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TX Home > Products > English Now! A/B Intervention > Lesson Types and Strategies

English Now! A/B v2.0 - Lesson Types and Strategies

Basic Language Lesson (BLL)

The purpose of the Basic Language Lesson (BLL) is to acquire the vocabulary needed to enable ELLs to speak and write in complete sentences, orally compose a story, write connected text, and read and comprehend a challenging reading text.

Vocabulary is introduced through Illustrated verbs and nouns that are combined into commands. The student listens to a command, attempts to understand the meaning of the verb-noun combination, then executes the command using non-verbal gestures and actions.

The teacher uses strategies for word pronunciation, sentence phrasing, and intonation using the RASP (Repeat by All, by Some, then by one Person) and Backward Buildup strategies. The student writes sentences using the new vocabulary, applying correct spelling, punctuation, and capitalization.

Assessment is on-demand, that is, it is executed during instruction, so that teachers immediately instruct and intervene to help the students orally produce the vocabulary and grammar being taught.

BLL in English Now! A/B v2.0 Elementary:
Teacher outlines and models the BLL lesson. Students then practice through partner share using their own word cards.

BLL in English Now! A/B v2.0 Secondary:
Teacher outlines and models the BLL lesson. Students then practice through partner share using their own word cards.

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Game Lesson

The purpose of the Game Lesson is to provide multiple repetition of commands and retention of vocabulary in long term-memory. The ELLs, formed in teams of two or four, play the game in a low-risk competitive atmosphere.

The students review the vocabulary and grammar they acquired in the Basic Language Lessons in a more informal, low-risk atmosphere.

This communicative activity gives the teacher an opportunity to assess the students’ authentic use of new vocabulary and to discern their emerging sense of English grammar.

The Game Lesson in English Now! A/B v2.0 Secondary:
Students solidify their vocabulary by playing "Roll, Say, & Win!"

 

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Oral Composition

The purpose of the Oral Composition lesson is to enable ELLs expand their oral sentences by using three sources of input: (a) the teacher, (b) the materials, and (c) one another.

The teacher uses strategies to elicit oral production using a wordless big book. A four-scene story unfolds through photographs that illustrate the vocabulary introduced in the previous lessons.The teacher models by thinking aloud to demonstrate a strategy called Composing and Revising as You Go. The students engage in the oral composition task using a strategy called Dictogloss. Later, the teacher “pulls out” sentences from the students and models writing the story on sticky sentence strips (K-2) or on a text frame (Upper and Secondary). The sentence strips are mounted on the big book pages under the pictures (K-2). After completing the story, the students read the class story aloud using vocalized reading strategies such as Echo Reading and Cloze/Gap Reading.

This communicative activity gives the teacher an opportunity to assess the students’ difficulties with sentence expansion and elaboration.

Oral Composition in English Now! A/B v2.0 Elementary:
The teacher models the Dictogloss strategy. Students then practice Dictogloss through partner share, using wordless books.

Oral Composition in English Now! A/B v2.0 Secondary:

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Written Composition

The purpose of the Written Composition lesson is to enable ELLs to orally compose a piece of writing using the vocabulary and grammar they have learned. They write their story on a small wordless storybook.

While the students are writing, the teacher uses strategies such as (RANE stands for Receive, Acknowledge, Notice, Edit) to differentiate instruction. RANE is a direct application of the “notice-the-gap” principle.

The teacher holds individual or small group conferences to assess students and to immediately provide individualized instruction based on this assessment.

Written Composition 2 in English Now! A/B v2.0 Elementary:
The teacher gives a pre and post synopsis of the lesson.

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Vocalized Reading

The purpose of Vocalized reading is to provide ELLs plenty of opportunities to discern the meanings of unknown words.

The students are introduced to vocalized reading strategies such as Echo Reading and Cloze/Gap Reading, executed in combination with RASP and Backward Buildup.

As the teacher listens to individual students read aloud, s/he is able to assess and discern the students’ difficulties with sound-symbol, structure, and meaning relationships.

Vocalized Reading in English Now! A/B v2.0 Elementary:
The vocalized reading strategies provide multiple read alouds of the text, eliciting the suprasegmental features of language - phrasing, rhythm, stress, and intonation.

Vocalized Reading in English Now! A/B v2.0 Secondary:

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Reading Comprehension

The purpose of the Reading Comprehension is enable ELLs to ask and answer comprehension questions about a story text-graded at grade-level readability.

In Reading Comprehension I, the teacher uses a strategies that enable the students to ask and answer questions and to retell the story orally in their own words. The students learn how to pose Right There questions (Raphael & Pearson, 1982). They locate the answer in the text, frame it, then compose a complete sentence that includes the answer. Partners practice this question-answer protocol by asking and answering several right there questions.I n Reading Comprehension II, the students reread, then retell the story using the Dictogloss Strategy (Wajnryb, 1990).

Reading Comprehension 2 in English Now! A/B v2.0 Elementary:
The vocalized reading strategies provide multiple read alouds of the text, eliciting the suprasegmental features of language - phrasing, rhythm, stress, and intonation.

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