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T & L 413-02
Learning Activities
Nataliia Borysenko
April 16, 2018
1. SWBAT… orally identify and match the paper fraction strip to fraction unit
form using unit specific (1/4, ½, etc.) vocabulary with the aid of an anchor
chart.
2. SWBAT… orally explain what each part of a proper fraction (numerator,
denominator, positive numbers) are using content specific language.
3. SWBAT… orally explain their answers to their assigned group mates on how
they found out their answers and using the correct vocabulary to explain
their thought process.
4. SWBAT… identify and match visual scaffold flashcards of fractions to correct
fractional terms to explain their reasoning with a partner.
1. Choose one or more of the strategies that we have studied. Adapt them to your
content area and lesson plan.
3. Summarize your activities in 1-2 pages (Times New Roman, 12, double
spaced). Highlight differentiated instruction (teaching to different language
proficiency levels, skill levels, multiple intelligences, and cultural differences).
inch paper manipulatives of fractions with the aid of the teacher modeling how to
create them and the language associated with each fraction as a class. Before
students are grouped together for cooperative learning, students will work
manipulatives is modeled on the document camera. Students will create paper strips
into the fractions 1 whole, ½, ¼, 1/8, 1/3, 1/6, 1/5, 1/10 to show how one whole
piece can be divided into so many pieces while learning that one piece of the equal
pieces is the fraction that we are looking for. The teacher will reiterate the language
writing them on the board, the teacher is teaching to visual learners, non-native
speakers with the use of visuals, and making sure that everyone is on the same level
while creating the manipulatives in the beginning of the fraction unit. The questions
to reiterate the language of fractional terms will be the same questions used on the
sentence structure. By continuing to use the same structure and word choice for
worksheet questions, it will create stability within learning the language of the unit
and will progress students by learning the beginning facts of fractions, while leaving
room to build upon this understanding later on in the unit. Students will work in
groups while working on the worksheets to cater to ELL students who need social
support of their academic language while engaging with their peers in a social
setting.