Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

Home Classroom Resources Lesson Plans

Lesson Plan

Nature Reflections: Interactive Language Practice for English-Language Learners

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 
Grades 3 – 5
Lesson Plan Type Unit
Estimated Time Eight 45-minute sessions
Lesson Author

Loraine Woodard

Loraine Woodard

Berkeley, California

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Nature is a theme that both fascinates and inspires students of all ages and from all cultures. In this lesson, students whose first language is not English reflect on nature through readings, a visit to a green area, and bookmaking using the writing process and peer feedback. English-language learner (ELL) strategies in this lesson include previewing before reading, read-alouds, choral reading, total physical response, shared reading, listening to recorded text, explicit error correction, interactive writing, and a wealth of oral and written language practice.

back to top

 

FEATURED RESOURCES

Nature Quotations: Use this helpful handout to get your students reflecting on nature.

back to top

 

FROM THEORY TO PRACTICE

Drucker, M.J. (2003). What reading teachers should know about ESL learners. The Reading Teacher, 57(1), 2229.

  • Research has found that even English-language learners (ELLs) who seem proficient in spoken English because they can talk to their peers may need much longer to become academically proficient.

  • Teachers can help ELLs become more proficient using a variety of tools and strategies, including choral reading, shared reading, paired reading, books with tapes, language experience, interactive writing, total physical response, and read-alouds.

  • Having students physically act out songs, poems, or reading-all forms of the total physical response (TPR) methodology-is an effective way to support vocabulary development.

 

Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152162.

back to top