Shannon E. Oneto
I will focus on several different strategies while implementing this unit with my students. First and foremost, because of the unique nature of the dual language program in my school, I must always keep in mind that I am teaching many second language learners. All teachers in my school have been trained in the SIOP model (Sheltered Instruction Observation Protocol). This model features many strategies intended to help second language learners achieve maximum understanding. However, these strategies are good practice for helping all students increase their understanding as well. Some of these techniques can include:
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1 Using pictures to illustrate vocabulary, concepts, procedures, and directions.
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2 Having students use physical responses and gestures to illustrate their understanding.
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3 Asking a variety of questions that allow students of various levels of English language development to participate and show their understanding.
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4 Providing students with both content and language vocabulary in order to respond and participate in class discussions.
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5 Giving specific students different options for demonstrating their understanding (such as art projects rather than written essays and group work).
Because this is a science unit, I will also be encouraging my students to ask lots of questions and seek their own answers as the unit progresses. I hope to promote inquiry by having students examine pictures, books, real fruits and vegetables, and websites. Students will work with partners or small groups in order to discuss their findings and understandings along the way. I will also have students keep a science journal in order to document these things as well, and also give them a chance to reflect on what they are learning. At unit's end, students will apply what they have learned about nutrition and plants while creating a real indoor/container garden.