map |
Group Activity: Concept Mapping Sample Sheet | This is an illustrative example of a completed Group Activity: Concept Mapping. | |
Post-Gizmo Activity | Students summarize what they have learned while using a Gizmo. They can use this page as notes for a presentation to the group. | |
Post-Gizmo Activity Sample Sheet | This is an illustrative example of a completed Post-Gizmo Activity. | |
Mind Mapping | Students make connections between newly acquired vocabulary and older vocabulary | |
Mind Mapping Sample Sheet | This is an illustrative example of a completed Mind Mapping. | |
Class Discussions with ELLs (Section:Preparing for a class discussion, page 1) | ELL students prepare for and participate in small-group and whole-class discussions | |
Class Discussion Student Sheet | Students take notes, answer questions, and discuss questions with classmates to prepare for a class discussion | |
Class Discussions Sample Sheet | This is an illustrative example of a completed Class Discussion Student Sheet | |
KWL Chart | Students answer questions about what they know, what they want to know, and what they have learned | |
KWL Chart Sample Sheet | This is an illustrative example of a completed KWL Chart. | |
KWL Chart (Alternate) | This is an alternate version of the KWL Chart. | |
KWL Chart (Alternate) Sample Sheet | This is an illustartive example of the alternative version of the KWL Chart. |