SHARE Strategy Implementation Report 2A 7 Steps

Strategy Implementation Report #2A 7 Steps
Name: Date: 5/19/21 Grade Level:

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?
Lesson Sequence: Content Objective:
TOPIC: Renewable and Nonrenewable SWBAT identify the difference between renewable sources of energy and nonrenewable
Energy Sources sources of energy.
Mentor text: Wind Power Lesson SWBAT describe the need/problem they were presented with, which is to create a windmill.
Students previewed the lesson page

focusing on text features (title, process
subheadings, informational text,
paragraph format).
Language Objective: Language Objectives should be directly linked to the language skills students will need to be successful in
achieving the content objective.
Tier 2-3 vocabulary was introduced using
the 7-step process for the whole group.
SWBAT identify the difference between renewable sources of energy and nonrenewable
I posted and shared the content sources of energy.
objectives on the board and orally with
students. SWBAT describe the need/problem they were presented with, which is to create a windmill.
Students read and discussed the project

lesson in small groups. They will answer Language Objective Differentiation for Proficiency Levels:
a prompt to define the 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 using a word/phrase bank.
I will walk around and check these and
use 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.
Targeted Tiered Vocabulary from Mentor Text or Source

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: may Essential to comprehension: i.e., process & transition, specificity, Low frequency, content specific, typically found in a glossary in
include connectors or compounds sophistication polysemy, transitional terms, idioms, clusters, the back of a text
cognates…
Wind Energy nonrenewable
fan renewable
shift
cars consumption
design wind turbine
wind farm
there will be a point
rotor
hot topic
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 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 1. Energy

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

U U 3.
definition(s).
1. the capacity for vigorous activity; available power: 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.
4. Energy is power.
4. Explains meaning with student-
friendly definitions.
5. Highlights features of the word: 5. Energy is a noun.

polysemous, cognate, tense, prefixes,
etc.
6. Engages students in activities to 6. Students engage in TTYP and use the word 5-6 times in complete sentences, alternating turns for
one minute.
develop word/concept knowledge. The 1
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?”
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. They
will need to use this word in classwork, discussions, assessments, etc.
students of how new words will be
used. There is NO writing by students at this
time. This is where the teacher explains that
students should use this word in their
homework, classwork, reading summaries, etc.
Word 2
Word: Nonrenewable (source of energy) Tier: 3

Steps
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 1. Nonrenewable (source of energy)

repeats.
2. Teacher states the word in context 2. "We have seen more and more wind turbines and wind farms implemented to shift our
main use of energy from nonrenewable sources to renewable sources of energy."
3. Not able to be restored, replaced, recommenced

U U
definition(s).
4. something we cannot get more of, with energy, energy we cannot make more of
5. non- not
5. Highlights features of the word:
polysemous, cognate, tense, prefixes, re- again
etc.
able-capable of
Nonrenewable is and adjective
6. Engages students in activities to 6. Students engage in TTYP and use the word 5-6 times in complete sentences, alternating
turns for one minute.
7. Teacher reminds and explains to 7. We are talking about energy that cannot be recreated. They will need to use this word in
classwork, discussions, assessments, etc.
studnets should use this word in their
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 1. renewable

repeats.
2. Teacher states the word in context 2. "We have seen more and more wind turbines and wind farms implemented to shift our
main use of energy from nonrenewable sources to renewable sources of energy."
3. Relating to a natural resource, such as solar energy, water, or wood, that is never used
up or that can be replaced by new growth. Resources that are dependent on regrowth
U U
definition(s). 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.
4. Something we can easily get more of. Energy we can either create more of in our
lifetime or there is constantly more around.
5. Highlights features of the word: 5. renewable is an adjective

re-again
etc.
able-capable of
6. Engages students in activities to 6. Students engage in TTYP and use the word 5-6 times in complete sentences, alternating
turns for one minute.
7. Teacher reminds and explains to 7. We are talking about energy that can be recreated. They will need to use this word in
classwork, discussions, assessments, etc.
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.
1. Teacher says the word. Student 1. consumption

repeats.
2. Teacher states the word in context 2. ”Most of our energy consumption today comes from nonrenewable sources.”
3.
U U
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 goods and services having an exchangeable value.
4. Something that we use up. We consume a meal by eating it.

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

etc. Synonyms: depletion, utilization
6. Engages students in activities to 6. Students engage in TTYP and use the word 5-6 times in complete sentences,
develop word/concept knowledge. The 1 alternating turns for one minute.
7. Teacher reminds and explains to 7. We are talking about types of energy and how our consumption of energy is something
that needs to be addressed and alternatives to nonrenewable sources found. We talked
students of how new words will be about how wind is a renewable source and fossil fuels are not.
Word 5
Steps Word: wind turbine Tier: 3
Why you picked it: Students may or may not be familiar with windmills, which were
traditionally used to lift loads (water) or grind grain. Turbines spin and create electricity.
1. Teacher says the word. Student 1. wind turbine

repeats.
2. Teacher states the word in context 2. “We have seen more and more wind turbines and wind farms implemented to shift our
main use of energy from nonrenewable sources to renewable sources of energy”.
3. A turbine powered by the wind

definition(s).
4. A machine capable of taking wind power and creating electricity with it. It has a tower
base, blades that spin, and a rotor. (showed images on projector)
5. Highlights features of the word: 5. wind turbine is a noun

etc.
6. Engages students in activities to 6. Students engage in TTYP and use the word 5-6 times in complete sentences,
develop word/concept knowledge. The 1 alternating turns for one minute.
7. Teacher reminds and explains to 7. Students will be creating a windmill and then a turbine (extension activity) and they need
to know what a turbine is and how it’s an example of a machine capable of using a
students of how new words will be renewable source of energy, the wind.
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?
Applying this strategy gave 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 the students 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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Strategy Implementation Report #2A 7 Steps

Name: Date: 5/19/21 Grade Level:

Lesson Sequence: Content Objective:

Students previewed the lesson page

Students read and discussed the project

prompt responses/sentence frame

Targeted Tiered Vocabulary from Mentor Text or Source

Wind Energy nonrenewable

design wind turbine

Script for Implementing 7 Steps to Better Vocabulary

Steps Word: Energy Tier: 2

1. Teacher says the word. Student 1. Energy

3. Teacher provides the dictionary

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

Word: Nonrenewable (source of energy) Tier: 3

1. Teacher says the word. Student 1. Nonrenewable (source of energy)

3. Not able to be restored, replaced, recommenced

Nonrenewable is and adjective

1. Teacher says the word. Student 1. renewable

5. Highlights features of the word: 5. renewable is an adjective

Steps Word: consumption Tier: 3

heard, and may only be familiar with it in terms of food.

1. Teacher says the word. Student 1. consumption

2. the amount consumed:

the high consumption of gasoline.

3. Economics. the using up of goods and services having an exchangeable value.

4. Something that we use up. We consume a meal by eating it.

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

1. Teacher says the word. Student 1. wind turbine

3. A turbine powered by the wind

5. Highlights features of the word: 5. wind turbine is a noun

Reflection on the strategy implementation:

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