Strategy Implementation Report #2A 7 Steps

Name: ____Deb Deauseault (Para)__________ Date: ________3/30/17________ Grade Level: ___6_____

How does this strategy connect my content and language objectives? How does this strategy facilitate my students’ ability to access the content? How does this strategy facilitate my students’ ability
to comprehend the mentor text, build essential knowledge, or produce oral or written discourse connected to the content objective? How does this strategy provide comprehensible input for my
students?

Content Objective:
Lesson Sequence:
SWBAT identify the difference between renewable sources of energy and nonrenewable
Mentor topic:Wind Power Lesson
sources of energy.
Students previewed the lesson page
SWBAT describe the need/problem they were presented with, which is to create a windmill.
focusing on text features (title,
process subheadings, informational
text, paragraph format).
Tier 2-3 vocabulary was introduced using
Language Objective​: ​Language Objectives should be directly linked to the language skills students will need to be successful in
the 7-step process for the whole achieving the content objective.
group.
SWBAT orally define energy, nonrenewable source and renewable source of energy, after actively
I posted and shared the content objectives engaging in the 7-step process for learning vocabulary in a small group.
on the board and orally with students.
SWBAT write the need/problem presented to them in a brief statement.
Students read and discussed the project
lesson in small groups. They will
answer a prompt to define the Language Objective Differentiation for Proficiency Levels:
problem.
A level 3-4 swbat:
ELL students will complete their sentence
frames to describe the need/problem. SWBAT orally explain the meaning of consumption, wind turbine, nonrenewable, renewable, and
energy, after actively engaging in the 7-step process for learning vocabulary in a small group
I will walk around and check these and use using a word/phrase bank.
these as formative assessement.
SWBAT write the need/problem into a sentence frames using a word and phrase bank with a
Students will then read the completed partner.
prompt responses/sentence frame
paragraphs to partners.
They will keep them in their classroom
binders to help them remember what
the task is as they only have class with
me twice every 6 days
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 Strategy Implementation Report #2A 7 Steps

Exit Ticket-Assessment

1
Targeted Tiered Vocabulary​ from Mentor Text or Source
P0F P​

Tier 2 & Tier 3 words should be integrated into student product/assessment.

Tier 1 words Tier 2 words Tier 3 words
Basic words most children know in their primary language: Essential to comprehension: i.e., process & transition, Low frequency, content specific, typically found in a glossary in
may include connectors or compounds specificity, sophistication polysemy, transitional terms, the back of a text
idioms, clusters, cognates…

nonrenewable
wind energy renewable
fan shift consumption
cars design wind turbine
there will be a point wind farm
hot topic rotor
implemented
blades

Script for Implementing 7 Steps to Better Vocabulary

This is a pre-reading/pre-teaching vocabulary strategy to aide students in comprehending the target mentor text.
There should be 100% participation on all steps.
Steps 1-7 must be completed in order and during the same session.
Step 6 should be timed for 1 minute. Ping Pong style: students taking turns using the word in a sentence.
Step 7 is the accountability step. Remind students that they will be using the words as they summarize orally what they read, as they
1
For more information on Tiered vocabulary, see Beck & McKeon (1985), Calderón (2007).

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 Strategy Implementation Report #2A 7 Steps

discuss what they read, and later in their writing. ​There should be no writing in the pre-teaching of vocabulary during 7 steps.
Before implementing, the teacher will:
✓ preview the mentor text, tier the vocabulary and choose the words to pre-teach.
✓ choose 3-5 words taken directly from the mentor text.
✓ have the dictionary definitions ready to go.
✓ have sentence starters/stems/frames ready for Step 6 as needed.

Word 1

Steps Word:___energy____ Tier: ____2____

Why you picked it: There are many types of energy and I want students to be clear on the meaning

1. Teacher says the word. Student repeats. 1. Energy

2. Teacher states the word in context from 2. "Most of our energy consumption today comes from nonrenewable resources."
the mentor text.

3. Teacher​ provides the dictionary

U​ U​
3. the capacity for vigorous activity; available power:
definition(s). I eat chocolate to get quick energy.
2.
an adequate or abundant amount of such power:
I seem to have no energy these days.
3.
Often, energies. a feeling of tension caused or seeming to be caused by an excess of such power:
to work off one's energies at tennis.

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 Strategy Implementation Report #2A 7 Steps

4. Explains meaning with student-friendly 4. Energy is power.

definitions.

5. Highlights features of the word: 5. Energy is a noun.

polysemous, cognate, tense, prefixes,
etc.

6. Engages students in activities to develop 6. Students engage in TTYP and use the word 5-6 times in complete sentences, alternating turns for
word/concept knowledge. ​The 1 Minute TTYP one minute.
(Turn to Your Partner) & use the word 5-6 times in complete
thoughts or sentences, ​ping pong style​. Ping pong style turn
taking in the exchange so that no one partner dominates
Once in a while, teachers can check in by asking, “Who
wants to tell me what your partner said?”

7. Teacher reminds and explains to 7. We are talking about different types of energy and about energy that can and can't be created.
students of how new words will be used. They will need to use this word in classwork, discussions, assessments, etc.
There is NO writing by students at this time.
This is where the teacher explains that studnets
should use this word in their homework,
classwork, reading summaries, etc.

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 Strategy Implementation Report #2A 7 Steps

Word 2

Steps Word:_Nonrenewable source of energy______ Tier: ___3___

Why you picked it: Students are probably not as familiar with this term as it is linked to science and
not something they would use in everyday discussions. We have talked about using wind
turbines to harness power of wind, but not given it an "energy name".

1. Teacher says the word. Student repeats. 1. Nonrenewable source of energy

2. Teacher states the word in context from 2. "We have seen more and more wind turbines and wind farms implemented to shift our main use
the mentor text. of energy from nonrenewable sources to renewable sources of energy."

3. Teacher​ provides the dictionary

U​ U​
3. Not able to be restored, replaced, recommenced, etc:
definition(s).

4. Explains meaning with student-friendly 4. something we cannot get more of, with energy, energy we cannot make more of
definitions.

5. Highlights features of the word: 5. non- not

polysemous, cognate, tense, prefixes, re- again
etc. able-capable of
adjective

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 Strategy Implementation Report #2A 7 Steps

6. Engages students in activities to develop 6.Students engage in TTYP and use the word 5-6 times in complete sentences, alternating turns for
word/concept knowledge. ​The 1 Minute TTYP one minute.
(Turn to Your Partner) & use the word 5-6 times in complete
thoughts or sentences, ​ping pong style​. Ping pong style turn
taking in the exchange so that no one partner dominates
Once in a while, teachers can check in by asking, “Who
wants to tell me what your partner said?”

7. Teacher reminds and explains to 7. We are talking about energy that cannot be recreated. They will need to use this word in
students of how new words will be used. classwork, discussions, assessments, etc.
There is NO writing by students at this time.
This is where the teacher explains that studnets
should use this word in their homework,
classwork, reading summaries, etc​.

Word 3
Steps Word:_____renewable_____ Tier: _____3___
Why you picked it: We are talking about energy that can be renewed - wind energy.

1. Teacher says the word. Student repeats. 1. Renewable

2. Teacher states the word in context from 2. "We have seen more and more wind turbines and wind farms implemented to shift our main use
the mentor text. of energy from nonrenewable sources to renewable sources of energy."

3. Teacher​ provides the dictionary

U​ U​
3. Relating to a natural resource, such as solar energy, water, or wood, that is never used up or that
definition(s). can be replaced by new growth. Resources that are dependent on regrowth can sometimes be
depleted beyond the point of renewability, as when the deforestation of land leads to
desertification or when a commercially valuable species is harvested to extinction. Pollution can
also make a renewable resource such as water unusable in a particular location.

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 Strategy Implementation Report #2A 7 Steps

4. Explains meaning with student-friendly 4. Something we can easily get more of. Energy we can either create more of in our lifetime or there
definitions. is constantly more around.

5. Highlights features of the word: 5. adjective

polysemous, cognate, tense, prefixes, re-again
etc. able- capable of

6. Engages students in activities to develop 6. Students engage in TTYP and use the word 5-6 times in complete sentences, alternating turns for
word/concept knowledge. ​The 1 Minute TTYP one minute.
(Turn to Your Partner) & use the word 5-6 times in complete
thoughts or sentences, ping pong style. Ping pong style turn
taking in the exchange so that no one partner dominates
Once in a while, teachers can check in by asking, “Who
wants to tell me what your partner said?”

7. Teacher reminds and explains to 7. Students engage in TTYP and use the word 5-6 times in complete sentences, alternating turns for
students of how new words will be used. one minute.
There is NO writing by students at this time.
This is where the teacher explains that studnets
should use this word in their homework,
classwork, reading summaries, etc​.

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 Strategy Implementation Report #2A 7 Steps

Word 4
Steps Word:_______consumption_ Tier: ____3____
Why you picked it: It seems to be a word that students may not have commonly
heard, and may only be familiar with it in terms of food.

Teacher says the word. Student 1. Consumption

repeats.

Teacher states the word in context 2.”Most of our energy consumption today comes from nonrenewable sources.”
from the mentor text.

U​Teacher​ provides the dictionary

U​ 3
definition(s). 1. .​the act of consuming, as by use, decay, or destruction.

2. the amount consumed:

the high consumption of gasoline.
.
3. Economics. ​the using up of g
​ oods​ and services having an
exchangeable value.

Explains meaning with student-friendly 4. Something that we use up. We consume a meal by eating it.
definitions.

Highlights features of the word: 5.Noun

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 Strategy Implementation Report #2A 7 Steps

polysemous, cognate, tense, prefixes, synonyms: depletion, utilization

etc.

Engages students in activities to 6.​Students engage in TTYP and use the word 5-6 times in complete sentences, alternating turns for
develop word/concept knowledge. ​The 1 one minute.
Minute TTYP (Turn to Your Partner) & use the word 5-6
times in complete thoughts or sentences, ping pong style.
Ping pong style turn taking in the exchange so that no one
partner dominates Once in a while, teachers can check in
by asking, “Who wants to tell me what your partner said?”

Teacher reminds and explains to 7.​We are talking about types of energy and how our consumption of energy is something that needs
students of how new words will be to be addressed and alternatives to nonrenewable sources found. We talked about how wind is
used. ​There is NO writing by students at this a renewable source and fossil fuels are not.

time. This is where the teacher explains that

studnets should use this word in their
homework, classwork, reading summaries, etc.

Word 5
Steps Word:_____wind turbine_____ Tier: ___3_____
Why you picked it: Students may or may not be familiar with windmills, which
were/are traditionally used to lift loads (water) or grind grain. Turbines spin
and create electricity.

Teacher says the word. Student 1. Wind Turbine

repeats.

Strategy Implementation Report #2A 7 Steps

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 Strategy Implementation Report #2A 7 Steps

Teacher states the word in context 2. “We have seen more and more wind turbines and wind farms implemented to
from the mentor text. shift our main use of energy from nonrenewable sources to renewable
sources of energy”.

Teacher provides the dictionary 3.A turbine powered by the wind

definition(s).

Explains meaning with student-friendly 4. A machine capable of taking wind power and creating electricity with it. It has
definitions. a tower base, blades that spin, and a rotor. (showed images on projector)

Highlights features of the word: 5. Noun

polysemous, cognate, tense, prefixes, wind motor
etc.

Engages students in activities to 6.​Students engage in TTYP and use the word 5-6 times in complete sentences, alternating turns for
develop word/concept knowledge. ​The 1 one minute.
Minute TTYP (Turn to Your Partner) & use the word 5-6
times in complete thoughts or sentences, ping pong style.
Ping pong style turn taking in the exchange so that no one
partner dominates Once in a while, teachers can check in
by asking, “Who wants to tell me what your partner said?”

Teacher reminds and explains to 7. Students will be created a windmill and then a turbine (extension activity) and
students of how new words will be they need to know what a turbine is and how it is an example of something
used. ​There is NO writing by students at this capable of creating a renewable source of energy.
time. This is where the teacher explains that
studnets should use this word in their
homework, classwork, reading summaries, etc.

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 Strategy Implementation Report #2A 7 Steps

Reflection on the strategy implementation:

Each response should be a short paragraph that includes sufficient details.
How did this strategy help my ELLs achieve the content and language objectives?
Utilizing this strategy allowed my ELLs a chance to learn the content vocabulary so that they could have a better understanding of the project we
would be working on. In order to be able to compare the two forms of energy, they needed to have an understanding of what the words
meant. After the 7 step process, I was able to observe the students using the terms learned in conversations with their peers. They were able
to orally explain the difference between renewable and nonrenewable forms of energy, describe wind turbines as a renewable source of
energy, correctly use consumption to describe using up energy, and correctly complete the sentence frames. The TTYP activity allowed me
to walk around the room and hear them use and pronounce the words correctly.
How did this strategy help the ELLs in my classroom to produce academic language and discourse?
Once they had an understanding of the vocabulary, they were able to use it in discussions with peers during TTYP time and with me to describe
energy and the two forms we discussed using the other words correctly in context. They were pronouncing the vocabulary correctly, and
were hearing other’s thoughts about types of energy as well. I was able to walk around and ask “Now tell me what your partner said, how is
that ____ form of energy” “How is using in consumption different than using a hole punch?” and receive correct answers. This allowed
them to participate fully in the class conversations, group chats, etc. I feel like this will help them during the building process as they will be
able to have discussions with their peers and feel confident in whole group conversations.
To increase my ELLs’ engagement and interaction, these are the things I would change the next time I try this strategy:
I think that the more we use this, the more familiar the students will be with it, and that familiarity will help us speed through the process without
side comments from other typically challenging students (“this is stupid” and “why are we doing this?”) and silliness (because of the
repetition, some kids thought this was humorous). It will simply become an expectation that we will be doing it, and I would remind
students to be mindful of their comments. I would start by saying the only comments I would like to hear out loud are positive ones. I
would model expected behavior (again) with them. This would help my ELLs’ engagement, as I felt they were distracted by the comments
of the few students who were disrespectful, as it disrupted the flow. I would also speed it up next time as it took about 5 minutes per word
and I would like to get it down to about 3.

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