Continuum of Strategies

Continuum of Strategies Sylvia Brooks, Kenya Conyers, Jennifer Williams SEI/ euchre Structured slope Immersion October 22, 2012 Dr. Gretchen Meyer Continuum of Strategies Introduction Mrs. Brooks is a outgrowth grade t for each oneer in Harvard Elementary School and this year she has twenty five assimilators in her classroom. Of the twenty five scholarly persons in her classroom, five be English Language Learners. These five students are totally Spanish dissertation but two are from Puerto Rico and three are of Mexican descent. Mrs. Books has found that two of the five children speak English also.Todays lesson in Social Studies is titled Community Workers. In this lesson we will engender with the teacher centered strategy. The lesson will also include the teacher assisted, peer assisted, and student centered strategies. Teacher-Centered Mrs. Brooks began her lesson by using the teacher-centered strategy of lecture. She informed the children that they would begin a unit entit led Community Workers, and doing a picture paseo from the book. Mrs. Brooks has everyone to put there finger on the title and assume the title together Community Workers.Next she asks the students for breaths as to who do they think is a corporation worker? Mrs. Brooks talks closely each suggestion then tells the children to olfactory property at the pictures on the next page. The children are give thirty seconds to tell their partner the name of the person in the picture. then the teacher tells them the correct way to say the name of person in English and proceeds to the next picture (Echevarria, Vogt, & Short, 2008). The same attend continues until the end of the story and the children can verbally identify the names of the residential district workers.Teacher-Assisted After the story is completed, Mrs. Brooks began using a teacher assisted strategy. Mrs. Brooks brought out some(prenominal) boxes and placed them on the table. The children stayed with his or her partn er. distributively group was assumption a box with the description of a community worker inside. Inside each box were several items that were in English along with a picture attached. Each group was able to look into their box and decide what they were going to discuss with the rest of the class. The groups were given well-nigh three minutes to have their description ready to present to the class.Once each group had finished presenting their community worker, Mrs. Brooks passed out a worksheet to be completed. Peer Assisted Before completing the worksheets, the students swapped partners so that one student from each group could discuss their community worker with another student. The students were instructed to preserve down key elements about each community worker. The students were given 3 minutes and after 3 minutes were up the equalizes swapped again. This continued until all students had paired up to cover all five community workers covered.After this students were given di rections to complete the worksheet. Student-Centered Students were directed to complete the worksheet by using the notes taken during the pair swap. Students were also able to refer back to the elements used in their presentations in order to complete worksheet. After completing worksheet, students were allowed time to mete out and discuss settlements. Conclusion After completing each activity on community workers, the teacher began reviewing the lesson that was taught. She began asking questions about community workers.She asked the students to name several community workers, what they do, and if they wear a uniform. The workers that were left out she held up pictures of the workers and allowed the students to answer questions about them. Mrs. Brooks saw that the students retain the information that was taught and enjoyed learning about community workers. References Echevarria, J. , Vogt, M. , & Short, D. J. (2008). Making Content Comprehensible for English Learners. The SIOP Model, trinity Edition(3rd ed. ). Boston, MA Allyn & Bacon, Inc. A Pearson Education Company.