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Week one

The document outlines the structure and objectives of the English for STEM 6 course, including tasks related to claims, opinions, and facts. It details a language routine for discussions, emphasizing steps like setting purposes, providing prompts, modeling language supports, and facilitating discussions. Each step is designed to enhance student engagement, confidence, and academic discourse skills.

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4 views

Week one

The document outlines the structure and objectives of the English for STEM 6 course, including tasks related to claims, opinions, and facts. It details a language routine for discussions, emphasizing steps like setting purposes, providing prompts, modeling language supports, and facilitating discussions. Each step is designed to enhance student engagement, confidence, and academic discourse skills.

Uploaded by

kk
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Course

English for STEM 6

Under supervision
Prepared By
DR. Dalia Ali Maher Mahmoud Gamal
Ahmed

:Session One Task -


:Three examples each of a claim, an opinion, and a fact
:Reflection Questions -
?What are the main concepts and skills in English for STEM 5 course .1

.The difference between evidence, claim and reason -

.Argumentative Fallacies -

?What are the main concepts and skills in English for STEM 6 course .2

.Language routine -

Review the Discussion Supports - STEM ED Language Routine 6 -


.and makes notes about the purpose of each step in the routine
Setting the Purpose: Clearly defining the objective of the discussion helps .1
students understand what they are expected to achieve. This step ensures that the
.discussion is focused and relevant to the lesson goals

Providing a Focus Question or Prompt: A well-crafted question or prompt .2


guides the discussion towards a specific topic or concept. It helps in initiating the
.conversation and provides a clear direction for students to follow

Modeling the Use of Language Supports: Demonstrating how to use language .3


supports (such as sentence frames or academic vocabulary) gives students concrete
examples of how to articulate their thoughts. This modeling helps students
.understand how to structure their responses and engage in academic discourse

Guided Practice: Allowing students to practice using language supports in a .4


controlled environment helps build their confidence and competence. Guided practice
provides opportunities for immediate feedback and correction, fostering a safe space
.for learning

Independent Practice: Encouraging students to use language supports .5


independently reinforces their learning and promotes self-reliance. This step helps
students internalize the language structures and apply them in various contexts
.without direct teacher intervention

Facilitating Discussion: The teacher's role in facilitating the discussion ensures .6


that it remains productive and inclusive. Effective facilitation includes prompting
deeper thinking, encouraging participation from all students, and steering the
.conversation back on track if it deviates

Providing Feedback: Offering constructive feedback helps students improve their .7


use of academic language and refine their discussion skills. Feedback should be
.specific, timely, and focused on both the content and the language used

Reflecting on the Discussion: Reflection allows students to evaluate their own .8


performance and the overall effectiveness of the discussion. This step encourages
metacognition, helping students become more aware of their strengths and areas for
.improvement

2 ‫] [ الصفحة‬

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